Welcome to my third COVID-19 blog post, this one is all about the recent maker project called “Witness to History”. This project was all about how we can tell stories of the COVID-19 pandemic through photojournalism which brings me to the next thing which is the driving question. The driving question for this project was “How can we, as photojournalists, tell stories of our community during this period of physical distancing”. So for our final project we were asked to create a photo essay that showed aspects of COVID-19 and physical distancing. You can see my final draft below.
To answer this driving question I had to go out and find evidence of how COVID-19 have been impacting my community. So I set out to find some empty field and trails out in my community which showed the change that was triggered by the pandemic. Through my journey I quickly found that it wasn’t hard to find evidence for this. I also used the photos I took to tell a story, the way I ordered the photos Imade it so that you would see the progression in the community as it gradually gets worse.
Some of the other work that helped me to complete this project were seeing some other examples of a photo essays. You can find the link to the article here which is the one that gave me the most inspiration, what stood out to me with this photo essay was the empty ness. I have been to Las Vegas and it is packed on the strip all the time but seeing it like this is very eye opening and so that is where I got the inspiration to do empty places as a theme.
My final verdict for this project is that it was interesting to see the impact of the pandemic in our local community and also to see some other things like nice signs and things like that to boost moral.
One of the latest finished projects is a project that we called “Argh Matey!”. This project included Scimatics and Humanities which is four different subjects all together, Science, Math, English and Social Studies. For this project in particular it was Social Studies English and Science. In this project we were asked tho make a comic book about a 1600s explorer and we also had to implement a disease into the story for the Scimatics portion. The driving question for the Scimatics part was How do cells and diseases interact? And the Humanities driving question was what is the significance of global exploration. You can read the comic I made below.
The image below is the project end mind map reflecting on what we added at the start of the project.
Next is about the curricular competencies
Questioning and predicting: I think that for this competency I completed the tasks as asked and pushing myself to do even better.
Scientific Communication: For this competency I showed a comprehensive understanding about how the virus interacted with the body and used proper scientific vocabulary and accurate diagrams.
Evaluating: This competency I showed an understanding of the outcomes and symptoms of the chosen virus and and implemented them with a story.
Connect: In this I created a good understanding of the explorer and implemented his life into a story consisting of texts that you read and texts that you view.
Establish Historical significance: I showed comprehension in this competency by giving an explanation about the significance of my explorer and what he was remembered for.
Overall this project was quite fun as it involved lots of creativity for making the comic while also gaining a lot of knowledge as this project involved four subjects.
So, I’m sure just about everyone on the planet has heard about COVID-19 by now. Due to this most people are self quarantining, so this means that we don’t have any school for the time being. This has forced our school to have to adapt to these new changes and that means Destination Imagination online. If you have not checked out my first post you can find that here. This for sure is a different experience but I’m always open to new ideas.
For practice our team used Zoom because that is what we would be presenting on. One of the big advantages of using Zoom for our presentation was that we could change our backgrounds on the fly. The changes we wanted to make to our presentation were the props, team choice element one and two and hydraulic element for our story, but the biggest priority was the story. Since this was the part that we could get the most points out of we wanted to maximize that for our second time around. The changes that we made were to make the story longer, to add more to the script so that it would have a better more clear explanation of what we were doing in the presentation, add some sound effects, and to also add the zookeeper telling the monkeys to get back to the zoo at the end. To make our team choice element with ukuleles better we also added lyrics to go with the story. Before all of this at school our team created a much more reliable and powerful hydraulic system to knock over our trees in during the solution. This included only one hose and two syringes as opposed to four hoses and eight syringes. Our plans were also to completely redo the bush to make the entrance and exit in and out of the bush a lot faster and easier. You can see the backgrounds that we used in the performance below.
Overall I thought that our team did solid on the performance and improved on the things that we could. With our efforts to the online performance I’m sure that we would have translated that into the actual Destination Imagination performance we would have done well at the provincial tournament. Remember to stay home and follow social distancing protocols so we can flatten the curve, see you next time.
The Destination Imagination regionals tournament was a hectic one for sure, it was my first time competing in this tournament but I’m not yet convinced that I would do this in my free time. We worked in a group of 5 with me, Ryder, Julien, Liam and Nathan to compete in a scientific challenge “The First Encounter”. Our team worked for about a month and a bit to create a solution for our challenge. Now let me take you through our journey to regionals.
