How to Spot a Witch

Sam

You’re probably pretty confused at the title, or you’re actually wondering how to spot a witch. Well stick around and you might find out.

Lately in PLP we have been reading act 1 of a four act play called The Crucible. It’s set in Salem Massachusetts in the 1690’s but written by Arthur Miller in the 1950’s. It’s main idea is about the Salem Witch Trials, the largest and deadliest witch hunt in America’s history. We are reading this play in class, and it gets pretty interesting, in many different ways.

As we read, for two more Friday’s from now on, we will be doing a “Creative Crucible Blog Post” from a list of ten prompts given to us. We need to take these prompts and write about how it relates to us, and then have a creative product that goes with it that we made ourselves. Our prompt was as follows:

“Read “How to Spot a Witch”. Write a paper or create something similar to this essay on how to spot a _________. You fill in the blank: example: How to Spot a Liar. How to Spot a Surfer. Etc.”

I teamed up with Simon and Calum, and we made a short video on “How to Spot a Mountain Biker”. Here it is below:

I had a lot of fun making this video. I enjoyed it because mountain biking is something I love doing, and filmmaking is another hobby of mine. This video was supposed to be short and sweet while explaining some common factors and characteristics that mountain bikers share. This relates to the Crucible because in the play, many people are accused of witchcraft, and need to be tried to see if they truly are witches. And if they are, they are hanged. This video is a little different, but it’s supposed to be.

We also took a few behind the scenes photos of while we were filming, using our atypical filming strategy of Simon on my handlebars holding the massive camera stabilizer. Have a look:

 

We were worried about bad lighting as winter just started and it’s really dark at like 5:30 already, but we managed to film the shots we needed before the sun went down.

Thats all for today, I look forward to making more creative posts like this one in the future.

See you.

Going To The Second Most Polluted Place In America… For School

Sam

Because we are in PLP, we go on trips called field schools, where we get to go straight to where we are learning about to help our understanding and gain a more firsthand perspective. And this trip was to a site that was crucial to the development of the two atomic bombs made in the 1940’s. We went to Hanford Washington.

This trip would be the backbone of all the knowledge we acquire for this unit and project. I wrote another post about the learning we have acquired through this unit about the manhattan project. Be sure to check it out.

The Manhattan Project Project

But since we are talking about the trip in this post, let me give a little bit of explanation of what I learned on this trip first. Here are two main aspects of the Manhattan Project that we learned and wouldn’t have learned without going to the Hanford site:

1. The full scope of how big the Manhatttan Project site was.

I don’t think I really understood how big, physically, the Manhattan project actually was. It is occupies 586 square miles (1,518 km) which is roughly half of the size of Rhode Island. You can easily find this fact on Google, but I didn’t know what that looked like until we went there. For me at least, learning how large of a space they needed showed me the scope of how important this project was. On this site they had multiple buildings, all with different uses. There were pumphouses, water filtration buildings and multiple just straight up nuclear reactors. One thing that really stuck out to me was how spaced out everything was. The building and reactors were all really far apart, and I learned that’s because there were thousands upon thousands of temporary homes and trailers for the workers set up across the land during the time the site was in use. It really blew my mind how much land this site took up. It was a solid 45 minute drive from the tour bus headquarters to the reactors we saw up close!

2. The perspective of the American workers from Hanford.

I never really considered how much different the point of view of the Americans could really be than that of mine or other people not involved in the Manhattan project. For example, one of our tour docents, Joe, was explaining to another group how he is extremely happy that America decided to drop the atomic bombs, because if they hadn’t, his uncle would have had to go to war, with a good chance of never returning. Joe was moved to tears even now talking about how happy he is that his uncle was able to stay and didn’t have to go fight. This is something I never would have understood if I hadn’t been on this field school, and it’s really impacted me. I now see that Joe was only one case of millions of people in America that could have had the same experience with their own loved ones. This is something I vividly remember from this trip, and really helped me learn more about historical perspective.

 

Now, since we have covered what I learned about, let’s get into the fun stuff. The actual trip.

The fun stuff

Our main destination was Hanford Washington, but before that we had a few stops to make. We had a total of four days, and we would make the best of them. I think I’ll go about this post by explaining the best / my favourite parts of each day, and make them more detailed and explain what I learned because “Everything we do is for a reason.” – Ms. Willemse

So lets get into it shall we?

We first stopped in Portland Oregon, after driving all morning, (we left the school at 7:00 am) and arrived at Powell’s City Of Books. And a city of books it is, as it’s literally the largest new and used bookstore in the world. It takes up an entire block of downtown and we found out it holds approximately 1 million books, with 32,000 different categories. It’s so large it even has its own guided tours.

This was a pretty cool place to visit, as it’s kind of nostalgic to the days when I had time to read a lot, and a nice place to get out and stretch our legs. But, since we are in PLP, there’s an assignment involved. In a group of our friends, we needed to find a crazy book title, in this castle sized book store, and then using our bodies, imitate the title in a picture. This is what me, Robbie, Simon, and Spencer came up with:

The book title was: “A Brief History on the Worst Ways To Cure Everything.” In our photo, Robbie has a toothache, and so me and Spencer are punching him in the stomach to “make it feel better” and Simon is sitting on the floor poking his eye out with his finger… (we can’t remember why).

Anyways, lets get back on the road.

The next super interesting point of interest was Reed College. Here, we met with a student of the college, who is able to work the small Nuclear Reactor housed in the college itself, under 25 feet of water. This is the only nuclear reactor primarily operated by undergraduates. But these students don’t use it to make atomic bombs, they use it to test reactions between different types of metals and materials from the periodic table.

We weren’t allowed to take photos, but this is the exact reactor

We got to go in the “bunker-like” building on the campus that has been  home to the reactor since it was built in 1968. We needed to hang up our backpacks and jackets near the door, and then we entered the “control room” where two other students worked. They were about to boot up the reactor for us. We waited for a few minutes in the control room, and then entered the 20ft by 20ft room with a small pool in the middle surrounded by railings. We gathered around, and without anyone’s knowing, were about to witness a rare event. What we witnessed was a SCRAM, which is basically an emergency shutdown of the reactor. This was caused by the students in the control room booted the reactor up just a little too quickly. The reactor then automatically drops neutron-absorbing rods directly into the core of the reactor, cutting off any reactions going on inside. This only happens like ten times a year, and was a cool experience to be a part of. While we were there, I learned a lot about the reactor and how it works, and that technically, you could swim in the reactor pool, but it’s not recommended. This is because the radiation from the reactor is slowed down by the water so much that there’s barely any on the surface of the water. But still if you went down deep, you definitely wouldn’t feel good after. Overall this was a lot of fun and I found it really interesting.

