It is a universally known fact that a vindicated nation experiencing tension during 1914 will likely start a world war. WW1, the ‘war to end all wars’ is no exception.
The driving question for this project was “How can exploring stories and text help us understand the impact of WWI on Canada’s identity”. Our final product would be a book created in Book Creator that includes historically accurate information on our given WW1 topic. In my case, I wrote several pages on the Unknown Soldiers of WW1, as well as a short summary of the life of William Cheetam Taylor.
We began this process by identifying different historical perspectives of WW1 through our first milestone, the Domino Effect. Short answer: I enjoyed this aspect of the project, but I spent too long deliberating on all of the possibilities that I could have achieved with so little restraints. As a result, my assignment is not what I would have originally envisioned.
Secondly, I found myself using parallels to the competencies when we began milestone three. I found myself taking a historical perspective, and using my literary skills to comprehend this research. Additionally, I put extra work into finding professional and credible sources.
Finally, we simultaneously began a side project, which was a literature circle in which I read the book “Generals Die In Bed”. I have always loved book assignments, and I was very excited for this project because I had heard of this notorious book. I put extra time into taking notes and ensuring that I had full comprehension of the multiple aspects.
As I look upon my final product, I am proud of how I incorporated multi-media strategies. I was very inspired by Grace’s book, which provoked thoughts as to how I would grab the attention of my audience. Overall, I am satisfied with the work that I displayed throughout this project.
”Good morning, and in case I don’t see ya, good afternoon, good evening and goodnight” – The Truman Show
How are we able to measure success? This is the questions that I have been pondering for the past year, as in my previous tPOL, I defined my future goal as eliminating distractions and becoming successful in the classroom. Almost exactly a year ago to date, I set this goal with the future in mind, as I pictured myself becoming an involved and distinguished student. One alarmingly obvious detail which I happened to forget when it came to setting this goal, was defining the premises.
Here is a question for you, A. Did I want to get all of my work done early? B. Did I want to get A’s throughout the entire year? C. Did I want to attend every class prepared with a large repertoire of knowledge on the subject. Well, the answer is actually D, all of the above. To put it simply, I was overthinking a somewhat simple question, (surprise surprise). I had wanted to achieve validation of the fact that I was a good student, which as I have come, to realize is a two-faceted ordeal. Allow me to ameliorate.
Take Humanities for instance. One of my favourite projects that we endeavoured within this year was the Revolution project, in which we were tasked with reading Revolution by Jennifer Donnelly. I enjoyed this project because of the final product, which in my case was a Podcast that included firsthand accounts which I had gotten by directly correlating with the author over email. This gave me the chance to exercise my creativity, while also balancing a healthy amount of work per day. This is an example of a project in which I set myself up for success, and achieved a product that I was happy with. On the other hand, you could look at projects such as our Confederation Commercials, and see that I lacked efficiency and in turn, involvement in my group. The project got off to a great start, yet the minute I began to slack off, this meant a loss of motivation, and a last minute scramble for a final product. What I learned throughout the course of these projects is something that both my parents and my teachers have been preaching to me for quite some time, that taking the time to plan is worth it in the long run. Why it took so long to feel the repercussion of my actions is because hearing it from an adult and witnessing it are two entirely different things. My current method of productivity is very obliging to my group and the circumstances.
Instead of just standing here and telling you that “I will fix it next year” why don’t I explain how I have done so and what I could continue to do. Short answer: less time on my device. Long answer: my work habits are consequential of my set up, which means that the longer I spend on my iPad the more distractions I have, and the more freedom I give myself in my work. Recently, I have been trying to make this change on my own. This means restraints and requirements are put on my screen time, and I am maximizing the use of outside materials such as books, pens and paper! I hope to develop a healthier habit when it comes to spending time on my devices, a goal that would greatly increase both my mental health and motivation.
Additionally, we can see the same growth when we consider Scimatics. In both our Causation vs. Correlation and Metaphor Machine projects, I put my best foot forward by spending my time efficiently, and involving myself in group work. At the risk of sounding like a broken record, I made a huge mistake when it came to cramming last minute. My work habits forced me to unevenly space my study periods, resulting in long nights and ineffective retention methods. I could have performed better on projects, tests, and in class participation regarded that I finish my work the night before, rather than the day of. I have already put a method in effect to prevent this, which is half an hour each morning that I dedicate to looking at my daily schedule, and separating each larger task into a minute activity. Not only does this give me the impression that my work is less daunting, but it seems to be helping me communicate with my parents as well.
Nonetheless, in the future I can take away a message from these projects which is the importance of communication, time management, and the order of operations.
