Pierre Elliott Trudeau Elementary School took a requirement for clean air in the classroom and turned it into a school project.

They say that some people thrive in adversity. So it seems for our colleague David McFall during the pandemic. We’re handing over to David for the fourth time for an update on how he and his staff at Pierre Elliott Trudeau Elementary School (PETES), part of the Western Quebec School Board, have made the most of the difficult conditions we have all faced during the pandemic. 

February 7, 2022

Throughout the past two years, Pierre Elliott Trudeau Elementary School has safely and innovatively navigated the many challenges encountered during the pandemic. However, many of our new approaches predated March 2020, and simply affirmed that we were on the right track. For example, we gradually developed a school ethos for teaching and learning to facilitate healthy child development by taking the learning outdoors, learning through play, and focusing on the attachment-based developmental approach. 

At the beginning of the 2021/2022 school year, we brain-stormed ideas for project-based learning. The idea to build go-carts and have a soap box derby on a steep nearby street was thrown around for a while; but never materialised due to obvious safety concerns. Another suggestion was to build ‘Do It Yourself’ air purifiers for every classroom. At first it was dismissed as impossible, but the idea kept resurfacing. Then, a parent emailed us with links and articles on how to affordably build Corsi Rothenhal DIY classroom air purifiers. It soon became apparent that this ‘unrealistic’ idea was possible.

Considering many school districts had been debating the efficacy of HEPA air purifiers in classrooms, the research proved that the DIY filters were as effective as HEPA’s. However, since they were a fraction of the cost ($100 instead of $700) and incredibly simple to build (box fan, four furnace filters (Merv-13 grade), cardboard, and duct tape), the school embarked on this unique and innovative project.

First steps included buying the materials and finding someone to lead the project. With 28 classrooms in the school, we required 28 box fans and 112 furnace filters. We searched online and visited stores throughout the region for all available stocks. People in the community probably wondered why there was a shortage of furnace filters at the beginning of a Canadian winter (sincere apologies).

The next step was to ensure we found the right person to lead the project. Fortunately, we have a school board consultant who specialises in outdoor education and carpentry projects. He was fascinated by the ingenuity of the project, so he conducted a little research and built a prototype.

After consultation with teachers, we decided that all our grade five and six classes would participate in the project (160 students split into 7 groups). We set aside seven days to complete the project to ensure each class could make four purifiers each. Mr Earwaker, a passionate and gifted educator, patiently taught the groups about the science of air purification while teaching every single step of the building process. The teaching and learning process threw up many unexpected benefits, such as collaboration, teamwork, kindness, problem solving, and leadership. Students were not only engaged and motivated to learn and create, but they were inspired by becoming the solution to a problem that was impacting every child in every classroom around the world.

Throughout the process, Mr Earwaker would regularly check in with students and ask for feedback. One proposed that each class could deliver the purifiers to other groups and teach younger students about the science of air purification. Not only did this deepen the learning of those involved, but it gave students a sense of agency and empowerment by teaching others. And those who were not as comfortable teaching became part of the maintenance crew. Simply a wonderfully innovative project that captivated the entire school community.  

I am so proud of our school for continuing to lead the way through this pandemic. The innovation and creativity of the staff has been truly remarkable. Time and time again we have demonstrated that challenges are merely opportunities. The Corsi Rosenthal Air Purifier project is another example of how students can develop a sense of agency and control even during the most extreme circumstances. Project-based learning with an intentional focus on student and staff wellbeing may transcend this global pandemic and help shape education of the future.  

Quotes from parents and students:

“I had the privilege of joining my son’s Grade 5 class at PETES when it was their turn to make the air filters. It was impressive how enraptured the students were as the instructor, “Mr E”, walked them through each of the steps.  You could sense by their enthusiasm that the students knew the project was important. I think it’s brilliant that my child’s school seeks out opportunities like this for the students to contribute creative, inspired solutions to the challenges we’re all facing. Go PETES – Andrew Bales  – Parent

“This project has shown students that they have agency in their social environments. These Grade 5 and Grade 6 students have become citizen engineers. They not only learned aerosol science, but how to apply that knowledge to make their daily lives – and that of their peers – better, through a collaborative project. And as we have seen throughout this pandemic, scientific literacy and caring for each other is key to our collective wellbeing. And that means applying lessons not only from medical science – which determines how viruses impact our bodies – but also from engineering, which grapples with the physics underlying how viruses are spread. For at least some of these students, the empowering feeling they got from this project will have instilled a lasting interest in science and engineering, that may become a rewarding career path for them and their communities.” – Adam Saunders – Parent.

 “The project has taught me about teamwork and helped me build bonds with unfamiliar people” – gd. 6 student.

“What I learned from this amazing project was how to use tools teamwork” – Gd. 6 student

“I learned that an air purifier is expensive and things can be a lot cheaper when you make it. It was also good to have fun while learning.” – Gd. 5 student.

“This projected has inspired me to create my own things and also to how to stop pollution” – Gd. 6 student.

“I learned that teamwork and discussing ideas can have a big impact. I also learned that something so simple and cheap can make such a big change in cleaning our air.” – Gd. 5 student.

“I learned that you need patience to do long work and it can take hours and days” – Gd. 5 student.

“It was interesting the learn about the drag on the fans and how to make them more effective” – Gd. 6 student.

“I learned how the filters work, how it filters the air and makes cleaner air. I definitely recommend trying this.” – Gd. 6 student.

“I learned about air circulation from this cool project (I also learned how to use duct tape correctly!)” – Gd. 5 student.

“I learned how to work together with my friends” – Gd. 5 student.

David McFall, Principal of Pierre Elliott Trudeau Elementary School, Gatineau, Quebec.

Pierre Elliott Trudeau Elementary School (PETES) is a part of the Western Quebec School Board in Gatineau, Quebec. The school has a population of 550 students, is in downtown Gatineau (Hull), and is minutes from the Canadian parliament buildings (and trucker protest) in the city of Ottawa, Ontario.

You can find David’s previous articles, ‘This will be one very welcome summer break’ (July 26, 2020) ‘Waiting for the great leap forward’ (February 5, 2021) and ‘How to teach in a pandemic’ (July 4, 2021) by clicking through on the links. 

Half-term is now about to start in a number of our global communities.  We hope you all get a good break from what has been a very fractious start to the new year.

Take care and stay safe.

George

Professor Sir George Berwick, CBE