It started off with our idea of proboscis monkeys, we wanted to incorporate these into our solution somehow. The next idea was was to have our local habitat the British Columbia rainforest incorporated into the solution because our theory about this was that because everyone live here that they would better understand the solution. Our story ended up being a zoo escape and proboscis monkeys tearing up the forest and growing claws as the morph.They the would attack one of the local animals, the black bear. When we finished laying down the framework we started on building. Our first idea for materials was cardboard, and lots of it. This would start off the first major props for our solution which were the trees for the rainforest. Our idea was to fold some cardboard boxes into long tall rectangles and glue green paper on the top. To show the falling of the trees we decided to make a hydraulic arm. Julien was in charge for this but we all worked on it as a team to complete it faster and more efficiently. One of our team choice elements was music so you can listen to that below.
On our expedition trying to find more materials to use we came across two big wooden triangles. We kept the triangles for a bit then we eventually found a use for them. Our idea was to build a bush out of these to go with our theme. We nailed two planks onto the triangle so it was freestanding. We also made the bush super wide and that gave us a lot of room inside of it. So instead of that space going to waste we used it for the black bear to go in then pop out and also for the monkeys to morph. Just when we thought we were done we came across a roadblock, the bush couldn’t fit through a door. I’m sure it was inevitable for something like this to happen given the fact that we never measured anything and never even thought about taking it through a door for that matter. So we had to tear it down and rebuild it, this was a moderate setback for our team so we had to work extra hard to get the rest of the things done.
For the next tournament I think that we need to work on our story the most, we should add more clarity throughout our performance and a story that lasts longer. This should be our number one priority so the time that we have will be spent more on the story.
Welcome to the renaissance, about a month ago I talked about the Middle Ages and now we have arrived in the renaissance with a musical twist. The driving question for this projects was “Who or what has challenged your worldview in the transition from elementary school to high school?”. A lot about this was also about worldview and what stated in the driving question which is the transition from elementary school to high school. So for that we were to create a song based off of the R.E.M song “It’s The End of The World As We Know It” with all of our experiences from elementary to high school. In this project I worked with Julien and Annie.
First of all the competencies being assessed. The two big ones that were part of this project were the create and the cause and consequence. Create was “What literacy skills am I using to write, speak, and represent in the texts I create?” and cause and Consequence was “Who or what influenced events to occur and what were the consequences of those events?”. For create I worked effectively to show the elements of worldview in a song of my own and in a collaborative effort. I used my writing skills to show the parts of the song in the form of my own lyrics and used my GarageBand skills to mix the tracks together to make the song sound good. For cause and consequence I made a mind map about who or what has challenged your worldview from elementary to high school. In this it shows all the aspects of worldview and what has effected me from each category.
Next up how to project went we started off with the worldview MindNode for milestone one, this included geography, time, beliefs, society, values, economy and knowledge. We took our mind maps from one of our other projects and added to it in this project.
Milestone two was the individual song lyrics. I enjoyed making this because it gave you a sense of creativity and it was fun to make your lyrics rhyme to what the lyrics were for the R.E.M version.
Milestone three was the final individual song and this was the first big one. This was when I needed to go to a quiet space and record and deal with my voice no matter what. In the end I was proud of my product.
Milestone four was the renaissance cause and consequence. This is where we chose a topic about the renaissance and I chose warfare. I talked about the battle of Marignano and the battle of Pavia.
Milestone five was the final group song that is at the top of this post. In this Me, Julien and Annie put all of our lyrics together to make one mega song. This is also accompanied by pictures of us from grade 7 to grade 8.
Overall this project was fun and I liked that it incorporated music. I am now curious about what the next project for humanities will be. I guess we will see in the next blog post.
The latest scimatics project has been a fun one. Seeing the name “Ultimate Design Challenge” got me intrigued. The big idea for this project was The relationship of between surface area and volume of 3D objects can be used to describe, measure, and compare spatial relationships. “The driving question was “How can we maximize the surface area or volume of an object?”. This then lead us to make our own driving question that better suited our plan for the 3D object so me and my partner Josh made our driving question “How can we design powder skis for maximum surface area?”. Down below is what our skis and ski bindings look like. The next part is the competencies listed below.
Communicating and representing: This competency was about explaining and justifying mathematical ideas and decisions. I met the requirements by clearly explaining the formulas and also showing the steps and what the outcome of what I was measuring was.
Reasoning and analyzing: This competency was about modelling mathematics in contextualized experiences. I met this by writing and labeling the formulas I used in the final presentation and stating what shapes were for whatever formula.
