Our Save Juno Beach project was a huge learning experience for me. It combined history, creativity, and reflection, giving me the chance to dive deeper into how World War II shaped Canadian identity. From writing an essay and creating a zine to completing an act of service, I’ve learned so much about Canada’s past and how it connects to who we are today.
The Driving Question
What role did the conflict of WWII play in shaping Canadian identity?
This project helped me understand that WWII was a turning point for Canada. The war wasn’t just about fighting battles—it brought the country together and showed the world what Canadians were capable of. Whether it was soldiers landing at Juno Beach or women taking on new roles, the war highlighted values like resilience, equality, and teamwork that became key parts of Canada’s identity.
My essay focused on the role of Canadian women during WWII. They worked as codebreakers, factory workers, pilots, and nurses, proving they could handle tough and skilled jobs just like men. These contributions helped pave the way for more equality in Canada and showed how much we value perseverance and progress.
What I Learned
• Essay and Revisions: Writing the essay taught me a lot about how to structure an argument and back it up with evidence. I also got better at MLA citations after several rounds of feedback and revisions.
• Creating a Zine: Turning my essay into a zine was a fun challenge. It pushed me to think about how to present my ideas visually while keeping them clear and engaging. The format that our teachers made, did save me time though!
• Act of Service: My act of service started as a simple task, but it ended up being a way to connect with others and I left feeling happy about what I had just done. It showed me how small actions can have a bigger impact.
Below is a reflection, written in third person:
Reflection
This project helped me see how conflict shapes identity. WWII was a time when Canadians came together and proved what we stand for: courage, equality, and helping others. I also learned how to communicate my ideas better, whether through writing, visuals, or giving back to my community.
Overall, I’m proud of the work I did and everything I learned. I can’t wait to share my zine and see how everyone else approached this project!
Hello, and welcome to the first post of my Grade 10 year. Today I will be answering the DQ “why does the world need more Canada?” Using my topic of Ukrainian Refugees entering Canada as evidence to support my answer.
Answering the Driving Question: Why Does the World Need More Canada?
For this project, I chose a topic that felt personal to me, as someone who is partly Ukrainian. The goal was to create a podcast exploring the question, Why does the world need more Canada? I focused on Canada’s support for Ukrainian refugees through programs like the Canada-Ukraine Authorization for Emergency Travel (CUAET). This taught me how Canada’s kindness and acceptance can make a real difference, helping people find safety and community. Exploring this topic helped me understand Canada’s identity better and see why the world needs more countries that prioritize compassion and support.
Evidence of My Learning:
Me learning how to use garage band!#organization
What Went Well?
This project allowed me to use my tools and thinking skills to create a quality podcast, one that highlights Canada’s welcoming spirit and builds a sense of community. Diving into real stories of Ukrainian refugees starting fresh in Canada made me appreciate where I live even more, realizing how Canada stands out on a global scale. Working on the podcast was a creative way to share these thoughts, and I’m proud of how it turned out, as it was my first ever podcast. “Thinking Thursday” discussions were also a highlight, where I had in-depth conversations and learned from classmates. Using Craft helped me stay organized and bring together all my ideas.
What Was Challenging?
Of course, there were challenges too. The quizzes added a bit of stress since I’m not used to that style of assessment. Turning my written composition into a script for the podcast was also harder than I expected because I had to rethink how I presented my ideas. Knowing that their would be no media for the listener, to back up the information and make it more engaging. And being the first group to present on Thinking Thursday felt a bit rushed, but it gave me practice in speaking about important topics.
Applying the Questioning Competency
This project helped me get better at questioning and researching to understand Canada’s role in the world and why it’s a country worth celebrating.
• Researching Information: I found myself looking deeper into Canada’s programs than I normally would. This helped me see Canada’s positive impact on refugees and understand Canada’s role in building a welcoming, inclusive society.
• Asking Questions: I started to ask more questions, especially to my teachers. This helped me gain new insights and think about Canada’s identity and its values more deeply.