 

 

 

The Manhattan Project Project

Sam

Well. We’re back.

Another year, another project, another blog post. So lets get into it.

This year what we started working on in PLP is a continuation of where we ended last year, with World War Two. And the main part of the war effort we focused on was in the United States of America. It is something both well known, and also very secretive to this day.

It is: the Manhattan Project. Our task was to create a short 5 minute film in groups of three or four describing 5 different facts about an aspect of the Manhattan project. We were to do lots of research and then use our highly developed script writing and video editing skills to create a peofessionalh looking video. I was in a group with Ethan and Parker. And this was our final product:

And if you want to find out the learning behind this, then keep reading and I’ll tell you all about it.

To kick off this unit, the first thing we did was really look into what the Manhattan project was. We all had a basic knowledge of the atomic bombs that were dropped on the Japanese at the end of WWII, but what we didn’t really know was how those bombs came to be. This, essentially, is the Manhattan project.

 

We needed to fully understand the ideas and goals of the Manhattan project to gain the historical perspective we needed in order to create our video. We studied the beginnings of the project, how America heard that Germany was developing their own atomic bomb research, and that America then jumped right into atomic research. There were three different sites that the American government needed for the atomic bomb creation. Each site needed to meet a specific set of criteria: they needed to be near a large source of water, have access to a lot of electricity and be in the middle of nowhere. The three sites were Hanford Washington, for the creation of the plutonium, Oak Ridge Tennessee was the home base and specialized in plutonium splitting, and finally Los Alamos, the site where they tested the bombs. This was the first bit of learning we did by reading articles and passages in different books, and conducting our own research. Something I found almost astounding was that the government just showed up one day to the farmers and families living on the Hanford area and said they had 30 days to pack up their stuff and leave. They were offered very little money for their property, and a lot of people were quite unhappy to leave their homes. Some went to court and fought for more house payment, and a few did succeed but it definetly wasn’t close to market value. This is a direct form of how the Manhattan project affected the lives of people near the project in any way. This was something I had a hard time picturing, but on the trip we did learn more in depth on that process. But, we still had a lot to learn before the trip begun.

Of course, we knew the final product of what was to happen. The bombs that were dropped on Hiroshima and Nagasaki killed 90,000–146,000 people in Hiroshima and 39,000–80,000 people in Nagasaki. This was devastating. While studying more about the Manhattan project, we did a mini project to help us get a better historical perspective on the times of World War Two. To do this, we were split up into groups of three or four and tasked with creating a short video called a Newsreel. This was to be set as if it was showing in American theatres a few days after the bombing in 1945. This was something that was the norm at the time, because there weren’t any televisions, so people would get the news about the war when they went to see a movie in the local theatre. So, we needed to watch a few newsreels and then create our own using footage we find that supports a script we write. Here is ours:

I enjoyed making this video. I was the “lucky person” to do the voice over, and it needed to be in a specific style, as you can hear. I tried to match with the real newsreels of the time by talking fast and in short bursts. I even used a voice filter in GarageBand to make my voice sound like an old phone. I don’t think I nailed the accent, but other than that I was happy with our end result.

Another mini project we did was to look into one person that worked or was associated with the Manhattan project, and then create a character card for that person. This was so we could learn about all the different roles and responsibilities of the many many workers in the project. I decided to research a guy named Samuel Goudsmit, who was a physicist and the head of the top secret Alsos Mission.

His parents were Nazi concentration camp victims, but he was an aspiring physicist who ended up working for the American government. His job was to be on the Alsos Mission, a Mission that would be constantly watching, spying and monitoring the progress of the Germans attempts to create an atomic bomb. He even wrote a book about his experience where he says that the Germans were not close to having a working atomic bomb.

But let’s get back to the video. Before we even went on our trip we were to create a really rough draft of our video. Most of the footage would be us when we are on the trip, but in the rough draft we would just have our script recorded, background music ready, and indicate where different clips, interviews and photos would be. I think this stage actually helped me more than I thought at first because it really put what we were going to create into a product that I could see and visualize rather than just think about. I could figure out timing, and where ideal spots for interviews would be.

After this, we embarked on our trip. Four days in Oregon with 17 students and two teachers. It was a lot of fun, I have a post about it here if you would like to find out more about it.

And once we returned, we began editing and putting all the shots and even more knowledge we gained on the trip into our video. And after a few sets of peer and teacher critique, me, Ethan and Parker ended up with the video you saw at the top. I’m extremely happy with the end result, as I put a lot of hours of hard work into it, and I’m glad to see how it turned out. I actually tried a different app for this video other than regular iMovie, and it was awesome. It’s called EnlightVideoleap and you can get it on the App Store for free.

 

Well, that’s all for this post.

 

See you

The Last Time We Will See A Blue Sky

Sam

Well then.

You’re back.

So let’s get right into another blog post.

I’m pretty sure everyone in the greater Vancouver area has heard of a place called Deep Cove. I’m lucky enough to live near there, and go to school directly in the Cove. It’s a small village like area nestled in a small bay in the Indian Arm. It has multiple tourist attractions like Quarry Rock, Deep Cove Kayak Shop, and many really cool shops and restaurants. The tourism can get pretty crazy in the summer as it’s a small area with a lot of people. But what does this have to do with anything?

In my high school Seycove Secondary, located in Deep Cove, the PLP cohorts of the school all join forces at the end of each year to make a large scale exhibition showing off our projects. We call it Blue Sky, and it takes off an idea from Apple that let’s its employees spend a little time a week on a project of their own idea. I have done two other Blue Sky exhibitions, and they are quite interesting. But I’ll tell you about the one we just had, on June 14, 2018.

Something all the PLP students know about is something called the Launch Cycle. It is an process created by John Spencer that makes it easier for people to use design thinking and come up with project ideas and products. We have used it every year in our Blue Sky projects.

But before I explain how the launch cycle integrates with my project, I need to tell you about a major aspect of the exhibition this year. It’s something called the UN Sustainable Development Goals.

Essentially, they are 17 different goals with varying aspects that are aiming for creating a fully sustainable Earth for all. Each goal zeros in on a different problem in our world and is trying to help people become engaged in solving those goals in big or small ways. For our Blue Sky, we divided up our projects by the different goal categories.

