Category Archives: Group Project

Group Project, Humanities, Reflections

Who cares and why bother? post

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Hello readers, and welcome back to my blog.

Today’s post is about our most recent Humanities project, “Who cares and why bother?” This project was all about the Canadian government system and why young people need to vote and let their voices be heard. In this post, I’ll discuss what I learned and the growth I experienced throughout this project. The driving question was (the same as the project’s name, lol): “Who cares, and why bother?” There are many reasons why people and young people, in particular, should care about the government system. Firstly, voting outcomes over the next few elections could dictate how we as a country tackle precedent issues such as the climate crisis, cost of living, and rights. This is why young people must vote so that real action can be taken. Things will stay the same if this demographic isn’t demonstrated in the polls, and no changes will be made. The first thing we did as a class was an activity where you would go to either side of the room depending on whether you knew much or didn’t know much about politics. Around 90% of the kids in my class said they knew almost nothing, myself included. This activity showed how little we knew about politics collectively as a class. But that would soon change…. We then began social seminars about the Canadian government system and the different levels of government. During these seminars, we listened to Ms. Madsen’s info and made notes in the process. This helped me better understand how our government is run and who is in charge of different things.

After gathering this newfound knowledge of government structure, we were tasked with reading “The Lord of the Flies.” This book encompasses the government structure through the story of a tribe of boys stranded on a deserted island. As we read, we kept a recollection of notes that we made throughout reading the book.

After finishing the reading, we had the opportunity to share our learnings and connections in a student-led Socratic discussion. This allowed us to share our thoughts and see what opinions we had on the book. I was able to make connections during the debate and express my own beliefs. I thought this was a great learning opportunity.

Once we had gathered background knowledge from our seminars and the book, it was time to build our final product. This product was based on our fundamental question: “Who cares, and why bother?” Our main task was to create a presentation, supported by a video that convinced young people to vote, which we would present to a panel of grade 10 and 12 learners. This was a group-style assignment; my partners were Nolan and Sepaus. Cale was also a part of our group, but due to some unforeseen circumstances, he didn’t come to school or did any work whatsoever.

Our theme was comedy-based, and we tried to use a hint of sarcasm to get our ideas across. I found this to be a new and creative way of showing our ideas, and it was something other groups wouldn’t necessarily do. This was a way for our group to extend in this regard. After creating the first draft of our video, it was time to make our final presentation. The purpose of this presentation was to show why it’s important to vote. In our case, with the sarcastic approach, we wanted to show how ridiculous it would be not to vote. Also included in the presentation were three precedent issues that voters could directly influence. Our chosen issues were the Cost of Living, the Environment, and Healthcare. Once we had completed our presentation and gathered our ideas, we did a practice run for some of our fellow grade 11 peers. This allowed us to practice and get good feedback so that we could revise and make it better. When it came to the presentation day, we were prepared and ready to go. Other than that Nolan was sick, we got our boy Declan to sub in and do his lines. I think the presentation went pretty well, without too many slip-ups.

In summary, I learned many valuable things from this project, such as the structure of our government and how government can come in all shapes and sizes. In the Lord of the Flies, we learned how adversity and challenges can affect the structure of a government. Moreover, I gained more experience working with a group with its ups and downs. My favorite part of this process was making our video; it was quite the fan-favorite among the PLP 11 class.

Group Project, Humanities, Learning Advance, Pages, Reflections

Power of Imagination Post

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Hello readers, and welcome back to my blog! Today’s post is about the recent project we’ve been doing called “Power of imagination”. This project was all about Disney of course, since we went to Disneyworld! This was our first ever out of loon lake learning advance, and it lasted from February 28th to March 9th. The driving question to this project was: “How do Disney theme parks shape and influence the cultural, economic, psychological, and social experiences of visitors?”. They do this through immersive storytelling and visual aspects that make people feel “like they’re there”. I felt this especially at Toy Story land at Hollywood studios, where you felt like a toy, since all the toys around you were life sized. The final product for this project was a video that answered the driving question through interviews, examples, and references to the past. My group partners were: Alicia, Erik, Carter, Ben T, and Theryn.