Applying and innovating: This competency was to contribute to care for self, others, community, and world through personal or collaborative approaches. I met this by working well and efficiently with my partner in collaboration for our 3D models, calculations and final presentation.
Communicating and representing: This was about Explaining and justifying mathematical ideas and decisions. I met this by creating a keynote presentation and explaining the mathematical decisions that me and my partner made to ultimately find the surface area, volume and ratio of our 3D models.
Overall I enjoyed this project and now I’m looking forward to the next scimatics project associated with cells and diseases.
The past 5 weeks we have been learning about the Middle Ages in our humanities class, throughout the project we have gained a lot of knowledge about the Middle Ages that all tied into our driving question, What was life like in the Middle Ages? How does it compare to today. The main thing that we focused on about this driving question was the “How does it compare to today” part of it because a big thing about this was identifying continuity and change. Going through this project we took notes throughout everything we learned about in Keynote. One of the main parts of our project was the Book of The Lion by Michael Cadnum.
The two Main competencies that we focused on was the Comprehend competency for the English part of humanities and The Continuity and Change competency for the social studies part. For the Continuity and Change competency I met this by showing my understanding of continuity in spice trade and change in the trebuchet. For the Comprehend part I met this by using my keynote notes, watching and listening to important videos and reading articles on the Middle Ages.
The first Milestone in this project we started our literacy plan for the book of the lion. We had seven questions for ourselves the first one was “Do you consider yourself quick reader or slow close reader?” My answer to that was that I am a very slow reader. The second questions was “What types of books have you enjoyed reading in the past?” My answer to this question was Graphic novels because they help me understand what is happening in the book. The third question was “What time of day will you read your book?”, my answer to this was I will read 2 or more chapters during the week at about 5:00 on Monday to Tuesday, 7:00 on Wednesday, and the rest of the week will be at 5:00. The weekends I will read anywhere from 4:00-8:00. The fourth question was “How long will you read for?”, my answer to this was I will read for 45 minutes every day over the span of 3 weeks. The fifth question was “How will you remind yourself to read?”, the answer to this was to put the chapters that I need to read in Things. Thesixth question was “What three techniques will you use to comprehend what you are reading. The last question was “Who is your accountability partner?”, the answer to that was my mom. A competency that was being assessed was comprehend which stated what literacy skills am I using to read, listen, and view texts for understanding.
The second Milestone was our character letter we were assigned a simulated role and I got the part of being a serf. We were next taken into part two of this milestone which was to Brainstorm your identity. We learned all about the feudal system used in the Middle Ages and since I was a serf I had to find out how a serf lived and whatever else came with it. The third part was a page letter of what our character communicates to another made up person. My letter was about my serf talking to my cousin about my day and how my life is as a serf. The last part was to compare and contrast. We had to find out what the biggest differences were between me and my character, and what the similarities were. The biggest things that I thought of were that we have way more freedom now in relation to the Middle Ages, I similarity I found was that we both have leaders.
The third Milestone was the book chats for The Book of The Lion. We had three roles throughout three weeks in this, the summarizer being the one to summarize the chapters we read, the connector making connections to real life and the book and the artist creating a piece of artwork to do with what happened in the book. In our groups we chatted about how the reading was going and what we noticed that may have stood out to us.
Learn More About The Book of The Lion Here
Set in the Middle Ages during the reign of Richard I of England, American author Michael Cadnum’s young adult fiction, The Book of the Lion (2000), tells the story of a young English squire facing the horrors and moral contradictions of the Crusades. The first of Cadnum’s Crusader Trilogy, the book received a nomination for the National Book Award for Young People’s Literature.
Edmund is a young man living during the twelfth century and working for a master Otto and his wife. In the middle of the night, Edmund and Otto are kidnapped by representatives of King Richard I’s Exchequer or tax collector. After watching the tax collectors drive an anvil through Otto’s hand, Edmund escapes but doesn’t get far before he is captured and chained up in his master’s house. He learns that Otto, who is nowhere to be seen, is guilty of making counterfeit coins. As Edmund is Otto’s servant, he is technically guilty of any crimes committed by his master. Nevertheless, Geoffrey, the Sheriff of Nottingham, gives Edmund a second chance to redeem himself by serving in the Crusades under Sir Nigel.