First, we chose which goal we wanted to work under. I was in a group with Kyle, Reid, Alex and Calum and we would be working on Industry, Innovation, and Infrastructure. The main statement for this goal was:

“Build resilient infrastructure, promote sustainable industrialization and foster innovation”

So our projects had to help solve this problem in some way. So our team got to work thinking of ideas. We could choose if we wanted to be individual, in twos or all together, but it would depend on the project. We got to work and thought of a few ideas, but Ms. Willemse was helping us think reasonably and guiding us down the right path because those ideas either were out of reach in two weeks, or not under our category. The project we settled on was an Audio Tour Of Deep Cove.

This was considered under infrastructure as it dealt with the major tourism problems in deep cover at the moment. And so, our LAUNCH Cycle began.

L – Look, Listen and Learn

This phase focused on having an awareness. In our case, it was an awareness of a problem. Like I said at the beginning, the tourism in deep cove was getting very busy. We were aware of this because in deep cove, there is the idea to restrict the number of people on Quarry Rock that might be put into place. Another extremely evident example is that it’s almost always impossible to find parking in the Cove, showing the extreme cause of tourism. We became aware of that problem and were looking to solve it.

A – Ask Tons Of Questions

In the second phase, we decided to ask people we knew that either lived in Deep Cove, or worked there some questions about their opinion on the problem we identified. We talked to two staff members at the Deep Cove Kayak shop, and they told us they were constantly being asked where Quarry Rock is and how to get there. They also told us that the kayak shop is often overloaded on hot summer days because of all the people coming to rent kayaks. Kyle and Reid, two of our group members who also live in the Cove said that they have less privacy due to all the people parking on their streets. Reid even said people tried to camp on his front lawn. This example is something we wanted to help solve in our project.

U – Understand The Process or Problem

Now that we have heard from people who have had real life experiences with the problem we identified, we need to understand what they are saying. We needed to find out more information on what is going on in Deep Cove. We then conducted more research online about the major points of interest in the Cove, and what people thought of them. We also just looked at reviews people have left about deep cove. Click the image below to read an article we found about Deep Cove.

N – Navigate Ideas

In this phase we were to combine, edit and exchange ideas about our solution. Since we knew we were aiming to create an Audio Tour, we needed to decide how to actually create and format it as a product. We all put our heads together and decided we wanted to create three different routes, with three different Tour playlists. We would have each tour go to 5-6 points of interest along each route and explain a little facts, history and what you can do there while keeping it short and informative. First we chose our routes and selected our points of interest we would highlight in our playlists.

This was our main idea, and we would experiment with formatting when we moved onto the next phase.

C – Create a Prototype

As our first prototype, we decided to just create one of our three playlists, and then get feedback and revise so we could apply that new knowledge to all three tours. We selected the Main Street route to do our first prototype on. After researching about each location, writing our script, and then me recording my voiceover for the tour, we were ready to put it into a playlist. We put it into SoundCloud as we were all familiar and it was free. We then took photos of each location and added the photo to the corresponding audio clip. This was our first prototype.

H – Highlight and Fix

In this phase we looked over what we have created and figure out what is working and what is not. We made some revisions in the quality of the audio, and some minor changes with the scripts of the tour. We also changed a bit of the formatting and created a whole new SoundCloud account just for the audio tours. Overall though, we were happy with our first prototype and moved onto completing the other two. And that’s just what we did. And then, we were ready.

Final Product

Here you can see our three finished audio tour playlists. We have one of Panorama Park and Quarry Rock, one of Main Street (Gallant Ave), and one of Deep Cove’s waterfront. This is what we were going to present at the Exhibiton. We would have our iPads with the playlists ready, connected to a speaker that we could play for people who were interested. We also took 360 photos of some point of interests, and had them showcased at our table via Calum’s iPad.

LAUNCH

We can also call this stage the Blue Sky Exhibition.  Since the grade 8s and 9s were also under the same Sustainable Goals as us, we teamed up with the other students that had projects fitting the Industry, Innovation and Infrastructure Idea.

Us all working to brainstorm ideas

To enhance the experience of the exhibition, our now massive group worked together to theme one area of the school to make it look like an Industrial Area. We worked for a few hours after school thinking and creating props and decorations that would add to our area’s aesthetic. I really think our group did well considering it was difficult to theme an area that would scream “Industry, Innovation and Infrastructure”… We also had a sort of awkward corner of the hallway to set up in.

Another aspect of the exhibition was to bring food, and we brought skittles, and crazy flavoured chips. The different coloured skittles and flavours of chips represent new ideas and innovation. We also had to include an interactive game, which was where you pull a piece of paper out of a hat and you needed to use the supplies in front of you to make it. You had one minute to make something like a bird out of pipe cleaners, tooth picks, elastics and foam balls for example. It was to represent building and design.

After the Exhibiton

Overall I feel that the exhibition went really smoothly. It was never really busy or not busy enough. We were still constantly talking to people, and a lot of them told us that we had a really awesome idea that could be easily implemented. We told them of our plans to post some QR codes in Deep Cove that people could scan and it would take them to our playlists. I think that our project could definetly help disperse the amount of tourists in Deep Cove to the major points of interest and other places to reduce the busyness. I enjoyed this project a lot, as it was something I dealt with 5 days a week and impacts my life. Everyone in my group contributed equally and we all worked well together. I think that this project felt a little to easy though. I think that is some way we could have pushed ourselves a little more. I don’t know what that would be, but we definitely could have been more creative in our problem solving and maybe add to our solution even more. If I was to do this project again I would start off the project with more interviews and researching to really get a feel for our problem, and THEN building a solution. In conclusion, it was a great exhibition and I’m proud of the high quality work we produced as a group and it shows all the many skills we’ve learned in PLP in one project. We learned storytelling, keeping the audience engaged, podcasting, and researching all in PLP before and we’ve used that in our project firsthand. I have learned a lot and out a lot of good skills I had to the test, and am happy with our product once again.

 

Thats all,

See you

Just… Don’t Get Stranded on an Island

Sam

Buckle up your seatbelts everyone because this is a unit end post.

Our first major unit in PLP 10 Humanities was WW1, and then we just recently finished our WW2 unit. The last unit we just finished was about the book Lord Of The Flies by William Golding and that is what this post is about.

The driving question for this unit was: “How do we organize ourselves?”