For keystone 1, we were tasked with creating a “PKM” collection. A PKM stands for “know, wonder, learn, and is a way of organizing your thoughts through notes, links and reflections. We created our “PKM’s” on craft, an app that’s somewhat new for us. For our pkm’s we had to research topics that resounded with our project topic. Since our group was Psychological, I researched on that basis. Here’s one of the PKM’s I made:

I found this keystone to be really resourceful, as I learned more about disneyworld and places I could visit. 

For keystone 2, we created a group pitch board for our final video. My group partners were: Alicia, Ben T, Theryn, Carter, and Erik. For this assignment, we made an effort to organize all of our ideas:

Our main talking point was nostalgia of multiple generations, and how Disney had influenced them. We planned to interview people from different generations, and get their opinion on how Disney has influenced them. 

For keystone 3, we were tasked with creating a storyboard for our video. This was a chance to visualize our ideas, and get an idea of what our video would look like. This is also where we assigned roles and responsibilities for each task. I was tasked with narrating and filming an interview at Hollywood studios. 

Here’s what our storyboard looked like:

Next, we had to complete our final video script. We all evenly contributed to this task, and provided our own ideas into it. Since I was narrator, I had most of the lines for the video.

On February 28th, after a false start, (our initial flight was cancelled), we got to florida on late Tuesday night. What a relief it was to finally get there…

On the first day, which was at Magic Kingdom, we all immediately felt the magic of Disney:

IMG_2893

During my day at magic kingdom, I filmed one of my trend videos which was my “just wanna rock dance”. 

The work for my trend video didn’t start until we got to Hollywood studios. Erik and myself conducted interviews while in a Walt Disney museum. We asked people about how Disney has affected them, and what makes them feel nostalgic. 

Here’s what Hollywood studios looked like:

IMG_2899

Once we got back from the trip, it was time to put it all together. We had our clips and interviews all filmed, and the hard work began…

When we started to edit we realized that there was some missing components, that would need to be troubleshooted. For example, our audio in our interviews was pretty quiet and we had to add subtitles over it. 

In summation, going to Disney world was an experience of a lifetime and is something I’ll never forget. It was an opportunity to know my peers better, as well as the teachers. As for the project, it was hard work to coordinate different shots and interviews, and we faced some adversity. In this project I got to work on my group work and communication, which was key for us to complete the video. 

Thanks for reading!

Group Project, Humanities, Pages, Reflections

Romeo and Juliet Post

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Hello readers, and welcome back to the blog. Today’s post is about the recent project we’ve finished in Humanities. This project is all about Romeo and Juliet, by William Shakespeare. The driving question in this project is: “How has William Shakespeare’s Romeo and Juliet remained relevant to contemporary storytelling? Although the language is very different today, you still see similar variations of his storytelling. For example, you see many variations of the infamous balcony scene, and the final death scene. The final product for this project was to recreate a scene from the play with modern aspects…..

We started off the project by reading scenes from the original play. In the process of that, we explored the language, and what it really meant. There was many words that meant no sense to me, and when I saw their definition, it really surprised me. Words such as, “hither”, and “Thither”, seemed pretty out there to me. Also, we did a “Elizabethan roast” activity where we combined different terms to create the perfect roast!

Here’s a few of my burns…

“You fawning, crook-pated, bugbear!”

“You saucy, dizzy eyed, giglet!”

As we read through the story, I discovered more about the story as a whole, and also the language used. It also gave me an opportunity to see which scenes I liked beast, as the final product was to recreate a scene of our choice.

For Keystone 1, we were tasked with creating a themebook, that explained each scene, and included evidence from a adaptation. To complete this, we watched “Gnomeo and Juliet”, and “warm bodies”, in class. Both films are adapted from the play, and both follow similar storylines, other than the fact that one is a zombie movie!

After completing keystone 1, we were put into our movie groups. My group was Alicia, Fraser, and Makenna, and we chose to recreate the “balcony scene”. Right as we were put into groups, we had to create our “film pitch”. We chose to center our scene around two teens, Rowan and Jessica, who fall in love through Snapchat. After finalizing our plans, it was time to put them into action.

