How it Started How it’s Going

Posted on by under Humanities

Driving question: What can we learn from the past, and why does that mater to us today?

How it started how its going

Our goal for this project was to create a virtual museum about worldview, which basically means how we see the world. Before we created the museum we had to learn about the seven aspects of worldview: Values, Beliefs, Economy, Society, Knowledge, Time and Geography. 

Aspects of World view⬇️

The teachers assigned a group of students to each aspect. The people in your group were the people you worked with to create a room within the virtual museum. I was assigned to the knowledge group. My role in our group was the room designer which means I was in charge of creating the floor plan for the room.

knowledge floor plan⬇️

We based our art for our museum room from a meme template called How it Started How it’s Going, which shows one photo of how it began and one photo of how it’s going. (Free link example). We put up artwork that had two pictures in it: a painting from the Renaissance or Medieval times that represented our aspect of worldview and beside that a we photoshopped the same painting using the app SuperImposeX to show the modern day view of the painting, like adding a phone to represent value. 

here’s what our final museum looks like like

Driving Question

Our driving question for this project was What can we learn from the past, and why does that matter to us today? What happens in the past doesn’t just stay in the past. It affects the longterm future. We learned about Medieval and Renaissance times and how they still affect us to this day. One example is education. Before the printing press, only wealthy people had access to books, and this meant only they could read and learn about different things. When the printing press was invented in the Renaissance, more people from different classes could learn to read from books. Now that I know this history of books, I appreciate them more because I now have access to them and take advantage of books when I can. By understanding the past, we learn to take advantage of things that we might not have had in the past.

Curricular Competencies

Responding to Text: How did I construct an original personal, critical, and creative connection between myself, the text, and the world with supportive credible evidence? My worldview collage is a good example of how I made a connection between myself, the text, and the world. In my collage, I show through photographs how parts of my past shape my worldview. For example, I have three pictures of my dog, Molly, to show how having a pet has affected my worldview value that we should treat all animals respectfully. 

World view collage⬇️

Empowered Learner: How might I use technology to construct knowledge? I demonstrated that I’m an empowered learner by using my iPad skills to photoshop my face onto a painting using an app called SuperimposeX. I also added a graduation hat and an iPad as symbols of knowledge, which was the part of worldview I was representing.

Edited painting⬇️

Establish Historical Significance: How do we make choices about what is worth remembering? I chose this painting (add painting) because it shows a woman from the Renaissance holding a book, which was very rare because very few wealthy women would have had access to books then.  

Full museum floor plan⬇️

The driving question for this project was What can we learn from the past, and why does that matter to us today? What happens in the past doesn’t just stay in the past. It affects the longterm future. We learned about Medieval and Renaissance times and how they still affect us to this day. One example is education. Before the printing press, only wealthy people had access to books, and this meant only they could read and learn about different things. When the printing press was invented in the Renaissance, more people from different classes could learn to read from books. Now that I know this history of books, I appreciate them more because I now have access to them and take advantage of books when I can. By understanding the past, we learn to take advantage of things that we might not have had in the past.

 

Emoji story

Posted on by under Blogging challenge, Maker

For today’s blog post we have to create a story based on randomly selected emojis.

Once upon a time there was a hungry street dog.🐶

Every day a boy named Danyle would walk past the dog on his way home from school. 🚶🏼‍♂️

But, one day the boy decided that he would befriend the dog. 🙋🏼🐶

Because of that they became best friends.😃

Because of that Danyle named the dog Scruffels.✍🏼

Because of that  Danyle would bring food to Scruffels so he wasn’t hungry anymore.🍗🍮

Until, finally Danyle decided to adopt Scruffels and give him a home.🏠🚪

Ever since then Danyle and Scruffels were inseparable and they went on to live happily ever after.🙂

The End

Music

Posted on by under Blogging challenge, Maker

This week’s blogging challenge is about music. I didn’t really know what to do for todays blog post because I don’t listen to music much. The only time I really listen to music is when I’m doing ballet. When I’m doing ballet I mostly listen to classical and instrumental music. I have different songs for different parts of my routine so I have made a playlist of my favourite songs. The songs are in order from the start of my routine to the end.  