• Sharing Ideas: Through my podcast, small group discussions, and Thinking Thursday talks, I shared my perspective on why Canada’s kindness matters. This project wasn’t just about talking about Canada’s identity; it was about learning to appreciate where I live and understanding that Canada’s place in the world is something to be proud of.
Canada’s kindness and welcoming attitude show that helping others makes us all stronger. If more countries embraced Canada’s approach, the world could be a place where everyone truly belongs. Through this project, I’ve come to see Canada’s values not just as ideals, but as strengths worth sharing with the world.
Thanks for reading the first blog post of the year! If you are curious about this topic, or want to listen to the podcast check it out here!
“Thank you for coming to my presentation of learning. I am the expert on my own learning. I am also responsible and accountable for my own learning. You can expect me to give an honest evaluation of my progress. We will discuss my strengths and opportunities for growth. Thank you in advance for listening and for offering feedback that I can use to improve as a learner.”
So, the big question for this tPOL is: How can I showcase evidence to demonstrate that PLP Success Behaviours have prepared me to advance to the next grade?
This year has been a huge learning curve for me. I’ve changed how I approach my studies, altered my routines, and expanded my thinking. There have been plenty of highs and lows, and I’ve learned from all of them. For the next 7 minutes, I want to share some of the most impactful moments from my PLP journey this year that help answer the driving question.
First, let’s talk about agency, specifically accepting feedback.
Destination Imagination
My DI group worked well together; we communicated effectively, met up in our free time, and got first place in the first tournament. However, in the second tournament, we came in second. We thought we didn’t need to do much to improve, which let us down. Overall, my group and I learned that we should always look for ways to get better, even when we do well the first time. Evidence:
Indian Nationalism Project
In my Indian Nationalism project, I received a lot of feedback on my initial draft. I got many suggestions to help me meet the criteria, ans well as making my visuals more engaging. I made these revisions to make my final product go above and beyond. The final version was much better, and I was really proud of the improvements I made!
Evidence:
Next, we have engagement, particularly my enthusiasm for learning.
Alberta Book Project
The Alberta Book Project was definitely a highlight of my year. My interest in Alberta’s history and culture motivated me to do thorough research and add creative touches. The final product received positive feedback from peers and teachers, showcasing my enthusiasm for learning.
Evidence:
Science Seeing Double Project
In the Seeing Double project, I created a stop motion video on mitosis that accurately displayed the phases while making the content engaging and fun. My teacher commended me for my depth of knowledge and creativity.
I also demonstrated leadership in the Sparks Fly project!
Another key behaviour is self-regulation, specifically staying focused. Staying focused on long-term projects has been crucial for my success.
Comic Book Project
Creating “Shadows of the Somme” required a lot of planning and focus. By setting clear goals and deadlines, I managed to stay dedicated and produce a rewarding final product.
Evidence:
Check listExtra time=extra blog post!Front cover
Now, let’s talk about my growth over time. I created a little chart to illustrate my progress throughout the years of high school, including how I continue to grow during the summer break and beyond.
Chart:
Explain chart
Something that I want to really work on next year
-public speaking
-class participation (answering questions, asking questions, communicating more with my peers.)
-asking for more help
Achievements/Grades
I’m really proud of my grades this year, especially my extending marks. These grades reflect my dedication and hard work. Here’s a snapshot of my achievements:
PLP Grades
Learning Plan
Since my mPOL, I have simplified my learning plan to make it easier to follow. This helped me focus on my goals and track my progress more effectively. While I achieved many of my objectives, there are still areas I need to work on next year!
BeforeAfter
Conclusion
Reflecting on this year, I’m really proud of how far I’ve come. I’ve embraced feedback, shown enthusiasm for learning, and maintained focus on my goals. These behaviours have prepared me well for moving on to the next grade. I’m excited to continue growing and achieving even more next year.
Thank you for taking the time to hear about my learning journey. This concludes my tPOL presentation, and I’m happy to answer any questions you might have.