My role in our scene was Rowan, the main character, and it was quite the experience. There was few “cringe” scenes in there, that took a lot to film. But you can judge for yourself: Rowan and Jessica, a Romeo and Juliet recreation..

The filming process was fun, as I got to have fun with my friends and create good work. The best part to me, was the credits scene where Zach and I broke out into song. It was an off script moment, where we were just screwing around, and Fraser thought it’d be cool to put in.

In summation, this project was a blast to do with Mr. Harris. We learned about old language, and how it’s evolved over time. And, how one story has been incorporated in hundreds of movies and films. I liked how we had little to no limitations, and could really release our creativity into our scene.

Thanks for reading!

                                                                                                                                           

Group Project, Humanities, Reflections

Ology of Apology/Exhibition Post

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Hello readers, and welcome back to my blog. Today’s blog is about the recent project we’ve been working on: “Ology of apology”. We later applied this project to our work in the the Winter Exhibition. In this project, we learned about key moments in BC’s history. Specifically, the Chinese head tax, the Komogata Maru, and Japanese internment. The driving question for this project was: “How can we keep apologies for past wrongs alive so they are remembered and not repeated today?” We can do this by making promises, and keeping them. Also, by educating the next generation on these events, so they are never repeated.

We started this project by defining what made good audio. We watched this halloween podcast, and as a group, we discussed whether this audio was effective or not. We talked about the characteristics of good audio, and how to portray it. Next, we defined our “KWL’S”, know, wonder, learn about the respective topics we were exploring. 

For keystone 1, we researched, and created a keynote on our assigned topic. Out of the 3 topics, we were given one, I was assigned Japanese internment. For this assignment, we explained our topic in story format, and defined whether it was just or unjust.

I had created a decent first draft, however, my story needed some work, and I needed to explain my topic in further detail. I applied the critique from my peers and from teachers, and made a final draft. 

Here’s what it looked like:

Presentation 67

For keystone 2, we were tasked with creating a audio clip, that accompanied our keynote, and told the story of our event. It had to be 2 minutes long, and explain whether our event was justified, or unjustified. At first, I didn’t know where to start. So I just focused on telling an effective story, that explained the key events. 

Here’s my completed audio clip:

After completing both keystones, we were put into groups. We were each assigned a topic, I got Japanese internment, Mateo, and Patrick were my partners. 

The next step to this project was incorporating it into the Winter Exhibition. We each got a room to demonstrate our learning, and how it connected to James Cameron’s fantasy world of “Avatar”. Each group had to create a memorial, that described our event. We were in the “Corporate greed” room, so we had to explain how our event related to that idea.

For our memorial, our group created a “heritage minute” about Japanese internment. We used photos and videos from the event, and we created some clips of our own, that described the event. Here’s our heritage minute:

On the day of the exhibition, it was chaos. We had to quickly assemble our rooms, and make sure they were presentable. We were emulating a “buiseness lounge”, so we all dressed in fancy clothes. In our room, there was mostly grade 8’s, so we had to be leaders, since we had done this before. After spending hours getting our room ready the teachers cleared us, and it was time for dinner, which was pizza.

During the exhibition, I presented for many family friends and family members, which was a cool experience. Also, I got asked lots of good clarifying questions, that further tested my knowledge.

To summarize, this project was very interesting and I learned a lot. I didn’t know about the internment in Vancouver, or the mistreatment of refugees off the coast of east van. I was also able to collaborate with others, to reach a common goal. The exhibition had many ups and downs, from being in a panic, to feeling good about the work we had created.

Thanks for reading!

Group Project, Reflections

Spring Exhibition 2022

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Hello readers, and welcome back to my blog. Today’s post is about the PLP spring exhibition. For the exhibition, we were tasked with showing how we got into PLP as a 7th grader. I was tasked with the conclusion, so I showed how all of our understandings came together. The driving question in this project was: “What is a PLP learner?”. A PLP learner is someone who’s open to critique, someone  who can work well others, and someone who can adapt to different circumstances. 