Most of these songs are instrumental covers made by Nate Fifield who is a former opera director. 

Here’s a list of all the songs ⬇️ and here’s the link to my Spotify playlist  

Laser laws

Posted on by under Scimatics

Laser laws project  

Driving question: How can we test Pythagorean theorem and the laws of reflection?

For this scimatics unit we studied the Pythagorean theorem and the laws of reflection. For this project in a group we had to create a shape with laser and mirrors that features a triangle, with a 90 degree angle. We used the laser laws to predict where the laser will reflect so we could place the mirrors there creating a star shape.  

Laser without the smoke ⬇️

At the end of the project on of my classmate Sylas brought in his smoke machine in so we could see our laser beam illuminated.

Photo of laser & of smoke machine ⬇️

Project Mind map⬇️

Curricular competency

Questioning and predicting: Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal interest 

I demonstrated a sustained intellectual curiosity by using all my time in scimatics efficiently to work together with my group and to focus on the assigned work. I also demonstrated this skill by using all my time in LAC to work on my science and math work books. My group and I also tried to extend on the project by creating a more complex star shape with 8 triangles and 6 right angles.

Communicating and Representing: Represent mathematical ideas in concrete, pictorial, and symbolic forms

I showed this competency by using my comprehension of the Pythagorean theorem (A2+B2=C2) to find the right triangles within the star. After that I used a protractor to measure to see if there were any right angles. 

Applying and innovating: Co-operatively design projects

In my group we decided to create a star shape. It turned out to be surprisingly difficult to draw a star that has right angles in it and looks proportional. We first tired to draw a star then measure the angles but there where no 90degree angles. We finally got a star that had 6 right angles but the star looked a bit odd but we decided to keep it because it had 6 right angled triangles. Overall I think everyone in our group did an even amount of work and I’m very happy with our final outcome. Thank you Patrick, Sabrina, Faith and Jocelyn for being a great group.

This whole project proved Pythagorean theorem and the laws of reflection. By using lasers to prove the laws of reflection and using the Pythagorean theorem to find the right triangles.

Plate tectonic reflections post

Posted on by under Scimatics

Plate tectonics 

Over the course of this project I improved my understanding on the big idea in many ways, such as movement of the plates, measuring earthquakes and geohazards. 

I learned about the three different ways tectonic plates move. The first type of plate movement is called Divergent and this is when two plates are pulling apart from each other, this usually forms a new oceanic crust. The second type of movements are convergent plates are two plates colliding into one and other this cause deep sea trenches volcanoes and earthquakes to happen. The last plate movement is called transverse which is when to plates slide past each other and this causes earthquakes.

I also learned that there are two ways Seismologists can measure earthquakes; one is by the rector scale which is measuring the magnitude and  level of an earthquake; and the second one is by using a seismometer which measures the waves of the earthquakes.

Another thing we learned about is geohazards which are dangers that can occur in the area that we live in such as landslides and earthquakes. All of the examples above show the observable changes and affects to the earth from plate tectonics. 

Circular composites 

Understand and Appreciate evidence for plate tectonics

The way I designed my board game shows my understanding of plate tectonics and the continental drift hypothesis. For example, the tiles in our game represent all the different tectonic plates. We added a rector scale which shows my understanding of how we measure earthquakes. The disaster cards in the game demonstrate my understanding of the different types of tectonic plates. One thing I could improve is adding more detail and explanation about plate tectonics.

Questioning and Predicting

     I generally demonstrated a sustained intellectual curiosity by using class time efficiently for learning. My first period of the day is LAC and I use that time to work on scimatics and I use that time efficiently. During the scimatics class I generally used my time well while working on the project with my partner and we learned more about plate tectonics by including the concepts in my board game.

Understanding and Solving

     I demonstrated my understanding of the math and probability concepts by incorporating chance into the rules of the game. For example, the chance of a player drawing two Slab Pull cards on the same draw is 1/24 or 4%. By including chance and probability in to my game, it deepened my understanding of solving multiplying fractions.