Now that I have touched on my endeavours in Scimatics and Humanities, it is about time that we discuss Maker. Arguably one of my favourite classes this year, I enjoyed Maker because I was able to exercise my inventiveness, and break down barriers all while learning more about the world at our fingertips.
My favourite work of this year would have to be The Land is Us, and the Student Blogging Challenge, with our Star Wars Exhibition gaining a worthy mention. When I examined all of these projects, I noticed a similarity within all of these products, and that is one thing. Revision. Perhaps by now I sound like a broken record, but each of these projects became my sole focus for a period of time, meaning I was able to draft multiple copies and choose the optimal result. This didn’t necessarily mean that they were my best work by any means, it was the breakthrough and relief that I experienced in knowing that I was putting my best foot forward which made them so special. In my opinion, this is how I should be defining success in the classroom. Not as the highest grade, or most time spent, but as the discovery of a method which leads to a well rounded product and a happy student. I am still at a point in my education where I should be experimenting, so that by the time I reach senior school, I am set in my methods and confident in the results.
I would like to introduce a short productivity graph that I have discovered which is one of the driving forces behind my newfound motivation. Until recently I have been using m journal as a tracking source, although as of tomorrow, I am making it my goal to plan out my day, step-by-step as often as I can.
This ties in to our final subject, which is PGP. Personal Growth Plan. I have chosen to present this subject last because it is the area is which the most improvement is needed. To put it simply, I am not happy with how I performed in this course because I didn’t showcase a lot of my work in the first place. I did not prioritize it, which resulted in it being below par in both the expectations, and necessities department.
To contrast my learning in this course throughout the year, my favourite work was my Alberta reflection in which I utilized new online tools, and diverse opinions on my work. In comparison, I did not do as well when it came to the seven habits. I should have done a better job at applying myself, and staying up to date with tasks.
The moral of the story is that this year had both its good and bad moments, but the values and lessons that I have acquired this year are immense. For instance, from now on I would like to stop waiting for others to score me, as I should begin scoring myself. This all ties back to one of the constants of the PLP program.
Learning is a process that is unique to each individual.
In my case, I may have had to backtrack this year in order find the right path for myself. Conversely, I have discovered several amazing facts about myself, such as I can be a team leader, I love productions Podcasts, and my study retention efficiency almost doubles when I use the Pomodoro Method. With that incentive in mind, I am prepared to propel myself into grade 10 with a fresh mindset, a new repertoire of knowledge and a functional keyboard.
Thank you for attending this TED Talk.
“Good morning, and in case I don’t see ya, good afternoon, good evening and goodnight” – The Truman Show
Would you believe me if I told you that we were currently witnessing a pivotal moment in history? A global pandemic is a very rare occurrence, especially one in which the entire world is on lockdown. It feels good to know that I am putting my introverted tendencies to use.
As for our most recent PLP project, I would like to introduce to you our most recent Humanities study, a project titled “Witness To History”.
The driving question for this project was: ‘How can we, as video storytellers, tell stories of our community during this period of physical distancing’. If you had to guess who our interview subjects would be, take a wild guess. If you guessed anyone, you would be correct! I loved this aspect of the project because it gave me the freedom to explore any aspect of my community. With that in mind, I decided that I wanted to make libraries my focal point. The final product would come in the form of a short video which told the audience about the impact of COVID-19 on our given subject.
We began this project by getting to know the premises of the video. This meant researching, and finding the demographic that we wanted to appeal to. At first, I had in mind that I wanted to target the changing life of our pets during this pandemic. The reason why I did not carry through with this subject is self-explanatory. Once the library community focus dawned on me, I knew I had found the right subject. Through my video I wanted to use my passion and digital knowledge to demonstrate how the lives of book-readers have changed, and what this means for both students and the future of libraries. But I am getting ahead of myself. Before I go off on a tangent, I need to explain how I got there in the first place.
Furthermore, the very first milestone which helped me develop this solution was Milestone 1, the Launch activity. For this Launch activity we were tasked with creating a trailer using props at our disposal, and an inventive storyline. I particularly enjoyed this activity, because it was challenging. Who doesn’t love a challenge! I encountered an obstacle along the way, which was the fact that I did not have the original props that I needed in order to execute my idea, so I used my family as a replacement. I will admit that it was challenging, but fun nonetheless. While teaching them how to use the proper technology to film, I found myself learning new tricks as well.