The first thing we did was assign stations. I was assigned the conclusion, and my partners were Nolan, Hannah, Cooper, Xander, Julian, Alfie, and Brooke. 

We started things off with a brainstorming activity:

We had brainstormed some pretty good ideas, such as doing an instant challenge, having skittles as our food, and displaying our documentaries on a projector. All of which were included in the actual exhibition. Next, we had to formulate our ideas into a “pitch form”, which we would present to the class. 

We then curated our first draft of the pitch form. The main requirement for the pitch form was that the grade 8s had to understand them easily. Since, there would be grade 8’s in our station. So, at first the grade 8s had trouble understanding our pitch form. We then revised and revised till it was readable for the grade 8’s.

Here’s what the final pitch form looked like:

Another task that we had was creating an “exhibition layout”.  The purpose of this milestone was to visualize what our room would look like, and how much space we would have for different things. Just like the pitch form, this layout had to be clear enough, so that the grade 8’s could understand.

Here’s what our final layout looked like:

As the date of the exhibition loomed, we built our sets for our room. This included building clouds, putting up streamers, setting up our projector, and creating the “reflection station”, and instant challenge station. 

Then the day came, we rushed to set up our stations. I was at the instant challenge station with cooper. We ran a challenge where guests had to create a cup pyramid using a “rubber band/string thing”, that lifted the cups up. Originally, we were gonna have the guests compete against the grade 8’s, but due to time reasons, we had the guests attempt to do it as fast as possible. The record was 22 seconds! During exhibition night, we were also allowed time to see the other grade’s presentations. I found some to be very interesting, (I also really liked the food they had). 

In summation, I really enjoyed my second ever exhibition. I would say that this one was harder than the first, because it required a lot more preparation. Also, I liked how we had more say in what our station included, I thought mine was cool. Even though it was a lot of work, it was worth it to be able to present to friends and family!

Thanks for reading this post!

Group Project, Pages, Reflections

Destination Imagination Post

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Hello readers, and welcome back to my blog. 

Today’s post is about the recent project that I’ve completed in Maker 9, called Destination Imagination. This project follows the creative process, and it requires hard work. Each team is a assigned a challenge. In my case, I got the Fine Arts challenge, “Tricky Tales”. This challenge was all about a Trickster, an Illusion, and a costume transformation. My group members were https://www.blog44.ca/inesm/, https://www.blog44.ca/mateok/, https://www.blog44.ca/cooperk/, and https://www.blog44.ca/dylans/. Our group name was “The Coin did it for us”.

     

The first task was a test that evaluated our initial knowledge of the challenge. I didn’t do all that well in the test, but I eventually learned all the aspects of the challenge really well. 

The next step was to determine the details of our challenge and also assign roles.

Here’s the roles that we assigned:

 

I was the “DRI” in our group, so I made sure that everyone was on task, and fulfilling their roles. 

Here’s the different aspects that were required for our performance:

The next step was to start building our challenge. It was difficult at first for us to brainstorm ideas. At first, our idea was about a rich hotel owner that was a bad guy, and his decisions would soon come back to get him. However, we made our story about a medieval king that gambled away a sacred coin. This sacred coin kept the peacefulness and serenity of the town, so when it was gambled away, the town of gregoria fell into a famine. (I don’t wanna spoil too much). (You can watch the video at the start of the post).

The script took lots of work to make. It took me and my partner Mateo 6 hours to write it!

And I wrote it during my vacation in whistler.

Anyways, we read through the script in-front of the teachers. And they had one big question.. “Where’s your stuff??”. Meaning our set, costume illusion etc. 

So the next step began, building. The building would end up to be the hardest part of this project.I was in charge of building the set, and I did a bit of the painting too.

Mateo had the idea to put our 2 sets on a dolly. So that it could be turned easily and quickly.

Here’s a video of our completed set in action. IMG_2284

 

The first set is the town setting/castle entrance. And the second is inside the castle. 

The structure is made of wood, connected to the dolly with zip ties, and I used a hockey stick for extra support on the sides. My group and I spent lots of time in and out of school to build stuff and paint the set. 

