So, even though I wasn’t at the Spring Exhibition I will be doing a blog post about it.
So for the Spring Exhibition, everyone was assigned to a different part of the project plan, Intro, PBL pathway, Technology for Learning, and Conclusion. I was assigned to the Intro group. What is a PLP learner? Well, you could learn about that at the Spring Exhibition. At the Spring Exhibition, you would walk through the different stages of a project, and do activities we do in class such as develop and critique, present and reflect, and build knowledge. Both grade 7s and parents were invited to the Spring Exhibition. And throughout the Exhibition, PLP students of all grades would be walking you through activities, showing you their work, and talking about and showing you the different project stages.
My part of the intro group was to show a project of mine walk and walk through it. The project I chose to do was Ultimate Design Challenge.
Here’s some of the work that I did to help get ready for the Spring Exhibition, make and put up a poster, write my presentation (which I ended up not needing), put up papers over the trophy case, and printed my work.
Overall for this exhibition, I think that I was pretty helpful in setting up and getting ready even though I wasn’t there.
How can the outsiders teach us about worldview? Well to answer that I need to learn a little bit about worldview and read the Outsiders. We read the Outsiders in and out of class and came to class with a discussion questions and talked about the chapters we read.To learn about worldview, I did a worldview MindNode with all our main aspects of worldview, a You VS Who character analysis on that characters main traits and worldview, a movie poster with our 2 chosen aspects of worldview, and our tableau with our 2 chosen aspects of worldview that we presented at our winter exhibition.
Now to know how to present those 2 aspects of worldview at the winter exhibition. First we had to know our scene, my scene was johnny dying in the hospital we had to do this scene in the 1960 and in 2021. Next we had to distribute roles I was a doctor, Keaton was johnny, Kai was a nurse, Gwenyth was Ponyboy, Dylan was Dally, and Jessie was Johnny spirit in the 1960s and a nurse in 2021. Then, we had to figure out the 2 aspects of worldview we were going to use and we picked values and time. Values representing how Ponyboy and dally come to see Johnny in his last moments and how Johnny picked his friends over family and time representing how Johnny died due to the medical equipment used and and in our 2021 version he was saved due to new technology and new medical equipment used.
In our first tableau in 1960 we had Nurse writing on a clipboard, Ponyboy crying, Johnny laying flat and dead, doctor (me) checking Johnny’s heart rate with a stethoscope, Dally kicking a chair because he was mad, and Johnny’s spirit standing on a chair.
In our second tableau in 2021 we had Nurse #1 writing on an iPad, Ponyboy happy and taking a photo with Johnny, Johnny sitting up in his hospital bed, Doctor checking on Johnny, Dally checking on Johnny, Nurse #2 talking to Nurse #1.
Here are some photos of my group and I setting up
Here are some photos of my group and I setting up
Here are some photos of my group and I setting up
Here are me and Keaton’s costumes
Here is my group and I all lined up together with all our costumes on
Here is my individual outsiders movie poster
Here was our first draft of our movie poster
Here was our final group movie poster
Here is my worldview mindnode and proof to my learning about worldview
Here is my You V.S. Who character analysis as another proof to my learning about worldview.
so, overall in this project I learned about worldview and what it is, how it affects us, and the worldview of characters in the book The Outsiders. I learned that worldview is the goggles through which we see the world and it affects everyone differently and we all see the world in a different way which will affect how we live and talk and how we live in general. I also learned that the characters in the outsiders have a different worldview than me, some aspects are similar or the same but some different.
How are thematic and mathematical elements used in game design?
Thematics are a major part used in games, because if there aren’t thematics in games then there isn’t a game. Because without a theme then there is nothing for a game to be about just a blank board with a die. Mathematical elements are also a major part in games, whether it’s rolling a die, drawing cards, or landing on a space probability is involved. For example when you roll a die you have 1/6 chance of rolling a 4 on a 6 sided die which is math or if you have to pick up 2 cards and you already have 5 in your hand you have 7 which is again, math.
Demonstrate an understanding and appreciation of evidence
I used just over 10 science concepts with supporting evidence and our rules and game pieces explained them well connecting them to the science concepts. Our game pieces visually represented the science concepts we chose, for example name our game spaces with science names such as: slab pull, hot spot, earthquake, volcano, tsunami, fault lines, and a chance card spaces which have more science concepts on them.
Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal interest
During this project I used all of my class time efficiently by making game board pieces, writing our rules, or doing other assigned work. I also used my class time to build knowledge on science and math concepts.
Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving
Our game uses probability and says what chance you have to draw any card, land on any space, and rolling any number on a 6 sided die. I also put in 5 mutually exclusive probabilities for 5 different scenarios in our game.
⬇️Our game rules and board below⬇️
Game boardChance cards
1. Die roll
2. Game spaces
3. Chance cards
4. Lives
5. Playing you’re turn
6. Winning the game
7. Game pieces
8. Probability
1. Die roll
• You have 1 6 sided die and you roll it and whatever number is on there is how many spaces forward you move
• You may also roll a die for a turn (chance card, or space)
• You have to roll a die in order to decide who goes first, whoever rolls the highest number goes first, go clockwise from there
2. Game spaces
• Chances- when you land on a chance spot you draw from the chance card pile, follow the instructions of the chance card
• Volcanoes- you land on a spot with a volcano on it, and you discover magma flowing through the mantle go back to the start and lose a life place a volcano token on the volcano space you landed on.