Consequently, I went into milestone 2 with multiple new tricks up my sleeve. Milestone 2, research, required us to gather all of the necessary knowledge that we would need in order to complete the task at hand. Well what did this mean for our interviews? Surprise, they needed to be online! Doing online interviews was difficult for me, because you are only able to film at one angle. You are not able to use cinema, lighting or angles in your favour, meaning the content of the interview needed to be scintillating to compensate. I did 3 interviews, 1 of which did not go well and needed to be discarded entirely. This milestone challenged me to go deeper than I usually do with my interviews, consequently deepening the answers that I get from the interviewee. The irony of this Situation is that it took a loss of connection to gain a connection.
Finally, it was time to compile the video. This took the form of milestone 3/4, the storyboard. Using technology to connect and learn, I created a storyboard that precisely described each shot of the film. Do I like making storyboards? To be blunt, no. But would I be lost without one? Yes. I learned more about my storyline while making the storyboard than I did while actually writing the storyline. I could have done much more with this part of the process, as I noticed that while I am happy with the outcome, the storyboard would have been more helpful if it was actually organized. I will add that as a note to self for next time.
How might I use technology to learn more?
I am happy with how I did in correlation to this competency. Especially when it comes to digital techniques, or becoming a better interviewer, even seeing advice from unconventional places, I am taking the steps to becoming a more empowered learner. In the future, I would like to see myself seize more opportunities, which could have elevated the level of my video. In general, I will continue to use the techniques that I have learned both in and outside of the classroom.
Active Digital Citizen
How might I use technology to connect to the world?
In order to be an active digital citizen, I needed to find the path of this project individually. Normally, I would consult my friends and family, all of which I was able to do, yet not in person. Connecting to my community through a video chat has not been easy, but finally being able to tell myself that I managed to sort out my education online is all the more satisfying. I learned new interview techniques, and discovered new informational platforms, which will be very helpful to my studies in the future.
The Final Product
This is it folks, the end of the project. I am happy with the final product, especially the music, with a beat that I created in the infamous GarageBand. As I entitled in a previous project, I made it my goal to get to know the app, which I did this time around, for better or worse. The final video is not what I had originally envisioned, but it acts as a very good outline. If I could do this project again, and do it differently, I would have spent less time worrying about the final product, and worry more about the process. Here goes a really bad analogy. One of my fatal flaws as a horseback rider is the fact that I always focus on perfection at the jumps, rather than control around the course. Just like a PLP project, perfecting the process is what leads to a great final outcome, not vice versa. This is why, next time I complete a project, I will be able to proudly present both the process, and the final product.
”Good morning, and in case I don’t see ya, good afternoon, good evening and goodnight” – The Truman Show.
Welcome back to sentiments from a quaranteen. On the menu for today? A provincial tournament reflection! In my most recent blog post, I explain the guidelines of our challenge, and you can visit that post here.
Since the regional challenge, it would be safe to say that an abundant amount has changed. I ended off my regionals experience enthralled, and prepared to tackle another competition. Unfortunately, COVID-19 had other ideas. Instead of congregating in a building to celebrate our solutions, the competition ended abruptly with the cancellation of both provincials and globals. But this did not stop PLP. We continued to develop our solution, working around the hurdles that came with social isolation. All of our work, interactions and competitions were transferred online. Eventually, we presented an adapted stye of our solution in the comfort of our own home.
If you had told me only a few short months ago that the many hours that I dedicated to Destination Imagination would end up being a virtual background on a Zoom call, forget laughing at you. I would have most likely advocated for sending you to a mental ward. Nonetheless, changing our outcome to our constantly adapting situation ended up being very beneficial.
Part 1: Post-DI stress
After the hubbub of regionals settled down, we began to plan for the triumph which would become provincials. My team did this by identifying the weaknesses of our performance. In this case, that would have been both of habitat and species morph. Originally, we had relied on iterating an elaborate solution whilst using time that we did not have. This would have included a fully reversible snake costume, as well as a rotating and self-illuminating backdrop. This is where we made the first mistake, overstepping our boundaries. In fact, what we should have been doing was preparing for the worst and hoping for the best. Prioritizing, and quickly collecting the necessary materials were at the top of our to do list. We began concocting blueprints for the backdrop, as well as collecting the materials required for our snake costume. Because we did not end up presenting this solution, (cough*thankscorona*cough) I could only hope that we would have met our astronomical expectations.
A sketch of our original rotating backdrop
Part 2: Provincials frenzy
In preparation for provincials, our team met multiple times. One of our strengths during the duration of regionals was meeting as a team to consult in one another, which is why we made it our goal to continue communicating. We frequently talked over Basecamp, as well as over FaceTime, accentuating tasks that needed to get done. A deeper understanding of our challenge was gained during these meetings, making these moments important the success of our final product.