We then did our second dress rehearsal, but it didn’t go so well. Since we hadn’t had the opportunity to practice transitions. We then spent the time to make those transitions smooth.

Then it was spring break, we used the break to memorize our lines and get familiar with the performance. I had the main role of “Radcliffe”, so I had lots of lines, (and a song).

When we got back from the break, everybody seemed nervous for the Tournament. We used the last bits of class time we had to practice as much as possible. 

The day of the tournament we were all really nervous and scared. We had spent months to prepare for this, so it was a pretty big moment. 

After our performance, we felt pretty good getting it over with, but we still had the Instant Challenge. (Unfortunately, I can’t discuss the details of the instant challenge with you guys). But I can say that we did pretty well, however our performance got halted by the 2 minute timer. As we ran it on too long.

Here’s a picture of the feedback we got from the appraisers for our MAIN challenge:

They didn’t tell us our placement at the tournament, however they will tell us soon. I’ll make sure to post how we placed. 

In conclusion, this project was just as tough as I expected it to be. With the tough deadlines, constant revising, group members not getting along, and just building our presentation. Nevertheless, it feels good to be done this project. One thing this project teaches me is that this is what the real world is like. Tough group work is something that I’ll for sure see in my adult life. Also, constant revising and refinement, and getting critique from others. 

Group Project, Reflections, Scimatics

Metaphor Machines

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Hello readers, and welcome back to my blog. 

Today’s post is about the recent project that we’ve completed in Scimatics 9. 

This project is called “Metaphor Machines”, and was all about circuits and the scientific method. This was a group project, my partners were: https://www.blog44.ca/coltonw/, https://www.blog44.ca/theryns/, https://www.blog44.ca/caleg/.

The curricular competencies in this project were Questioning and Predicting, Reasoning and Analyzing, Planning and conducting, and Scientific communication. 

Questioning and Predicting: 

In this project, I think I used my class time to my advantage. I was always on track with assignments, and asked questions if I didn’t understand. However, there were times where myself and my group partners were off task. For example, we got sidetracked with something else, or we weren’t that keen on getting much done. In the end, I accomplished this skill.

Reasoning and Analyzing:

Both my individual and group blueprints were detailed and specific. However, in the final blueprint we could’ve done a better job in measuring different parts of the machine. In my individual blueprint, I thought my ideas were pretty good, but we only included a few of my ideas in the final machine. I accomplished this skill.

Here’s a picture of my individual blueprint:  

 

And here’s my final group blueprint:

 

Planning and Conducting:

We built some pretty creative circuits in our machine. For example, we built an eye shaped circuit, a question mark shaped circuit. Furthermore, we had some cool switches. We had one made of tin foil, and one that triggered by magnets connecting. As for our circuit diagram, it took me awhile to figure out the math. To figure it out I asked a fellow student, who told me to use the “PHET simulator”. I then found the current of my circuit and completed the diagram. 

I accomplished this skill.

Scientific Communication:

I was in charge of editing the video and handing it in. The voiceovers were clear and concise, however I should’ve explained the scientific process better in my voiceovers. Also, could’ve made it a bit longer and I should’ve got more camera angles for my video. The voiceovers could’ve been synchronized with video better as well. I accomplished this skill.

In summation, this project was difficult and I learned lots about circuits, and the scientific method. I liked that it was a group project, and that we had many options as to how our machine was designed. This project included graphic design, wiring, and video creation. 

Thanks for reading!!

Group Project, Individual Project, Reflections

Revolutions on Trial Post

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Hi everyone, and welcome back to my blog! 

Today’s post will be about our recent project in Humanities 9. This project is called “Revolutions on Trial”. The end goal of this project was to prove the effectiveness/ineffectiveness, of the revolution we studied. I studied the Xinhai Revolution, and my goal was to prove that it was effective. Also, the final product was a mock trial, so that was pretty cool. This project was a group project for the most part. My partners were: https://www.blog44.ca/maxl/, https://www.blog44.ca/arianec/, https://www.blog44.ca/davidp/, https://www.blog44.ca/gwenl/.