We would be studying human nature, power, corruption, and many more topics relating to this because it has a lot to do with the book Lord Of the Flies. We would look at government systems, politics and current events to help look at this question is different ways. The other major concepts we’d be thinking about are as follows:

• Power and Authority
• Humanity and Inhumanity
• Violence and Destruction
• Human nature
• Civilization and Savagery
• Innocence and Evil
• Individualism and Community

We then wrote out these ideas onto big sheets of paper and as a class brainstormed any thoughts or theories we had about each topic:

After this, while reading the book, we would be looking for evidence of these topics in the literature. But before we started reading, we needed to make some groups. And we did this in quite a unique fashion.

As you may or may not know, in LOTF a group of young boys are stranded on an island and have to survive until they can be rescued. So, in honour of having no adults to organize or watch over us, the task of creating groups was passed onto us. Ms. Maxwell would leave the class, and we had 30 minutes to create 6 equal groups on our own. This process began with 6 team leaders writing their names down at the top of each group list. We then matched up people with the opposite qualities of that team leader in that group and went on until there was no one left. We then all agreed the groups were to our liking and signed a paper. Except this didn’t go as smooth as it sounds.

The entire time we were making these groups, there was a large amount of chaotic noise and distractions. Half the people were huddled around the whiteboard exclaiming their opinions on the groups all at the same time, and the other half of the class didn’t care and was messing around outside the huddle.

In my group, I was with Spencer, Michael and Sydney. We all have different skills and so we all felt that this was a strong group.

Afterwards, we wrote a reflection on how we personally think the whole experience went. I I’d say that we completed the task, but not in a very civilized or reasonable way.

Another activity we participated in were our concept journals. Essentially theses were just paragraphs where we would talk about our opinions and understandings on the topics like human nature and innocence and evil, to name a few. For my first journal, the one I’m quite happy with, I chose to talk about whether a form of savagery is necessary to build a civilization. Take a look:

I enjoyed writing this paragraph as it got me thinking about whether or not it is indeed necessary to resort to savagery to build a civilization. I feel like the answer would depend on who you ask.

Anyways, moving on. We now began reading the book Lord Of The Flies. Every week on a Wednesday we would meet in class and have a team quiz. We had three different team quizzes, and at each of these checkpoints we would have read 1/3 of the book. As a team, we needed to keep up in the book so we would know the answers to the 10 quiz questions we got every Wednesday. We ended up around 7 or 8 out of 10 for the first two, and on the last one we got 11/10 becsuse of a bonus question. This was really good news for us.

And that is because at the beginning of the unit we were told we’d be keeping track of points per team. We could gain points and lose points based on our behaviour and performance in our humanities class. Here are the points opportunities Ms. Maxwell gave us:

So over the course of the unit, Ms.Maxwell would be keeping track. Our quiz results would be a big part on how many points we received that day. Our team name was the Skinny Dippers, by the way.

This was the point board at the end of the unit

 

Moving on. We were also conveniently studying politics throughout this unit. We looked into the different types of government. For example, there is anarchy, monarchy, and dictatorship. For a quick one class project, my team and I researched a little about dictatorship while the other teams looked into the other forms of government. When we were done, we had a short PowerPoint and we took turns telling the class how each government worked. My team looked into dictatorship, and what it is. We already knew what it was for the most part, as hitler is a huge example of a dictator. You can read about it in this PowerPoint we made in not even 10 mins:

We also looked closer into Canada’s government. We did this by designing diagrams that showed the different people in power in the Canadian government. Here is mine:

We did a few more activities regarding politics and current events as well throughout this unit. Another activity we did was look at the different voting systems used around us. This is an example of First Past The Post, what Canada’s system is based off of.

Other examples are Mixed Member Proportionalism, an extremely complicated version, and Proportional Representation.  Politics weren’t my favourite part of this unit as politics are very uninteresting to me, but it’s important to know about the current events around you and also the structure of governments so you know what to do when you get old enough to vote.

Another assignment we had during/after reading the book LOTF was a character analysis chart. William Golding brilliantly designed each character to represent a trait in our society today to reflect true human nature. In this chart we not only talk about each characters physical appearance, but their motives and representation as well.

This was interesting to analyze because of all the hidden deeper meanings in everything in the book. Each character has their own strengths, weaknesses, abilities and problems but all of them are important and act in certain ways because of who they are. The book is definitely an interesting read and can be interpreted many different ways.

Towards the beginning of the unit, we found out we would be conducting some sort of debate at the end of the unit. When I learned that, I was actually quite excited. I was looking forward to creating points and speaking in front of the class, since I wanted to practice my public speaking. Now we were approaching the week of the debates. About a week before the three days where debates would be taking place we finally got our debate topics and statements. As teams, we all submitted our top three choices in order of preference, and then Ms. Maxwell based what debate we would do on that information. We ended up getting our second choice, Power and Authority. Next we received our statement: Be is resolved that power leads to corruption. And finally we received our position: AGAINST. We would be arguing against the statement, trying to prove that power doesn’t lead to corruption.

Next we began our research phase. At first my team and I were stumped. We didn’t know how to defend our point, as we all sort of agreed with the FOR argument. After a day or two of thinking, I suddenly came up with an idea and then pitched it to our team. Our own main statement would be: Power does not corrupt people, rather corrupt people abuse their power. We would say this at the beginning and then elaborate and support that idea throughout the debate.

We then began researching supporting points, which was constricted to only topics we talked about in class. We ended up using the book Lord Of The Flies, as it was a requirement, Adolf Hitler and also Winston Churchill. Once we had our points we planned out who whould say what at what time. Michael and I would do the opening statements, Spencer and Sydney on the rebuttal, and Sydney and I for concluding statements. All that was left to do was wait for the debate to start, which was about 20 minutes of time.

When the debate started, the opposing team, made up of Adam, Izzy, Will and Ryan started off with their opening statements. Then after two minutes, it was our turn and I started us off. At this point, once I started talking, my nervousness faded away and I was able to talk freely. I won’t explain too much detail because guess what? We recorded the whole debate! Listen to this track to hear our whole debate:

After the debate, we reflected on it as a class. Since our debate was the first of three, it was kind of a test round for the other ones. Our class reflection brought up the fact that the debate didnt feel like a debate. And I agreed, my team and I tried to predict what they would say and so we had pretty much prepared what we were going to say for our rebuttal even though that part is supposed to be quick thinking. We wanted the debate to have more back and forth actuin as well so we decided to change the rebuttal from 2 minutes each, to 1 minute but there are two per team, one after another. And the last aspect of the debate we needed more of was audience engagement. The audience (the rest of the class) was just kind of there, so we wanted to have them clap and cheer after good points and such. I definetly agreed with these changes, as I felt they would make the next two debates a lot better.