Fractions of your time

Posted on by under Uncategorized

Fractions of your time

Driving question 

For this project we learned about fractions and percentages. The project’s driving question was “What fraction of your time is screen time in an average day?”. So during this project we kept track of how many hours we spent on our screens and we would write down our total hours every day. I also decided to track how much I read and how much I exercise.

My daily screen average was: 5.07 hours per day

iPad: 3.42 

Phone: 1.07

Tv: 0.57

Exercise: 2.14

Reading: 1.78

~5/24 hours per day is spent on screens

~2/24 hours spent exercising 

~2/24 hours reading 

A little bit less then a quarter of my day is spent on screens and 2.92% of that time is spent on productivity, 2.14% is spent on entertainment. 

 

 

 

Curricular  Competencies 

1. Applying and Innovating: I showed this skill by working efficiently and getting my work done on time. I also checked that my work had met the criteria before handing it in. I applied the skill of adding fractions to calculate my screen time. I was innovative because I tracked two additional daily habits.

2.  Understanding and solving: I showed this skill by understanding the steps of how to add and subtract fractions. I solved the equation to finding my average screen time in the final project. 

3. Communicating and Representing: my oral presentation to the class showed my communication skills. I also asked questions when I needed help and helped my classmates when they needed help. I represented work my using graphs and pie charts.

 

 

Evidence of your learning 

Here are some examples of evidence of my learning: stepping stones, learning how to make charts using numbers, textbook work, how to do fractions, quizzes and my oral presentation.  I really enjoyed learning how to make the graphs and pie charts in Numbers. I learned how to programme it to total up my hours and find my average of screen time hours. 

 

Medium is the Message project post

Posted on by under Scimatics

Launch

This project was all about advertising, for the first part of this project in groups we chose a business that we would design an advertisement for. Which my group we chose a candy shop called Zücker,

Our second step was to created a script to call them and ask if they would like to work with us, then we made the call, next we learned how to make a mood board to plan what we wanted our advertisement to look like.

With the mood boards we made some individual advertisement drafts.

Our mood bord⬇️

 

       We combined our individual drafts and turned them into one group draft. Then we sent the 2 drafts to the business for their feedback and to see which draft they liked best.

My individual draft⬇️

Group draft #1 ⬇️

 

Group draft #2⬇️ 

 

Their feed back⬇️

 When we received feedback from our business we made a few changes.

We made some changes ⬇️

Then we got peer critiques on or revised draft, after that we had someone who works in advertising come in and give us some critiques. 

We made some final changes then we sent our drafts to the business and we where done.  

Final draft⬇️ 

building knowledge

    In the building knowledge step we learned the different types of media and the message. We learned about different types of media and what goes in to media such as, mass media, consumer, target audience, and advertising. I found learning about the target audience interesting learning how brands design their ad to appeal to a certain audience. 

how dose what we hear, read and see influence us? 

      The driving question for this unit was “how dose what we hear read and see influence us?” Throughout this unit we read many texts and had many discussions about the driving question. We learned a lot about what techniques advertisers use to influence the consumer. Like we learned about pathos: the appeal of sadness and emotions, for example a SPCA ad with a sad chained up dog, Ethos: the appeal of ethics, for example and ad for a cough drop that says it’s doctor recommended, and Logos the appeal of logic such as an ad that has facts, proof and evidence. I find that the appeal of Pathos is very strong in my experience. This question is all about how brands advertise product so people think if you by this you will fit in or be cool.

Evidence of Your Learning

     Through out this project we learned about advertising, the different techniques and appeals, meaning of media and message, graphic design skills, how to analyze text, team skills. I completed many advertisement drafts, advertisement survey, photo journal and the final advertisement project. I participated in group work and class decisions which shows evidence of my understanding of media.