The driving question to this project is: “How can we, as legal teams, determine the effectiveness of a revolution?”. We can do this by researching thoroughly, presenting witnesses, and by working together as a legal team.

The first piece of learning that I’m going to mention is “Nation X”. Nation X is a game that simulates an unfair society. The end goal of this game is to establish a fair, equal, and functional society. However, when our class played this game, we didn’t reach the end goal. Long story short, our society ended up splitting in two, and a wall was built. USA style. 

The second piece of learning that I’m going to mention is the book “Animal Farm”, by George Orwell. This book is a direct anecdote of the Russian Revolution. This book is a about animals on a farm who are sick of their owner and want freedom. They then take over the farm and banish their owner. The animals then establish two leaders, both of them detest one another. One leader ends up taking over, this leader is unveiled to be just as harsh as the owner was.

As we read this book, we wrote chapter reflections, asked questions, and highlighted key points a in the story. Looking back, this reading really developped my knowledge on revolutions and how they work. After we read this book, we did a reflection. In this reflection, we answered the question: “Explain the anatomy of the revolution in Animal Farm through use of Crane Brinton’s theory. I did pretty well in this reflection, however I could’ve connected the book to Crane Brinton more. This activity included the Connecting Competency.                      

 The next piece of evidence that I’m going to mention is my graphic organizer.

We used this graphic organizer to organize our ideas on the revolution we were researching. I was researching Xinhai, and I quickly discovered that it was a pretty complex revolution. We had to organize it by order of crane Brinton’s 4 steps of revolution. The Incubation Stage, the Crisis Stage, and we also included Ineffectiveness/effectiveness, and Continuity and Change. 

This activity included the Continuity and Change competency.

After I completed my first draft, we did a peer critique. My peer told me to add a timeline, limit text, and to add more visual elements. I took that critique and improved my organizer. 

We then collaborated as a full group to make a Group Graphic Organizer. 

Here’s an image of the group graphic organizer. 

The final piece of learning that I’m mentioning is the trial preparation and the trial itself.

My group was defence, so we were arguing that the revolution was effective. The first step was to create an affidavit. An affidavit is a written statement that contains important facts that you want the judge to know about. In this affidavit, we included our exhibits that we were going to use in the trial. Also, we included our witnesses. In our case, our witness was Sun-Yat-Sen, the leader of the Xinhai Revolution.

These were the next steps:

After that, we put it all together into a script. My role in the trial was a lawyer. I was the one that asked the Direct-Examination questions. Also, I got to say “OBJECTION”, which was the coolest thing to do. Furthermore, our trial was apart of the PLP winter exhibition. The exhibition is an opportunity for all grades of PLP learners to showcase their learning. I had an opportunity to see most of the the grade’s exhibits and I thought they were really interesting.  

To summarize, this project taught me lots about revolutions and how they work. I already had some knowledge on revolutions, so it was good to expand my knowledge. Using Animal farm, the graphic organizer, and other resources, my group and I were able to present an authentic mock trial. My favorite part of this project was presenting the mock trial. It was fun to say “OBJECTION”, and I was really proud of myself after. Next year I hope we do something similar to this for the Winter Exhibition!

Group Project, Pages, Reflections, Scimatics

Correlation vs. Causation Post

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Hello readers, and welcome back to my blog!

Today I’ll be writing about a project called “Correlation vs. Causation”. This project revolved around surveys and survey audiences. My partner in this project was Theryn, go check out his blog here: http://www.blog44.ca/theryns/

The driving question in this project was: “What’s the difference between Correlation and Causation?”. The difference is that Correlation means the there is a relation between factor A and B. Causation means that factor A causes B or vice versa. 

To show evidence of my learning, I will be highlighting the milestones/stepping stones that helped me most in understanding the driving question. 

The first stepping stone to mention is our textbook work. During this project, we went over several textbooks. These textbooks included information about different samples of populations, as well as different types of surveys that you can make. This helped me a lot because for our surveys,we had to target a specific audience. 