This being said, I would do my debate again in a heartbeat. Even though we still won, and by only one point, I want to make it a lot better. I would like to make it a lot less scripted and I’d focus more on listening to the opposing team’s argument and trying to counter it. I want my debate to feel like a real debate, and have it more intense. I really enjoyed the topic of the debate and found it incredibly interesting. The part that stuck out to me the most with this debate is the fact that we needed to research our ideas, put that information into points, develop an opinion, and turn that opinion into a captivating argument. This was incredibly fun for me and really got me thinking. We were also pulling in everything we’ve talked about in class, which made it even more interesting. Overall I had a lot of fun with this debate and learned a lot.

This unit was by far my favourite this year in Humanities. That is because of the multiple aspects, the team choosing, the book, the point system, politics and government, and the debate of course. I also really enjoyed talking and learning about the different topics like human nature, civilization and savagery, and power and authority and how much it ties into WWII and other historic events. And also how it ties into events that are happening today in our world with different governments and political figures. In conclusion, I learned an absolute ton in this unit and had just as much fun. I really enjoyed the topics and activities we all did and I’m happy with the work I completed in this unit.

 

Thats all,

See you

Your Microwave Is More Dangerous Than You Think

Sam

Before the end of the year, and before we studied for our numeracy exam at the end of the year we quickly did a short astronomy unit. This was a research project on a topic of our choice.

We started off by downloading a star chart app and looking around our universe. We then went through a worksheet about the position of the moon and sun at different times of the year. This assignment didn’t take too long and was meant to be an intro to the unit. After this, we got right into the project.

We then got the project topics:

  • Radioactivity and radiation in space
  • Nuclear reactions (how stars work)
  • Possibility of colonizing other planets (Mars or the Moon)
  • Star life cycles
  • Evidence for the big bang formation of the universe
  • First nations’ stories of creation
  • Components and scale of our solar system
  • Telescopes and astronomical measurement

Me and Simon ended up with the topic Radioactivity and radiation in space. We then began our research. Since Spencer and Alex were also doing our topic and they were mainly focusing on radioactivity, we decided to research more about radiation.

Our driving question we decided to research was:

“Does radiation pose a threat to space exploration?

To start off our project, we found the definition of radiation:

We then inserted that into our presentation, and kept researching. We then looked into how space radiation is different and how it can be prevented or blocked. We looked into how the particles in the radiation in Space are travelling at incredibly high speeds, almost as fast as the speed of light. These particles then can rip through human DNA, damaging or altering the structure of that DNA. This damage can then lead to cancer and other diseases depending on the exposure.

We also looked into how Earth blocks out unwanted radiation. The earth has a natural shield to 99.9% of all radiation. The magnetic field around the Earth reflects some radiation in Space, and some is absorbed, warming the earth. Some radiation is trapped inside the magnetic field and is a factor in the rising problem of global warming.

So, to answer our question: “Does radiation pose a threat to space exploration?” The answer is yes, greatly. NASA wants to send astronauts to mars, but the constant lethal factor of radiation in Space is not to be forgotten. When you are in Space, you are constantly bombarded by radiation, and so the radiation protection for any astronauts must be perfect.

Once we were done our project, and we had listened/watched our classmates present their projects, we then made mind maps showing how all our topics connect. Here it is below:

Overall, I found out some new information I didn’t know before like how radiation particles actually damage DNA. This project helped me see how difficult it is to be in space, and how smart and careful every astronaut must be in the space environment. Me and Simon had some fun and learned some new things, which in my book is a good project to me.

 

Thats all,

See you

Are You Ready To T-T-T-TPOL?!

Sam

Well it’s almost the end of grade 10, and it has been a pretty awesome year. I’ve seen a lot, done a lot, failed a fair amount and because of that, learned a lot. I’ve had good times and bad times, but overall grade 10 has been one of my favourites. But since it’s the end of the year, you know what we at PLP do.

And that is reflect.

If you’ve been one of the many, many followers on this blog you’d know that twice a year in PLP we have parent teacher meetings, but we as students individually lead the conference and explain to our parents and teachers how we’ve done over the course of that year. This is one of my 5 other TPOLS, and so here goes another one.

Lets begin with the driving question:

Why do you feel you are ready to advance to the next grade level?

As I go through my TPOL, I will be sharing examples of my work that contribute to my argument as to why I believe I’m ready to advance. So, here we go.

My Favourite Project

First off, I would like to talk to you about my favourite project of this school year. That would be my California book. Last year, when our PLP 9 class went to Florida, I stayed home with some other students and didn’t get to experience a large scale field school. But this year, I’m really glad I went. I was able to gain experiences I’d never get anywhere else like going behind the scenes at the San Diego Safari Park and seeing how they train elephants.

Californiaaa Knows How to Party

I also was able to have lots of fun with the people on the trip and become closer with everyone in our PLP class, which I believe is very important. So when it came time to design a book that showcase everything we did in our own way, I was excited. I worked really really hard on it, trying to make it look super nice and also explain all that we did and learned on our trip. It incorporates a lot of what we learn in PLP in it, for example layout and design, something we learned in grade 8 with advertisements, and also storytelling which is something we learn about every year. My growth as a learner is evident in this project with how I enhanced the book with photos, videos and text in interesting ways throughout the entire book. I used my knowledge from all my PLP years to create a piece of media that I’m proud of and is thoroughly interesting. This is something I had a lot of fun doing and can and will keep with me for the rest of my life.

Work I Did Well

The next piece of work is the work I think I did really well. This was the LOTF Great Debate. When I first learned that we would be doing a debate, I was actually looking forward to it. I had never done anything like it before, and I wanted to test my public speaking and quick thinking skills that I had been working on over the course of this year.

We got our topic, power and authority, and our statement: “Power leads to corruption” and our position: AGAINST the statement, and I was stumped. I didn’t know how we would argue against this with strong evidence. After a few days of thinking I had an epiphany, and explained it to my team. I was very excited for the debate, with a little bit of nervous anticipation, but after it was all over we had won by only one vote. It was a great debate, and my team did really well. If I had the chance, I would do my debate again. I realized afterwards when we had broken it down as a class that it was too scripted and bland in some ways.