Curricular Competencies

     In milestone 1 I demonstrated that I can comprehend text by learning about the proposed of advertising and other aspects of advertising such as, the target audience, the main objective and the main idea. For milestone 1 we watched an Apple ad for their new Home Pod. After we wrote a paragraph about who we think the target audience is and dose

     Milestone 5 I have applied a variety of strategies to comprehend text. We read the novel The Gospel According to Larry and we also read Medium is The Message by McLuhan. One quote that stood out while reading Medium is The Message was “we shape our tools, and thereafter our tools shape us”, when I first this I didn’t fully understand the meaning of it but I used some strategies to help comprehend it. Some of the strategies I used where discussing it with my table group, re-reading the text and discussing it with my class room.

    Milestone 6 I demonstrated writing and design processes to plan, develop, create my advertisement. I utilized my critiques, from my peers to improve my advertisement draft Milestone 6 was when our group combined all our individual drafts together into one final draft. 

At first we had to chose business that we wanted to work with my group chose a candy shop called Zücker, we created a script to call them, then we made the call, next we learned how to make a mood board for our advertisement, we made individual advertisement drafts then turned them into one group draft. Then we sent the 2 drafts to the business for their feedback and to see which draft they liked best.8

I’m so happy with how our post turns out thank you Dana, Patrick, Aaron, Xander and Julian for being a great group.

Continue reading →

User Manual Reflection

Posted on by under Uncategorized

I thought this was A really great first project because over the project we learned a lot of useful skills that will be helpful for the future. I thought the most helpful parts of the project was, milestones 3 and 4 where very important

Milestone 3 was important because we wrote the outline for our user manual outline. For this milestone we copied all the headings and formatting from our teachers user manual examples. Under each heading we wrote down any information that we might want to add about ourselves like, facts about ourselves and things that make use different or unique. This was also very helpful because it made writing the good copy a lot easier. This project was like an about me page just arranged differently so all the facts we add where things that we would want people to know about us. Milestone 4, was also helpful because in the future we will be getting feedback back from our peers a lot and this was a good way to prepare for the future. 

Milestone 4 was all about getting feedback from our peers on our Memoji’s. During this project we learned how to give kind and helpful feedback, for example you need to give detail to make it clear what you mean and you can say complement then a critique: i like this… but maybe add this. Then people walked around the room looking at other peoples Memoji’s and on a sticky note writing down something that they liked about your Memoji and adding there suggestions. Everyone got a chance to see all the different Memoji’s and give there feedback on it. One we got our critiques we submitted them to Showbie then we started brainstorming ideas on how we could revise our Memoji based on the critiques and feedback we got.

User Guide: Clare 

Brand: PLP Student 

Model: Clare Grafton-Levitt, iOS 12.8

PRODUCT GUIDE

Congratulations on your new PLP student, Clare Grafton-Levitt 12.8, commonly referred to as “Clare” or “Clare Bear” by close Friend Products. This new student comes with the following functions:

  • Out-of-the-box and creative thinking 
  • Loves and is ready to learn new things 
  • Works well in groups settings
  • Especially enjoys learning Science 

GETTING STARTED 

When you access Clare 12.8 for the first time, she will be ready and happy to respond to any user, especially ones who are kind, friendly and love animals.

SETTINGS 

Clare has 3 main settings: student and regular person mode.

Setting 1: Regular Person

When Clare is Regular Person mode, you will usually see her out on a walk, playing ultimate, field hockey or bouldering. When Clare is in this mode she is talkative and outgoing. If you see her in this mode, say hi and she will be happy to see you, and ask how your day is and what you are doing. 

Setting 2: Student 

When Clare is in the classroom, she may appear quiet, but that’s only because she is focused on her school work. Even when Clare is in this mode, she will still be excited and interested to see how you are and what you’ve been up to. Student Clare is also more shy but once you get to know her she will no longer be so quiet.

Setting 3: Friend mode 

When Clare is in friend mode when she is hanging out with her friends. When Clare is with her friends you will usually see her outside going for a walk or going up to the mall. Around her friends she is silly, loud, bold and outgoing. Clare acts very different in each mode but friend mode is where she acts the most different from her other modes.

 

WARNINGS

This device may…

  • Get distracted and start doing something completely different and forget what she is supposed to be working on.
  • Get so focused on thinking of ideas that she doesn’t notice what is going on around her.
  • Get distracted and zone out quite often 
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