Journey of Creating “Shadows of the Somme”: Spring Exhibition 2024
Spring Exhibition 2024 has arrived, and I’m thrilled to present my project, “Shadows of the Somme.” This year, our focus was on World War I, and our guiding question was, “How can I create a graphic novel that accurately depicts an event from WWI?” Initially, this seemed like a very difficult task, but through research, planning, and creativity, I managed to bring my vision to life. Here’s a detailed look at how I created “Shadows of the Somme.”
Planning and Research
To start, we researched, and started off by learning about World War I. We watched a movie, videos, and documentaries, read graphic novels, and took detailed notes. This research was crucial in understanding the historical context and significance of the events that our stories were based on.
Understanding the structure of graphic novels was another key step. We studied graphic novels to learn about different panel types, layouts, and dialogue bubbles, which are essential for effective storytelling.
I chose the Battle of the Somme as the focus of my graphic novel because of its historical importance and the role Canadian soldiers played. My story follows Noah, a Canadian soldier dealing with PTSD after the battle. To visualize my ideas, I created a detailed storyboard outlining each scene.
Creating the Graphic Novel
Transforming my storyboard into a complete graphic novel was both challenging and rewarding. The process involved drawing each panel, refining the artwork, and ensuring historical accuracy. Breaking the work into daily tasks helped me manage the workload effectively. I was able to finish the project three days ahead of schedule, and I was very happy and proud with the final result!
The Story: “Shadows of the Somme”
“Shadows of the Somme” centre’s on Noah, a Canadian soldier who returns home from the Battle of the Somme deeply affected by shell shock/PTSD. The graphic novel explores his struggles with nightmares, isolation, flashbacks, and the difficulty of reconnecting with his family and friends. A pivotal moment in the story is when Noah receives a letter from his dead best friend Joe, which encourages him to seek help and start healing.
Exhibition Night
The exhibition night was a good experience. It started out pretty rough as there were a few technical difficulties. Since me and a few of my friends finished our comics early, we had three days to make a realistic trench for the exhibition. The whole point of the trench was to immerse visitors in the setting of World War I. Presenting my graphic novel to the public, and explaining the process behind it was extremely rewarding. Seeing people connect with Noah’s story and appreciate the effort I put into the project was a highlight of this project!
Photo by Ms. Madsen!
Photo by Ms. Madsen!
Photo by Ms. Madsen!
Photo by Ms. Madsen!
Photo by Ms. Madsen!
Strengths
One of my strengths in this project was effective time management. Planning ahead and staying organized helped me stay on track. Tools like Procreate for drawing and Things for task management were essential in completing the project on time. With the extra time I had, I used it to my advantage and made a blog post with an explanation of PTSD/Shell Shock, along with facts and more! (Along with the building of the trench).
Challenges
The most significant challenge I faced was developing an effective storyline. Making a compelling narrative that accurately depicted the emotional and historical aspects of the Battle of the Somme was tough. It took a few revisions and a lot of brainstorming and time to finally get it right. Despite the struggle, it was rewarding to see the story come together in the end.
Conclusion
“Shadows of the Somme” is a testament to the power of combining art and history. This project has been a transformative experience, allowing me to develop new skills and deepen my understanding of World War I. Through hard work and creativity, I was able to create a graphic novel that not only tells a compelling story but also honors the memory of those who fought in the Battle of the Somme.
This project taught me a lot about history, storytelling, and self-discipline. I learned the importance of thorough research and the power of visual storytelling. The positive feedback from the exhibition was very inspiring, and overall I loved this project! “Shadows of the Somme” is evidence to the power of combining art and history. This project has been a really great experience, allowing me to develop new skills and deepen my understanding of World War I. Through hard work and creativity, I was able to create a graphic novel that not only tells a compelling story but also honors the memory of those who fought in the Battle of the Somme.
Understanding Shell Shock and PTSD. Historical Origins, Effects, and Symptoms
Shell shock is a term that emerged during World War I to describe the psychological trauma experienced by soldiers exposed to the intense and horrifying conditions of trench warfare. Today, this condition is understood as a form of post-traumatic stress disorder (PTSD). This blog post dives into the origins of shell shock, its effects and symptoms, and some important facts about its development over time.