• Tsunamis- you land on a tsunami spaces and you discover a converging plate boundary caused it, you have to go back 4 spaces and do what the next space says
• Earthquakes- you land on an earthquake space and you discover a convergent plate boundary, skip a turn
• Hot spots- you land on a hot spot revealing a hot spot volcano, move forward 2 spaces
• Fault lines- you land on a fault lines spot, roll a die trying to figure out what fault it is #1,2 are a reverse fault, #3,4 are a normal fault, #5,6 are a strike-slip fault whatever number you roll is also the amount of spaces you go forward
• Slab pull- you land on a slab pull space, and roll a die to see how many turns you skip
• Layers of earth- you land on a layers of earth spot, you made a fantastic scientific discovery about the layers of the earth and the the temperature of the core, gain a life
• Continental drift- you land on a continental drift space, have reached the end of the world the continent you’re on will float you to safety, you win the game
• Continental – continental plates- you land on a continental- continental plates space, 2 continental- continental plates collided creating a mountain go back to the start
• Lose a life- you land on a lose a life space, a 7.0 magnitude earthquake killed you, lose a life
• Gain a life- you land on a gain a life space, you save someone from a falling tree in an 7.0 earthquake, gain a life
3. Chance cards
• Puddle of death or lava- You stepped in a puddle of lava, you lose a life
• Core of the earth- You fell into the core of the earth, roll a die to determine how many lives you lose
• Convection currents- You get sucked into the earth by a convection current switch spots with someone of your choice
• Transform faults- a transform fault appears and starts moving, switch spots with the person closest to you
• Smart- You tested a theory about tectonic plates and were correct, gain a life
• Lawsuit- You copyrighted a theory about oceanic plates and someone else used it, you sue them and win the settlement, roll a die to see how many lives you gain
• When you draw a card, after you’ve done what the cards says, put the card into the discard pile
• Shuffle the cards before the game starts
4. Lives
• Every player starts with 3 lives
• You can gain and lose life through chance cards and landing on spaces
• If you lose all of your lives you are out of the game and if only 2 people are playing the other person wins
5. Playing your turn
• You starts your turn by rolling a die
• Next you move as many spaces as the number is on the die
• If something is on that spaces you’re on follow the directions of that spaces, if not your turn is over
6. Winning the game
In order to win the game you have to either get to the end of the map or if you’re playing with 2 players and the other player loses all of their lives, you win
7. Game pieces
• 1 die
• 5 characters
• 36 chance cards
• 6 puddle of death cards or lava-You stepped in a puddle of lava, you lose a life
• 6 core of earth cards-You fell into the core of the earth, roll a die to determine how many lives you lose
• 6 Convection currents cards- You get sucked into the earth by a convection current switch spots with someone of your choice
• 6 Transform faults cards- a transform fault appears and starts moving, switch spots with the person closest to you
• 6 smarts cards-You tested a theory about tectonic plates and were correct, gain a life
• 6 lawsuit cards-You copyrighted a theory about oceanic plates and someone else used it, you sue them and win the settlement, roll a die to see how many lives you gain
8. Probability
• You have a 1 in 6 probability of drawing any chance card from the chance card pile
• You have a 1 in 6 probability of rolling any number on the die
• You have a 6 in 30 chance of landing on a chance space
• You have a 2 in 30 of chance landing on a earthquake space
• You have a 2 in 30 chance of landing on hot spot
• You have a 2 in 30 chance of landing on fault line
• You have a 3 in 30 chance of landing on a tsunami space
• You have a 3 in 30 chance to lose a life
• You have a 2 in 30 chance to gain a life
• You have a 2 in 30 chance to land on layers of earth
• You have a 2 in 30 chance to land on slab pull
• You have a 3 in 30 chance to land on a volcano spot
• You have a 1 in 30 chance of landing on continental drift
• You have a 1 in 30 chance to land on the start space
• The probability of rolling a 6 and landing on a chance space is 1/6 x 6/30= 6/180 or 1/30
• The probability of rolling a 1 and landing on a earthquake space 1/6 x 6/2= 6/12 or 1/2
• The probability of landing on a volcano space and tsunami space 3/30 x 3/30= 9/900 or 1/100
• The probability of landing on a hot spot space and a slab pull space 2/30 x 2×30= 4/900 or 1/225
• The probability of rolling a 3 and a 5 1/6 x 1/6= 1/36
So far this year in maker we’ve been working on a project called Becoming a PLP Learner. The driving question for this project was “How can I build and strengthen the PLP learning team?” And in order to answer that we had to learn more about ourselves and how we work in a team.
For this project in order to learn more about ourselves we were doing a set of workbooks called Big Life Journal. The Big Life Journal helped us learn more about ourselves as a learner and as a person. In this project we also did another blog post about a team member contract. In that blog post it included how we work in a team and as a team member. In order to learn how we work in a team we had to do some team challenges during the year so far. Those challenges included making spaghetti tower, stacking cups with some string, and trying to build the best tinfoil boat. After those challenges we had to write a reflection on how we did as a team member. Another piece of learning we did was a physical representation. For this we had a bucket with some craft supplies in it and had to make something that represented us and how we work in a team. My favourite one of all of these would have to be the Big Life Journal. This is my favourite because I definitely learner more about myself and had to really think for some of the answers, I also got to learn more about myself and my interests and learn some things about myself that I didn’t know before.
For this project as a presentation of our learning we had a public exhibition. During this exhibition we had to dress up, have a theme for our table group, prepare for what we’re going to say, make and perfect a keynote presentation and present in front of our parents and other parents. For my group’s them we picked a halloween theme with halloween decorations on the table with a black table cloth. For my group’s costumes we were wearing black pants with orange shirts. The orange representing joy, and black representing sophistication, also they were halloween colours. For the preparations I prepared by practicing at home and at school the day of the exhibition. For the keynote presentation we had to have a section for my team member contract, physical representation, big life journal, and one other choice. For my one other choice I did an about me section. My favourite part about this exhibition was the real life audience (parents and classmates parents). One thing I could work on in this exhibition was talking a little bit slower and and louder so I could be heard better through the mask.