The next piece of learning that I am highlighting is our survey. In our survey, we were trying to correlate the number of friends one has with how many nicknames one had, this set of questions was also our example of causation. Also, we were trying to correlate how tall one is with how often one thinks about height. Unfortunately, our results didn’t turn out the way we wanted them to. Even though we received 40 answers, we found no correlation whatsoever. Our solution was to pull correlations from our other results. Nevertheless, we met all expectations in this project.

Here’s our final graphs;

 

 

 

 

 

 

 

Now for the curricular competencies. 

Planning and Conducting: Select and use appropriate equipment, including digital technologies , to systematically and accurately collect and record data. 

I think I accomplished this skill. We posted our survey on Basecamp, as well as social media platforms. Even though our data wasn’t the best, we were still able to find 2 correlations and 1 causation. We showed this growth by presenting our project to the class and by explaining how we overcame different challenges. 

Communicating and Representing: Use mathematical vocabulary and language to contribute to mathematical discussions.

I think we did well in this skill. We used the resources available to make good graphs that fully explain our findings. We used the app Numbers to track and organize our data.  We learned to show that growth by including our graphs in our final presentation.

Applying and Innoavating: Contribute to care for self, others, community, and world through individual or collaborative approaches. 

At first, I didn’t understand survey ethics at all. Using the textbook, and information from others, I was able to understand more thoroughly. In the end, I had an accomplished understanding of this skill. 

 

In summation, this project taught me how to properly conduct surveys. Specifically, I learned to be ethical, and it taught me the difference between correlation and causation. Looking back, I would’ve made significant changes to my survey. For example, I would’ve altered my questions that resounded more with the audience. Also, I would’ve created more questions so that more correlations are possible. 

Thanks for reading!

Group Project, Pages, Reflections, Scimatics

Game of Exponent laws Post

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Hello readers! 

Welcome to my first blog post of grade 9!

 

 

 

Today’s post will be about a project I’ve just completed, “Game of exponent laws”. 

This project was based around exponential laws and the main goal of the project was to make a game that featured these exponent laws. 

This was a partner project, my partner was: https://www.blog44.ca/nolanf/.

 

The driving question in this project was: “How does math make games more complex, interesting, and re-playable? 

Math makes games more enjoyable by adding probability, meaning anyone can win. If games were one-sided, these games would be less popular. Furthermore, math adds that sense of strategy, for example in our game there were many different ways to take advantage of your opponent based on the cards you had.

The work that I felt best helped me in answering the driving question was our math workbook, as well as math YouTube videos explaining exponents. There were times in this project where I was really stuck and confused. However, I feel that I have learned lots since the start of the project about exponents, even though I still don’t have a complete understanding.

Another activity that helped me answer the driving question was the Game rules. Throughout this project, we created multiple drafts of these game rules. They helped because we were able to brainstorm/organize all of our ideas on these game rules.

Every project in PLP includes the “Cirricular Competencies”. These competencies help guide the project and display what the expected outcomes are. 

In this project we had 3 competencies, Reasoning and Analyzing, Communicating and Respresenting, and Applying and Innoavating.

 

 

Reasoning and Analyzing: Use logic and patterns to solve puzzles and play games.

I started in this competency with little knowledge about how to make a working game.

In the past I have made games, but they didn’t include much complex math like this project did. By doing the project, I grew this skill tremendously by trying things out, and getting feedback from others. In the end, I extended this particular skill.

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

I started in this competency with not much knowledge because I didn’t  understand the mathematical ideas of this project quite yet. Like I mentioned before, understanding exponents was pretty tough for me, and it took a lot of work in-school, and out-of-school. However, I began to understand more thoroughly, and that showed in how our game looked, and which exponent laws it had.

Applying and Innoavating: Contribute to care for self, others, community, and world through individual or collaborative approaches.

I started in this competency as a a good group worker. However, I felt at times where the work was unbalanced because we were lacking communication. Nevertheless, we worked well without issue and that resulted in a good game.

 

To summarize, I really enjoyed the whole board game part of this project. Even though I struggled for a bit with understanding exponents, I feel as that I have learned lots. I also thought making the actual board was fun because I got to add cool medieval drawings, (even though it made it look like Clash Royale). In all, I hope the next project we do is even better than this one!

Thanks for reading!