Sir Nigel states that to secure a position as his squire, Edmund must defeat Hubert, another boy who is also interested in the job, in a duel. The morning of the duel, Edmund escapes the town to the countryside with some of Nigel’s silver and fine clothes. Unfortunately, he is intercepted the following day by none other than Hubert, the other squire he was set to duel. Waylaid with a swollen ankle, Edmund sees no other recourse but to return with Hubert to face his fate. Before they depart for town, they encounter a pagan knight Rannulf who once killed five opponents in a single tournament.
After Edmund begs Nigel to let him live, the knight agrees to take on both Hubert and Edmund as squires. The night before they are set to leave for the Holy Land, Rannulf demands that Edmund fix his dented helm. Edmund works at it all night, and thanks to divine intervention summoned by Rannulf, the helm is fixed. They ride throughout the next day, with Edmund on a fine horse called Winter Star. The group of Crusaders finally makes its way to London, which is a real disappointment for Edmund who had been hoping for something more. Sailing down the Thames to the English Channel, Edmund and Winter Star both suffer seasickness, while Hubert is completely unaffected by the choppy waters.
From Normandy, France, the Crusaders march to a much larger ship called Saint Agnes, which they then sail to Venice, Italy. There, they learn that the fighting in the Holy Land has already commenced, causing Sir Nigel and others to worry that they might miss the whole Crusades. After a night of drunken debauchery that leaves Edmund and Hubert chained up overnight in the hull of their ship, they set off from Venice with a new passenger on board, Father Urbino. After a violent storm sends Rannulf’s squire Miles overboard to his death, Edmund becomes Rannulf’s new squire.
The storm pushes their ship even closer to their destination: The city of Acre in Northern Israel. The English Crusaders meet up with a group of Frankish Crusaders led by Sir Guy de Renne. They attack a walled city controlled by Muslim “infidels,” although Hubert and Edmund are too far back in the column to be involved in the fighting. The battle rolls on for days in something of a stalemate, as the Crusaders await the arrival of their king, Richard the Lionheart. While waiting by the shore for King Richard’s ship, Edmund shares a cordial greeting with an Arab Muslim known as a Saracen. Hubert ridicules Edmund for not killing the Saracen, but Edmund insists there is nothing noble about killing someone who poses no threat.
King Richard finally arrives, but it takes a few days before he is well enough to lead the Crusaders into battle. Once he does, Edmund notches his first kill, striking down a Saracen to save his friend, Hubert. Though the Crusaders win the battle, Edmund and Hubert suffer from nightmares and post-traumatic stress disorder because of what they have seen. They are further traumatized when King Richard orders the Crusaders to murder all the men wounded or imprisoned after the battle, rather than have to feed and clothe them. Nigel insists that they have a duty to fight and to follow their king, who rules by divine right. While the French Crusaders abandon the cause, the English Crusaders continue to pursue an army of Muslims led by Saladin to the South.
Near the town of Arsuf, the fighting continues, more brutal even than before. As the Crusaders advance, Winter Star is wounded and falls to the ground. Edmund realizes his beloved horse and companion is dead. After Edmund spends some time grieving amid the chaos, a knight named Wenstan finds a horse for Edmund, and they ride off to find Nigel and Hubert, who are missing. When they find them, both are badly hurt.
In the end, however, they both survive, although Nigel is too hurt to continue fighting. Rannulf also must be sent home, which means both Hubert and Edmund will soon be back in England. Before getting on the ship home, Edmund looks in the distance and can see the glittering white city of Jerusalem.
All Credit Goes to http://www.supersummary.com/the-book-of-the-lion/summary/
The fourth milestone was research about an example of continuity and change that we would have to create a presentation for. My parter in this project was Evelyn and our two main topics for this part of the project were spice trade as an example of continuity and the trebuchet as an example of change. We were to point out the key differences for change and and key points about what has stayed the same. This also tied onto the driving question. We created our presentation on Keynote and practiced how to project our voice and speak clearly in front of an audience. I think that the presentation went very well and the whole project in general and I feel that after learning this the renaissance is very fitting to learn next.
This latest scimatics project that we completed was all about Chemistry but chemistry coding in particular, but what is “Chemistry Coding”?. The big idea for this project was “the behaviour of matter can be explained by the kinetic molecular theory and the atomic theory”. Our driving question was “How is the motion of atoms and molecules related to temperature”. Our final project was to make a interactive scratch applet that showed atoms, molecules and the three different states of matter. You can find my scratch game here and my project mind map below.