But overall I feel this is a great example of my work because I had to come up with our argument and then break down research and things we’ve learned to formulate an opinion that would win us a debate. This shows my growth as a learner in that I needed to analyze information we have learned in class into an opinion and then turn it into a captivating argument. I also grew as a person and learner in that I needed to face my now small fear of public speaking and speaking out my opinions in front of my class. With those fears put aside I was able to communicate my ideas to my team and classmates, turning the tides in our favour in the end. I feel that I did this really well and my team and I excecuted it with precision. Almost a little too much precision.

Work I Didn’t Do So Well

Now is the work I think I didn’t do so well on.
This would be my math cell phone plan project I did with Simon. The aim of the project was to use linear equations to graph how much three different cell phone plans would be over time, and how much it would cost when you went over your paid data. The whole time while making this slideshow formatted project, I didn’t really know what I was doing. I just kind of put in the basic slides you’d see in other projects, and then drew some graphs that seemed right.

Personally I had no interest in this project because I didn’t understand it, and that was what caused me to not do well. I wasn’t engaged at all so I thought I could just wing it but I was wrong. What we had was okay, but we were missing a few key elements of the project. I think that my biggest problem this year has been staying engaged and interested in the projects I don’t really like. I’ve struggled with it all year, and most of it has been in math since it’s not my favourite subject. In my MPOL I said I wanted to change this and start focusing on working hard even though I don’t want to and to put my own twist on each project, to go a little above and beyond. And I must say I haven’t completed that yet. Lately I’ve realized that I have checked out of school and I’m just coasting through to the end of the year, and I know it’s not helping my schoolwork or my grades. I hope that over the summer I can settle down and relax, regain my focus on school, reset and then come back next year really strong.

My Growth This Year

And finally, how I think I’ve grown as a learner. Now there isn’t one specific project that I’ve grown the most in, but I think that I’ve grown the most this year in my storytelling. In eighth grade we worked on this through advertisements and still images, in ninth grade we created video products and now in tenth grade we have been through podcasting and interviews. I feel that all three of these main ideas will contribute to the rest of my life no matter what I do in many important ways. One example that I can use is my Who Am I Video that we sent to High Tech High.

This took me three tries to perfect, and it shows my storytelling growth in a great way. First of all, in my post where I describe how I made it, I said that in the first draft I was showcasing myself in a boring way, when I do not have a boring life. And by the third draft, I was telling the story of me moving to Vancouver and finding ways to have all kinds of adventures around our city in an engaging way. Through a three minute video I was telling the story of my life, something I had been learning all along.

Another good example of this is our WWII Perspectives Website. This is a different type of storytelling and it includes my ability to make my product aesthetically pleasing. This is something we have learned all throughout PLP and something I consider to be very important. With my group members, Adam, Reid and Sofia, we researched and designed three or four pages of a website our class was making. We needed to research different aspects of Germany before, during and after WWII and then break down our information and write out the most important facts. We then took that information and put it into a website format, and then set about formatting our pages. We needed to learn how to balance all our text with interesting photos and titles. I was really happy with what our end product was, and I wasn’t nervous to present it at all to Kathleen Barter, a historian. This was because I was really confident in the work we created and I think this is a good example of all I’ve learned in PLP. We are taught how to research points and information, keep the attention of the audience, and then essentially, turn that into a story. I think this is evident in a lot of work we do, and I believe it will be a very important skill to have later in life.

Overall, I believe this year has definitely had its ups and downs, and I’m looking forward to the summer for not only a break, but also for a time to reset and refocus for next year. My largest form of growth has been storytelling, and I’m still really looking forward to developing it further.

I hope that this presentation shows evidence as to why I feel I’m ready to advance to the next grade level. I have grown in my ability to tell stories in all the work I do in PLP and I really enjoy doing that. I know I have lots of skills I need to get better at, and that’s why I want to continue into PLP 11: to grow those skills even more.

I hope you have enjoyed learning about my learning, and thank you for listening.

 

thats all,

See you

 

Following A Guy Around His Office

Sam

Welcome all

This is another post about school, but this time it took place outside of Seycove. As part of our Planning 10 course, we were given the task to contact someone in a career field we were interested in, and then perform and one day job shadow.

The first step is to make a list of people or careers we were interested in. At this time I really didn’t know what I wanted to do for my career, and so at first I didn’t have any ideas on who to shadow. No jobs really stood out to me as my “Dream Job.” But I made a short list of people I knew:

  • My cousins Grandpa, Harold, he is a home construction and renovation contractor for expensive homes in the Abbotsford and Vancouver area.
  • My Uncle, Ryan, a spray foam and construction business owner
  • My Dad’s cousin Andrew, a Sportsnet Radio Host in Vancouver

After making this list I thought about my preferences, and continued looking around if any other jobs interested me. I had a few other ideas but in the end I went with my dad’s cousin Andrew, as I thought job shadowing a sports radio host would be pretty cool.

And it was.

My day started at 2:00 on a Thursday in May. I didn’t miss any school, unfortunately, because I had a spare last block that day. My dad dropped me off at the Sportsnet 650 Radio office in downtown Vancouver and we met up with Andrew.

He brought us into the building, a small and quiet office building where Sportsnet had set up its offices and recording booths. In the same building were other Vancouver radio shows, some quite popular, like Kiss Radio, Jack 96.9, and News 1130. Sportsnet 650 had just joined the building on September 4th this year.

The entrance to the building

Andrew showed me around, and he started at his office. He shared an office room with 3-4 other people, where they all could work on preparing for the show, and talking with each other about ideas they have about what they could talk about on the air. The main part of what they were doing then was browsing the media around sports in Vancouver, such as player trades, exciting scores and sports games in general. They also looked for people to interview on later days in the show. The day I was there was a bit different because the guy they wanted to interview was going to be on a plane when the show was on air. What they did to solve this problem was call him ahead of time, and record it so that they can just add it when they need it as if it was live. The software they used to record and edit this looked a lot like the app I use called Ferrite.

I thought this was cool to see because instead of just trying to find someone else to interview they came up with a solution that worked really well. So later on, when they were on air, they just hit play on the recording and it was as if the recording was live. But we’ll get to that soon.