Historical Origins of Shell Shock
The term “shell shock” was first invented by British psychologist Charles Samuel Myers in 1915. It was used to describe the psychological effects observed in soldiers who had been exposed to the constant bombardment and brutal conditions of the battlefield. Initially, shell shock was thought to be a physical injury to the nerves caused by the impact of explosions.
Effects and Symptoms of Shell Shock/PTSD
Psychological Symptoms
– Nightmares and Flashbacks: Soldiers with shell shock often experienced recurring nightmares and vivid flashbacks of traumatic events, reliving the horrors of the battle.
– Severe Anxiety and Panic Attacks: Intense fear and anxiety were common, sometimes leading to panic attacks triggered by loud noises or sudden movements.
– Depression: Many soldiers suffered from profound depression, feeling hopeless and disconnected from life.
– Emotional Numbness: Some soldiers became emotionally numb, unable to feel joy or form connections with others.
– Irritability and Anger: Increased irritability and episodes of anger were frequent, affecting relationships and daily interactions.
Physical Symptoms
– Tremors and Shaking: Physical manifestations included uncontrollable shaking and tremors, often seen as signs of severe nervous system distress.
– Fatigue and Insomnia: Chronic fatigue and an inability to sleep were common, along with other symptoms and making recovery difficult.
– Headaches and Dizziness: Persistent headaches and feelings of dizziness were often reported.
– Loss of Speech or Stammering:** Some soldiers experienced loss of speech or developed severe stammers.
Treatment and Understanding Over Time
During World War I, the understanding and treatment of shell shock was basic. Many soldiers were sent to rest camps where they were encouraged to engage in light activities such as gardening, arts and crafts, or simple labor, as a form of occupational therapy. Talk therapy in its modern form was not widely practiced, but some soldiers were encouraged to discuss their experiences with medical officers.
Evolution of PTSD Recognition
It wasn’t until later that the psychological nature of shell shock began to be more widely understood. The condition came to be recognized as PTSD, a term officially claimed by the American Psychiatric Association in 1980. PTSD is now understood to be a severe anxiety disorder that can develop after exposure to any traumatic event, not just combat.
Conclusion
Understanding the origins and effects of shell shock and PTSD provides valuable insights into the profound impact of war on mental health. While our understanding and treatment of these conditions have evolved significantly since World War I, the stories of those who suffered from shell shock remind us of the importance of mental health care and the ongoing need to support those affected by trauma.
In The Name Of Nationalism. Indian Nationalism 🇮🇳
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Currently in PLP 9 humanities, we have been building up to our final project of the year, World War 1. Our most recent project was titled “In The Name Of Nationalism”. When this project was first introduced to our class, many of us were uncertain as to the meaning of nationalism, so you too may be wondering “what the heck is nationalism?” Nationalism is a strong love and pride for your country, and a belief that it should be indépendant.
After we gained a basic understanding of what nationalism is, we shifted toward examining its causes and consequences. Understanding the cause and consequence framework helped us analyse the impact of nationalism. This involved exploring what led to the rise of nationalism (causes) and the effects it had on society and the country (consequences).
I ended up assigned to Indian Nationalism, one of my top three choices, and so I was excited to learn about it since I knew little about India. Initially, I had trouble finding enough sources, but after digging deeper, I gathered plenty of information and my group came up with some questions:
– Who were some of the key figures of Indian nationalism, and how did they impact India?
– What does Indian nationalism look like?
– When was the most important time of Indian nationalism?
– Where were the main regions in India that were most affected by Indian nationalism?
– Why is Indian nationalism so important in a country’s history?
– How did religion influence Indian nationalism? Did it?
These questions guided my 4-5 minute video, and I used my research to organize a script. Once the script was reviewed and complete, I began creating animations in Keynote, producing about 13 animations to support the video narration. It was time-consuming but worth it!