My understanding of the Kinetic molecular theory and the atomic theory starts at the first theories and models of atoms. The first one was the solid sphere model by John dalton in 1803 pictured below. His theory stated that atoms are indivisible which turned out to be incorrect. He also stated that atoms of a given element are identical and compounds are combinations of different types of atoms.
The next picture below was J.J Thomson’s plum pudding model in 1904. This model was a much better representation of an atom compared to John Dalton’s model. J.J’s model showed that an atom was composed of electrons scattered throughout a spherical cloud of positive charge. He did recognize that electrons were components of atoms but the lack of a nucleus in his model didn’t explain later experimental observations.
The third model is Ernest Rutherford’s Nuclear Model in 1911. This model shows electrons orbiting around the nucleus. Rutherford’s famous experiment was when he fired positively charged alpha particles at a thin sheet of gold foil. A lot of the particles passed through with little deflection but some deflected at big angles. He concluded that this was only possible if the atom was mostly empty space with the positive charge in the centre at the nucleus. One issue was the he did not explain why electrons remain in orbit around the nucleus.
Just two years later in 1913 was Niels Bohr’s Planetary Model. Bohr modified Rutherford’s model of the atoms stating that electrons moved around the nucleus in orbits of fixed sizes and energies. The problem with his theory was that moving electrons should not emit energy and collapse into the nucleus.
The fifth and final Model was the Erwin Schrödinger Quantum Model in 1926 pictured below. Schrödinger stated that electrons do not move around in set paths around the nucleus but in waves. Since it is impossible to know the exact location of the electrons we instead have what Schrödinger called “clouds of probability” in which we are more likely to find and electron. This model is still widely accepted as the most accurate model of the atom.
Something that I learned that I thought was very interesting was that you can actually reach absolute zero. Absolute zero is -273.15˚ Celsius (-469.67 Fahrenheit) or 0 Kelvin. The reason is that it would take and infinite amount of time and effort. Competencies: In the questioning and predicting competency I used my class time efficiently without distractions. In the Scientific communication competency I used several different atoms in my coded applet and and different states of matter but at first my different states of matter were not clear but I revised and made them very clear. The third competency was the reasoning and analyzing competency for this my scratch coded matter simulator was created with logical conditions and functional user controls. Overall I think that this project was pretty cool but I think that I still could learn more about the concept of the Kinetic Molecular Theory and the Atomic Theory.
Halfway through the year we have done so much in school, this is the time where we have our mid year presentation of learning. The driving question for this project is “What is your learning goal that you want to reach by the end of this school year, and how will you meet it?”. My learning goal is to not be stressed with work. I will meet this goal by doing my work spread out instead of all at once at the last minute and to be able to do this consistently. With the first projects in PLP I quickly learned that I wasn’t going to have as much free time as before. Our Humanities Project, Maker Project and Scimatics Project were more than I have done in school at one time ever up to this point.
In Humanities we so far have completed two projects the first being The Medium is the Message project and our Knockin’ on Heaven’s Door project. Starting with the Medium is the Message project where it was all about advertising. In this project I failed multiple times. On my ads that I made for my businesses I revised many times but this lead to a very well made and refined advertisement. I found out early on that PLP work is very sophisticated and I realized that it would take a lot longer for me to develop skills to meet the expectations for all projects. As for the Knockin’ on Heavens Door project I found this quite boring because it was very repetitive in my opinion. A thing that I did like about this was the physical aspect of actually going to temples and getting to see in person what a religion is like. In this class I am striving to improve my create competency.
The class i’ll talk about is Maker, so far we have done the Big Life Journal Project, the Power of A Pencil project and our Star Wars Mini Blue Sky project. In the Big Life journal project I think that it has helped me with my mindset and goals and also giving me more confidence by opening up my creativity and generating ideas so this project taught me some valuable life lessons and I think that this project was appropriate at the start of the year. The Power of A Pencil project was quite fun and some of the artwork that I saw from my classmates blew me away. I think I could have done better at this in terms of the quality of my work. People were very into this project and so I saw that those people were the ones that succeeded and so that is what I want to incorporate into my learning. The latest project the we finished was the Star Wars Mini Blue Sky Project and this project was stressful. I found that it was a lot harder to work on than other projects because we were basically making our own project inside of another project. In this class I am striving to improve my empowered learner competency.