The Vancouver Show

For the first 2 hours, I was sitting next to Andrew at his desk where he was working on putting all his ideas together. He has had a lot of experience in this field, as he worked for Sportsnet out in Toronto for a few years, and just recently moved out here to do the show in Vancouver. He told me that in Toronto, there is a lot more sports to talk about because they have the Blue Jays, Raptors, and Maple Leafs home to Toronto, and Vancouver only has the Canucks. And, in Toronto the show was a bigger deal and the office was more fancy but he said the Vancouver one is still good.

This was his Toronto Show

Once the show started at 4:00, I sat in the “Control Booth” with the Producer Technical Supervisor right next to the recording room where Andrew and his co-worker sat talking on the air. His co-host wasn’t there that day so his co-worker stepped in to talk with Andrew.

So from 4:00 until 7:00 pm I was in the control booth, and I thought this was pretty cool. For me, if I was to work at this job, I’d rather be behind the scenes like the two guys with me, Art and Cam, than in Andrew’s position as I’m not too great at speaking on the spot. Art and Cam were both at computers, and we could hear what Andrew was saying. They could communicate with Andrew without the audience knowing, and that helped keep the show in order. Art and Cams job was to play recordings, like the interview from earlier, advertisements and sports clips at the right time. Overall this part was awesome to see what goes into a good radio show.

Once Andrew was done, we got in his Jeep and he drove me home. Because he was busy earlier, I asked him the questions I had prepared before coming on the job shadow.

These are my questions and his answers:

Job Shadow Q&A-2ev0yp6

Overall, I found this Job Shadow really interesting. I learned a lot about what it’s like being a radio host, and the other jobs surrounding the radio show. I met a bunch of other people, some were other radio announcers at different times in the day, and some people were editions or as pretty cool to see.

I also really liked seeing the media side of the job. Andrew was always keeping up to date on all the social media platforms on any sports event that happened. I thought this was very interesting because then every show he does will be different. Something he does is something we do a lot of in PLP right now. We research a topic, break it down, ask questions,  form an opinion on it, make a project, and then present it. This is what his daily schedule is. I really liked seeing what we’ve been learning in PLP applied in the real world. This is definitely going to help me plan out my career options in the future m

In conclusion I had a ton of fun on this job shadow, and learned a lot. Once again, thanks to Andrew and his office for letting me join you for a day!

 

See you

The BC Tech Summit

Sam

Hi.

Since my class and I are in PLP we do a lot of different types of field trips, or field schools. We go on ones ranging from 10 day trips out of the country to one day excursions in the greater Vancouver area. And in our case, May 16th was a one day excursion.

We went to the BC Tech Summit Youth Innovation Day. This was located in the large Convention Center downtown Vancouver. Our class was extremely lucky to go as this event costs the public $999 per ticket. And since it was the youth day, there were a lot of other school groups there from all around.

This event featured all sorts of technology such as virtual reality, simulations, prototypes, robots, designs and much, much more. There were also multiple speakers such as the Honourable John Horgan, Brent Bushnell, David Katz and a few others. Another great feature at this event was the post secondary school booths that showed us students what their school had to offer. Overall the event was extremely interesting with some amazing technology, and amazing people.

But we didn’t go there to just have fun and wander aimlessly. We had a job to do.

1. Research Two Speakers

Before we embarked on the bus to get us to this event, we needed to do some research on two of the 5-6 speakers at the event. I chose my first speaker to be Brent Bushnell, and so I researched him beforehand, and took notes on his presentation while he was talking.

Brent Bushnell is a Los Angeles based entrepreneur, engineer, and CEO/co founder of Two Bit Circus, an experiential entertainment company. This company uses virtual reality to create entertainment for people that usually take the form of amusement parks. His tech is used to inspire kids about science, technology, engineering, art and math. Or in another form, S.T.E.A.M.  During his very inspirational talk, I got these main points. The world outside is changing and technology is at the heart of it. He said that 65% of children will have jobs that don’t exist now, meaning that technology will be disrupting our daily lives so much that the jobs we have now will be changed forever, and new ones will take over. This was just one of the many topics he spoke about. Brent Bushnell’s talk was my favourite out of them all since he talked a lot about how to be creative.

The other speaker I chose to research was Ryan Holmes, the CEO and Founder of Hootsuite, a social media management tool for businesses. This company, founded in Vancouver, is quickly becoming one of the many tech giants nowadays, at a value of around $1 Billion.

During Ryan Holmes’ interview on stage, he described his childhood to us, and it was interesting. Currently he is heavily involved in technology, but when he was a kid, his house in Vernon, BC, didn’t even have electricity to run a computer! Once he fell in love with coding on his elementary school library computers, he entered a competition and won a brand new Apple 2c computer. He could only run it off the battery of his moms car though. But something proven in his life story that applies to everyone today is that if you are really passionate about something and you are willing to pursue it fully, then there’s nothing that should stop you. He loved computers, and he didn’t let his lack of electricity stop him, and now he runs a big name company. At least that’s what I took away from his talk.

Onto to the next section.

2. Interview a Mentor

Another cool factor to this event was the brief 10 minute time frame we had to interview “mentors” sitting at tables in the main room. These were people attending the event that worked for businesses all over BC and came to represent their business. Me, adam, spencer, Kyle and Simon had the chance to interview a lady who worked at Lifelabs, a medical diagnostic service based in BC. These clinics provide patients with the opportunities to be tested for anything. Anyways, I made a short podcast on the answers she gave us.

(The podcast had some technical difficulties. Coming soon)

This was a cool experience and she gave us some good information, even in only 10 minutes.

3. Visit a Post Secondary School Booth

After we listened to all the speakers and mentors, we had a chance to walk around upstairs where all the booths with all the technology was set up. Our task for this step was to look into one of the post secondary recruitment booths that interested us. Naturally, I chose one that had a drone sitting in front of it. After some further explaining and questions, I found out that this booth was representing a mapping program in BCIT that utilizes drones to make detailed 3D maps. I found this very interesting how they were using normal drones to make complicated maps using a specific program. After this we were allowed to walk around and look at all the booths we wanted.

We started our day at Seycove at 7:00 am, and finished off when we got back at about 5:00 pm, so it was a long day. Oh, and we also had the option to make a “vlog” so me, Simon, Spencer, and Adam came up with this video:

(Video coming really soon in theatres near you)

Overall, this experience was a lot of fun and I actually learned a lot. I loved seeing all the creativity people had and pursued to actually make a product or design, and show it off at this convention. Brent Bushnells talk was definitely a highlight for me as he was very engaging and told us a lot about creativity. The positive and creative energy rubbed off on everyone, making the day very upbeat and fun. I didn’t know that this was a thing, and now that I’ve experienced it I’ll definitely consider returning next year.