A sneak peak of the script and how I had it laid out:
After finishing the animations, I filmed the narrative parts and added a “breaking news” template and rewind edit for a creative twist. With all the footage ready, I gathered media and edited the video using CapCut. Here’s my first draft:
Driving Question: How has nationalism influenced the global structure?
Nationalism has shaped the world by creating new countries and changing borders after wars or independence movements. It affects international relationships, sometimes causing wars and sometimes leading to alliances. Nationalism also influences trade rules and can lead to conflicts between ethnic groups.
I look forward to diving into our upcoming WW1 project. Thanks for reading! Bye :)✌️
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Exploring Key Movements in Indian Nationalism: Non-Cooperation, Civil Disobedience, and Quit India 🇮🇳
India’s path to independence was shaped by three major movements that significantly weakened British control. The Non-Cooperation Movement (1920), Civil Disobedience Movement (1930), and Quit India Movement (1942) were key events that rallied Indian society against colonial rule, leading to independence in 1947. This blog post delves into the unique contributions and lasting impacts of these movements.
Non-Cooperation Movement (1920): Led by Mahatma Gandhi, this movement encouraged Indians to stop using British goods and services. Gandhi asked people to leave British schools, avoid British courts, and not work for the government. Although it ended in 1922 after a violent incident, it showed how effective peaceful protest could be (source).
Civil Disobedience Movement (1930): This movement is famous for the Dandi Salt March, where Gandhi and his followers walked about 240 miles to make their own salt from the sea, breaking British law. Starting on March 12, 1930, from Sabarmati Ashram to Dandi in Gujarat, this act of making salt sparked widespread protests across India against British control (source).
Quit India Movement (1942): During World War II, with Britain weakened, Gandhi pushed harder for independence. He started the Quit India Movement with the call to “Do or Die,” demanding that the British leave India. This led to large protests and significant actions against British rule, weakening their hold on India (source).
These movements were key to uniting Indians and showed the world the strength of peaceful protests and standing together against injustice. Their impact goes beyond India, inspiring other movements for freedom and rights around the world.
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More Than Mid-Year Presentation Of Learning! (MPOL)🤘
Welcome, (introductions) and thank you all for being here today! Before I get into the nitty gritty of my grade 9 year so far- I must do the ✨POL Declaration✨.
Thank you for coming to my presentation of learning, I am the expert on my own learning. I am also responsible and accountable for my own learning. You can expect me to give an honest evaluation of my progress. We will discuss my strengths and opportunities for growth. Thank you in advance for listening and for offering feedback that I can use to improve as a learner.
This year so far! ✌️
The first semester of PLP 9 flew by. It pushed me, as both a person and a student, almost as much as I pushed myself. Reflecting on how grade 8 went, it was kind of a warm-up, this year was about applying myself, and achieving my goals. The projects I will talk about today are projects that I am very proud of, and I and comfortable and confident in the fact that they showcase myself as a hardworking student. Before we dive into these accomplishments, let’s revisit the base of all my learning: ✨My Learning Plan✨
My Learning Plan:
We started grade 9 with the completion of our Learning Plans, which I think is a super important part on how I am achieving the learning goals I want to. Through this reflective exercise, I’ve found myself to be an enthusiastic learner, I seek knowledge but I also aim to help and uplift my class mates. I also noticed the room for growth in the agency success behaviour. I believe that I set realistic goals, however I can work on seeking help when I need it.
How can I sharpen my Learning Plan to ensure I will reach my learning goals by the end of this school year?
I believe that I can help myself out here by simplifying my learning plan. There are so many words, and so much to look at that it is hard to pin point the things I really need to work on. So in order to sharpen it and make it easier to read, I can put it in bullet points, and only include the important details.
How have I demonstrated Growth as a Learner so Far This Year?
So far this year we have done many projects, most of them focussing on telling a story through either text, videos, photos or all three! I believe I showed and demonstrated growth in all three of my PLP classes this year, and I even took what I learnt to my other non PLP classes/other activities!