The next course is Scimatics, in this class we have done our fractions of your time project, tectonics book project and our mazer tag project. In the fractions of your time project I could say that I struggled a bit but I was still grasping the concept of PLP and doing math on an iPad. The second project is something that I really think I could have done better and that is the tectonics book. This also is connects to the evaluating competency which is to demonstrate an understanding and appreciation of evidence. The mazer tag project was the latest Scimatics project we completed and I enjoyed this project. I think I had a good understanding of the concept of lasers and enjoyed the project.
The final course is PGP (Personal Growth Plan), this is the course I am going to be particularly striving to better myself at. A huge part of this course was our oregon trip which we were assessed on by four competencies persisting which was persevering in task through to completion, remaining focused. Looking for ways to reach your goal when stuck. Not giving up. The next was Thinking before acting; remaining calm, thoughtful and deliberative. Thinking about Thinking (Metacognition), Being aware of your own thoughts, strategies, feelings and actions and their effects on others. The third was Questioning and Posing Problems which is having a questioning attitude, knowing what data are needed and developing questioning strategies to produce those data. Finding problems to solve. The final one was Thinking Interdependently which is being able to work in and learn from others in reciprocal situations. Team work. The big ones that I think I need to work on is Thinking interdependently and Questioning and posing problems.
Hello it’s Raymond welcoming you back from winter break, this last PLP winter exhibition we worked on a blue sky project and a project called mazer tag were you can find here. For our blue sky project (do anything you want)the driving question was “How might I design and build an answer to my own inquiry”. This brought me to my own how might we question which was “how might we create something to express different emotions using Star Wars music”. This is what kickstarted my project and had me going on a good path. This was what the first milestone was about.
What we used throughout this project was the LAUNCH cycle. Starting with the “L” phase Look, Listen and Learn, Saw the first Star Wars movie and heard music that was used in my final project. This phase included lots of research and figuring out how I could use this in my project. I learned lots of things from classmates and teachers wether is was important parts of the movies to understand more design opportunitiesor even just encouragement with your ideas for a final project. The competency that was assessed was the Look, Listen and learn competency.
The next phase was the “A” phase ask tons of questions. In this phase I created a chart of questions ranging from robot questions, detective questions, judge questions and inventor questions, these questions could be answered by a simple google search or YouTube video, or it could be more complicated and required a different approach to answer the questions. This phase helped me refine my task and make it much easier to handle. The competency assessed was Ask the Hard Questions, doing this makes you have a strong understanding of what you need to know to create your product.
The “U” phase which was understanding the problem or process was where we had to use finer search terms while researching to find the exact bit of information we needed. Some of these questions needed some different or imaginative solutions. This is where the innovative designer competency came in, this included using a variety of technologies to create imaginative solutions to solve difficult problems. The other competency assessed was Understanding the problem or process. This included stating the source of information which could be in MLA format like we used in our third milestone. This competency also had choosing an idea to pursue but still keeping other ideas open.
The next phase was the “N” phase Navigate Ideas, this phase we made a video to show our innovative designer competency. The video included what our steps were to create our end product and what we have done so far towards our goal. The “N” phase included thinking inside the box but making the most as possible with the constraints we had. I use iMovie to make the video that showed these competencies.
The second last phase was the “C” phase Create a Prototype, this phase i created a prototype of a Star Wars music remix the competency assessed was Create, Make, Design and Build and Computational thinker. This is were I used the power of technology and created music on my iPad. My plan at this point in the cycle for my final product I would use GarageBand and iMovie put together to make a video with visuals and audio.
The last phase was “H” highlight and fix, this is where you finish up your project and just tweak your product for the actual presentation or. This is where I also showed my teachers fail evidence. Without this failing I would probably not have done as well because when you learn from your mistakes you focus on it more and you make yourself complete that task with greater detail. I also identified the sources of feedback and made changes even self critique like if there was a little thing wrong with my product I would fix it. As for being a computational thinker I used apps on my iPad to show the power of technology and ultimately develop a solution to my inquiry. At this point it was time to LAUNCH our project to the world.
The area we presented our projects in was the planet Endor… not actually on the Star Wars planet though. Myself and a group of grade 8’s and 9’s made a replica of Endor in one of our classrooms. This place was decorated with lots of green paper had many cardboard trees and even had a pine scent. The room was somewhat dark like you are being covered in trees and we had some ambient noise included in our area. Other groups were assigned different places like Tatooine, Hoth and The Death Star. Overall this project was quite fun especially finishing it off with taking almost the whole movie theatre to ourselves and getting to watch Star Wars Rise of Skywalker.