 

Thats all for now,

See you

World War Two

Sam

Here we are again, another blog post. This one is going to cover an entire Humanities unit, so get ready.

Since we finished our recent unit about WWI, we have now moved on to learn all about WWII. The project we did for this unit was different from anything we’ve done before. Instead of a simple book review, podcast, paragraph or research paper, we did all of that and more.

Our goal was to make a website. This website would have multiple pages, and each page would be about one country that participated in WWII. But before all this, we had to complete many steps to get there.

1. Learn the Basics of WWII

This was the start of a large project. Since we would be making a website about the war, we needed to know all about the war. We did this by studying maps and watching a bunch of videos about the history of WWII and the major battles. We took lots of notes and familiarized ourselves with the major players, dates and battles of WWII, so we knew what we were talking about. For the most part.

Next, as a class we came up with any questions we had about WWII before we started our research, and we would go back and check them at the end of the unit. Here are a few questions we had as an example:

– How were concentration camps viewed by those uninvolved in the war, as well as those involved?

– What were some of the future plans of Hitler and the Nazis?

– How was the war disrupted by having new technology?

– How did war affect families at that time?

These questions were unanswered to us at this point but we were hoping we would learn the answers to them by the end of this unit.

We were also put into groups based on our preferences on which country we want to study for this unit. Since our website would feature all the countries in WWII, we got to choose our top three countries to study, and I got my first choice, Germany. I was grouped with Sofia, Adam, and Reid.

2. Book Reviews and Citing in MLA Format

The next step was to focus on the literature part of our project. We were given three books to read, and then we needed to write a book review. But look below because I tell you all about this in this post:

Book Reviews Will Break Me Someday…

Since we would be writing a lot in our websites, we would need to do some research. This is why we began practicing our citing skills. We went to this website to see the basic criteria for each different type of citing, since we’d be citing books, videos and websites. We then practiced in text citations in paragraphs about battles we had just learned about, such as the Battle of Britain.

 

We also looked at some book review examples to get our minds thinking about how we would write ours. Since we had all read the book Little Brother by Cory Doctorow, we read a book review written by Austin Grossman in the New York Times.

Overall this stage was to get ready for actually writing the website, and how to give credit to the websites we took information from. This is really important if you want to avoid plagurism, which is a big deal.

3. The Project Deliverables

The next phase was the making of the project. But before this, we had an incredible experience.

As a class we got the amazing privilege of meeting Helmut Lemke, a german WWII veteran. He fought in some pretty cool battles, and he told us all about his entire WWII experience. This was something I will remember for a long time, as it was crazy to hear the stories he told from a German perspective. To him, he was fighting for the right country, since he is a German. He didnt know the extent of the concentration camps, and the Hitler youth was a fun Boy Scouts activity.

Helmut Lemke as a teenager

Since his stories were so interesting and it’s not every day you get to meet a WWII veteran, we decided, with Helmut’s permission, to record his stories. This was so we could make podcasts. Because the recording was an hour long, we broke up the audio into sections and we could choose within our groups what part we wanted to do. Mine was about Helmuts battle of the Russian front.

This was an amazing experience and I’m so glad I was a part of it, and able to record it to keep it with me. Seeing the perspective of a german soldier was really cool for our group, since we were studying Germany, and so to actually hear what it was like in person was incredible. Helmut was very interesting to listen to, and his life is so much different from ours it’s mind blowing.

The next step was to actually put all of our research into the website. The criteria that was given to us looked like this:

#1. Your Country Pre-WWII (before 1939)
Location, language, leaders/political parties, population, military, prevalent religions, historical turning points (perhaps after WWI), culture, etc.!

#2. 1939 The War Begins
Who was your country allied with? Why did your country enter the war? What were their goals?

#3. Military/Technology

#4. Timeline of WWII for this country

#5. Helmut Podcast

#6. Details of Significant Battles
Tell your battle from the perspective of YOUR country.

#7. Soldier Details
What did your soldier look like on the battle field? What type of training did these soldiers endure? Where were the training camps?

#8. YOUR CHOICE! There is something unique about each of these countries. I am sure you have found yours by now. Add some interesting details that are unique to your country that have not been covered in previous sections.

Now that we had this, and all our research, we could begin the creation of the site.

To create and build the site, we used an application called Weebly. This didnt go so smoothly when we tried to edit the site on our iPads. Every time someone hit undo, all the work done in the past few seconds would disappear, which didn’t work since the whole class was trying to edit their own pages. We then tried again on the schools laptops, and this worked wayyyy better. The website was finally coming together.

Once we had all our information down, it was time to format it all. We all agreed upon basic formatting such as font, titles, and justifying the text. We also all had 3 or 4 sub pages for topics like Before the War, or After the War to break up all our information. We also included lots and lots of photos to keep the website from looking bland. Another aspect we had that was pretty cool was that our book reviews, which we posted on our blogs, and our Helmut Podcasts were also added to the website. We also added some photos of us as a class.

But it was time to present, and so we took turns in our country groups presenting to the class as a mock presentation. We did this practice one first because we would be presenting to Ms.Maxwell’s teacher, Kathleen Barter, who is very knowledgeable when it comes to WWII history. So, we prepared our pages and made final edits, and then we finally presented our pages, and got through the whole website with seconds to spare in our block.

Mrs. Barter gave us great feedback, and asked us great questions. Our last missing piece was the focus on the perspective of each country, since that was the title of the website. We needed to write more about that. But other than that, I know that my country, Germany, and everyone else did really well.

At this point you’re probably dying to see our website.

Well Here it is. Have fun.

 

Reflection

This website was probably one of the most unique projects we’ve done. I actually really enjoyed it, for a few reasons. For one, I like learning about war history since it wasn’t too long ago and is really cool to research. Also, we used multiple projects from our WWII unit and put it into one large form of media, a website. Instead of just doing a book review and then moving on, like you would do in “normal school,” we did that and a podcast. We pulled our personal and individual work into one website, making this website very personalized as us as a PLP class. And lastly, I liked how the whole class worked together to get this done. We all did our own pages of course, but we had to work closely together to make the website consistent and look good. This website was the first time we’ve all worked together as one big team. Overall, this was a lot of fun, and I learned so much from all of our research, and actually building our own media source that the world can see.

 

That’s all,

See you