Humanities: Humanities is such a big subject, covering both English and history. When I first joined PLP, I didn’t think I would be a big fan of humanities as I don’t know much about history. I have actually really enjoyed this class through both grade 8 and 9, I have learnt a ton, and have pushed myself in this class. I notice myself getting really into some of the things we learn in the subject and I even go home and dig deeper into it. One project from this year that I am proud of has got to be my multi-touch book from our Alberta trip! This book really helps showcase my design skills. I wanted to make it look good and simple, yet still have ALOT of information. I also wanted to make sure it was organized and user friendly. One thing that demonstrates my growth as a learner would definitely be my interviews in Alberta. This made me stretch my comfort zone by a ton, and it was a really good thing for me! I also learnt how to do stop-motion in our recent Frankenstuffy project, so that is another way I have grown as a learner!
Science: I had science in the first semester which feels like forever ago, however there are a few science projects that we did that have stuck with me. These projects stuck with me because I either went out of my comfort zone, or I really enjoyed it and was proud of my work! One specific project that I will be reflecting on today is something that demonstrates growth, and a way that I went to an extending level. This is my element choice, I chose Iron andI took a few notes on it. I think this part of science really helped me elevate my note taking abilities to create clear organized and meaningful notes:
Maker: In maker we focused ALOT on videography and cinematic skills. I grew so much in this class and I actually took what I learnt and have used it in many ways since. The project that I am most proud of is my Run Video, because it does a good job at showcasing what I worked hard on. I think it looks really good and I am proud of it! I was also put into a group where I was a leader, I helped my group and also kind of ran the run video! I also have a project that I feel has room for growth. And that is the thrill us video, I think we have lots of room to grow in this both in our videography, but also our acting. I wasn’t stoked with our end product and I had a better image in my mind.
Thrill Us video 🔼
Run video 🔽
I think the Run video also demonstrates teamwork, and revision quite well!
DI: I used everything I learnt and brought it into our DI activity! I used my video skills, my photo skills, my creativity, my leadership, and much more. My DI experience demonstrates revision, teamwork, and responsibility very well! That is one example of how I use the things I learn in a positive way!
Looking Ahead: Goals and Strategies
Moving into the rest of the year I have a few plans to help myself improve as a learner. This involves: Sharpening My Learning Plan: shortening it, and making it easier to understand but still including those important details. I also plan to continue putting 100 percent into my work, as well as being prepared for class.
Conclusion
Overall, so far this year has been full of challenges, learning, and growth. I can’t wait to see what the rest of the year has to offer. Thank you all again for being here and listening to me talk, now its your turn! I now invite you to ask any question that you may have, and to comment on anything you wish:)
Meet Frank, Frank is a toupigkey, he lives in stuffy land, he is a famous fashion designer… ok I don’t want to give the whole story away-keep reading to get to know Frank more!
My guess is your pretty clueless right now, so let me tell you about our latest PLP 9 humanities project!! This project is titled “Rise Of The Frankenstuffies” it was a super fun project that I really enjoyed. It started off with us getting to rip stuffies apart. The first cut was hard and the emosity was pretty emo 🖤, but after a while it got easier. I just kept telling myself that I was going to make it look way better then before. I can’t tell if I kept that promise.. you tell me..
This project tied in well with our maker “story telling” project a while back. The second step was to help create the character, and bring it to life! We did this by making a frankenstuffie, which is a bunch of stuffies sewn together to make one unique stuffy! We then made a character file, a character resume, and a story.
Check out how I created Frank here:
Now that the stuffy is created, we have to give it a back story and a purpose in life!
Character Files:
Character Resume:
Once we knew who our character was, we started bringing the *story* to life. We did this by organizing our idea into a Hero’s Journey template. This was a unique part of the project for me, because I have never organized my story quite like this. I think it is very valuable and helps really break down the story. I will definitely use this format in the future. 🙂
Here is my hero’s journey:
Once we had this outline, we chose one part from it to write about in detail, I chose “The Supreme Ordeal” Part 5. We then expanded that one part and gave it a beginning, middle, and an end. Finally after hours of writing and thinking outside of the box… voila my story!
My story #1 draft:
My story final draft:
This is my theme statement: “Find the facts, speak the truth, and change your world.”
The next part of our project was turning our stories into movies. 🍿
We just needed to plan it out… We are PLP kids of course we made a story board.
My story board
While we were creating and brainstorming, we were also reading a book called “Leviathan”. Leviathan matched the Frankenstuffy vibe, because the book is about human built creatures and machines. The Leviathan (a whale creature) being one of them.
Throughout the book we had reading assignments, where we had to write engaging open and closed ended questions. I found this super helpful and I learned how to create good, intriguing questions that have the whole group wondering and wanted to say something!
Here are my open/closed ended questions:
🎬 Now back to the video..
During the process of creating my final Frankenstuffie video, I learnt so much and was open minded the whole way through the creating process. At first I had no idea what app to use, so in class we had stations where each station focused on a different filming app. I liked the idea of Puppet Pals, it made it seem fairly easy to create. But when I tried using it, it kept glitching so I moved on… In the end I used the Stop Motion app. I learnt so much within the filming process, like how to use a green screen, and even how to film stop motion! I am not a pro yet, but I improved a lot. I can’t wait to use what I learnt in the future project that have yet to come.
This is what my filming area looked like:
🎥 Now grab some popcorn and check out my video here! 🍿🥤
This project, was a super fun experience that allowed me to work on my creativity and skills in sewing, writing, filming, and editing. From tearing apart stuffies to creating a unique Frankenstuffie named Frank, crafting a character file, and developing a hero’s journey-based story, this project challenged me to think outside the box and improve my storytelling abilities. I was able to explore different filming apps and techniques, such as using a green screen and stop motion, ultimately creating a video that showcased my new skills. The project not only taught me the importance of being descriptive, entertaining, and consistent in my story telling, but also provided valuable lessons on creating engaging content for an audience.
Throughout the project, I embraced challenges with an open mind and I was ready to push myself creatively. From developing engaging open and closed-ended questions to focussing on my skills in using different filming techniques and editing apps, I continue to improve and grow. While the project had its successes, such as showcasing my creativity and dedication, it also highlighted areas for growth, like refining my storytelling techniques and further developing my editing skills. Moving forward, I am excited to continue honing my abilities and applying the lessons learned from this project to future projects in writing, filming, and creative storytelling.
Did you think my message was clearly presented through my video and project? Feel free to visit my padlet and give me some feedback! You can do this by clicking/scanning the linked QR Code below! Thank you 🙂
She’s nervous, but on the surface she looks calm and ready to drop lines, but she hopefully keeps not forgetting. What she wrote down, the whole crowd goes so loud she opens her mouth, but the words somewhat come out she’s nervous, everybody’s watching now, the clocks run out, times up over, bloah!
-By The Real Sun Shady.
Welcome back to my blog, I have been hard at work alongside my team members for Destination Imagination 2024! This is something that is tiring, hard, stressful, and fun. It took me out of my comfort zone, and elevated my public speaking skills. My team members are Syd, Claire and Cam. Check out their blogs! Syd, Claire, Cam
First Thing’s First, What is DI?
DI stands for Destination Imagination. DI is “transforming education one challenge at a time!”
For the past few months the PLP 8’s, 9’s, and 10’s here at seycove have been working super duper hard. We were separated into four different categories: Engineering, Scientific, Technical and Fine Arts. I was put into the scientific group! Within these categories there are roughly 4-5 groups who are competing against each other. Each category had a different challenging assignment, for example, the scientific group had to make puppets for their performance.
The scientific group had the challenge of building a technical puppet that moves, my group chose to move it with hydraulics. Our play had to include an artifact, a finding, an analysis, a puppet, two team choice elements, and a structured story.
Artifact: Our Artifact is a time capsule from the year 2020, which holds many memorable COVID-related items from that time including a mask, floor sign, hand sanitizer, toilet paper, and a Scientist’s ID card.
Analysis: We chose typological analysis, which is the process of grouping and sorting things into specific categories.
Finding: Our finding is that Covid-19 changed the world. That is the message that is carried throughout the whole performance.
Puppet: Our story had to include a puppet. Here is our puppet:
(Sorry not sure why it is only uploading sideways)
Story:
It is currently 2080, and all diseases have been cured, attention has shifted away from them.. and they have slowly become an unknown. 3 high school kids that have to do garden work for volunteer hours, come across a time capsule from year 2020. Inside they discover a few un familiar things… they then use typological analysis to group and sort them into categories. They decide it has something to do with a cold/ pandemic of some sorts. In the time capsule they also find an ID card, and realize it is their science teacher. They go to ask him about the capsule and uncover many untold secrets about a virus called COVID-19. Through our performance the students learn all about how covid impacted and changed our world.
Video:
Check out our performance by clicking this link:
What were some strengths and challenges?
Strengths: 👍 Through out all of DI my group had many strengths! We worked really well together, which made DI a lot more fun. A few strengths that we displayed a lot are teamwork, working hard, listening, helping each other, respecting one another, and finally all putting equal amounts of work in!
Weaknesses: 👎 Alongside our strengths, we had expected weaknesses. Some weaknesses include time management, disagreeing, clarity, having last minutedecisions, and communication.
What do we want to work on?
Winning first in the regional tournament was something we were all super proud about.. but now the provincials awaits, and there are a few things we plan to change and work on. I have been told I am not aloud to spoil those though, so you will have to find out when I post about the provincials tournament in the future. I think there are some simple not so specific things that we can work on though, for example, our teamwork, our collaboration and generally our weaknesses.
What did I learn and how did I contribute?
I feel like everyone is going to say this, but I am saying it with a deep passion. I did not like DI in the start. I didn’t like that it was outside of our school time, I didn’t like that it was a lot of work, I didn’t like the idea of it that much either. But it is so crazy how close it brings you with your team members. I knew two of my team mates before DI, as they are in my class, but I didn’t know Cam. Even with Syd and Claire I got to know everyone so much more then before. I learnt how to be a good team mate, and how to put myself in situations that took me out of my comfort zone. I pushed myself more then ever, and I will use all of the skills I learnt from DI in my future. I learnt to become more of a leader, and was put in a position were I had to let people know what to do, which is something I was not used to. I think this was an incredibly valuable experience. I have many feelings for going into the provincial tournament such as nervous, excited, and dreading it all at once. Mainly excited but not looking forward to the crowds, stress and it gets pretty chaotic.
How did we use our FAIL’S to get better? 😀
First Attempt In Learning. Throughout this project we chose to build upon our fails to become better. This included our dress rehearsals, meetings with our team manager, attempted run through’s, and instant challenges. We FAILed a bit more than once, and we could say “Fourth Attempt in Learning” I think that matches the DI mood more. I think DI is all about trying it all and not giving up even if you feel like it. Which is perfect for the PLP 9’s as one of our learning rules is to “try it all y’all!”
How might we employ strategies to solve a challenge?
I’d say first things first, we would need to identify the challenge at hand. This could involve brainstorming and discussing with team members to fully understand the problem. Once the challenge is clear, we can then start developing potential solutions. This may involve breaking down the challenge into smaller, more manageable tasks, setting goals and deadlines, and dividing responsibilities within the team.
It is also important to consider different ideas from team members, to ensure everyone feels like they have had a say. Communication is key in this process, as it allows for collaboration and the sharing of ideas.
It is also essential to remain flexible and open to feedback throughout the process. And to also provide helpful, kind, and specific feedback.
Overall, employing strategies to solve a challenge requires teamwork, communication, creativity, and adaptability. By utilizing these strategies, teams can effectively tackle challenges and achieve their goals and success.
Reflection
(Sorry not sure why it is only uploading sideways)