Part 3: Social distancing
Things became more complicated when we were informed that we would not be presenting our solution in person, but instead we would show our solution online. We faced difficulties with this new method, for instance we now were no longer able to use our snake costume or newly developed habitat morph. It changed many fundamental parts of our performance as well, such as the theatre in the round element, and a species interaction with the habitat. This incited us to rebuild our entire performance, yet instead of focusing on our weaknesses we decided to build off of our strengths. I focused on integrating more facts into our script while the rest of my team practiced virtual background shifts and our team choice element. In this phase, we did a good job when it came to staying connected, and adapting to our situation. Using research and our knowledge of technology, we were able to change our solution on the fly, and make it passable in the process.
Camera angles sketch
When someone looks at our challenge solution, I want them to be able to note that this was a team effort. This element was especially important to me because during my last DI tournament, a team effort would have been the last words that I would have used to describe our challenge. Last year, I made it my goal to involve myself, and contribute all of my knowledge and ideas. This year, I did that by using research, and my identified strengths. Not only did I increase how active I was with my team, but I also changed the way I shared information. By doing it digitally, and keeping online lists and mind maps I was able to keep all of this information on an accessible platform. This helped me practice both my team work and my organizational skills.
Research and Understand
How might I research and understand a problem, process, or challenge using different perspectives?
Now more than ever, this competency is applicable to this project. I found research and understanding crucial to our online transition. Our team began our regionals journey by meeting, and consulting in one another as to how we would tackle the issue. Eventually, thanks to using our varied perspectives we devised an idea which would allow us to continue with a theatre in the round challenge. We planned on having multiple cameras in the same zoom call so that we could show multiple perspectives, as we would have in our actual theatre in the round challenge. I find this to be worthy of mentioning, because we used multiple perspectives to develop an idea that revolved around multiple perspectives. See what we did there?
Furthermore, we used this competency heavily in the development of our online solution. I researched many different ways to use an interactive Zoom background while helping my team draw our backgrounds by hand. This required a deep understanding of both the problem at hand, as well as the materials required to solve it. Multiple perspectives played a role in this when we discussed this challenge as a group. Each of us were able to bring a varied perspective to the table, eventually resulting in the combination of these strategies. I believe that by doing this, we developed a better solution than each of us could have individually.
Finally, as a worthy mention it would be important to moot (I love that word) our Instant Challenge. This group activity cam with it’s own issues, especially since our group was so heavily reliant on each team member’s role. Right before our IC was set to begin, my wifi experiences an interruption which resulted in me leaving the meeting. This is the perfect example of needing to understand a problem on the fly, Instant Challenge style. This taught me that I must always come up with a plan B, in case things do not work out. I am glad that my team still finished our Instant Challenge.
The final product was not what I had expected it to be, to say the least. When it comes to improvement, I can solidly say that we improved many elements. During our regional tournament, our team a choice elements and script had been highlights for the judges. During our online tournament, we made a point of improving these elements even further. I am glad my team continued to incessantly FaceTime before our tournament, as many hitches were smoothed out in the process. What I learned from these moments is that working as a team, and tackling a task together is more effective and less painful than doing it individually. In the future, I would like to make it my goal to increase the amount of time that we spend on creating, and minimize the time spent on memorizing tasks. As much as I understand the cruciality of recognizing and imagining, we could have spent our post-regionals time taking action, rather than debating our solution.
”Good morning, and in case I don’t see ya, good afternoon, good evening and goodnight” – The Truman Show
My team has blogged about this experience too! You can visit their blogs here: Alex, Julia, Kaden, Meg and Ben
I have always been told by my teachers and parents that PLP students are not afraid of anything. As someone who has been in the program for two years, I can disprove that statement. There is only one thing that scares a PLP student, and that is Destination Imagination.
Destination Imagination global competition
You may or may not have seen my DI blog post from last year, where I recounted my adventures in the Technical Challenge. If we were to make an educated guess as to how my grade 8 DI year went, all you would need to know is that I was on team Mechanica. So yes, it would be safe to say that last year went badly. Fortunately, this meant that there was nowhere to go but up. This year, I partook in the Scientific Challenge, the First Encounter along with Julia, Alex, Kaden, Ben and Meg. We called ourselves Not Fast, Jut Furious. With spirits high, I was ready for a great, and accomplished DI year.
Our challenge was called the First Encounter because it was our task to portray the first encounter between a habitat and an outsider species. I chose this challenge because I thought the idea was enthralling, and it would be this passion thats would carry me through the process unscathed. In the First Encounter challenge, we were expected to have a solution that told the story of a species and a habitat interacting, along with a habitat and species morph, a linear storyline, two team choice elements, all presented in theatre in the round. The final product was an eight minute performance that showcased all of these elements theatrically to an audience.
Step 1. Recognize.
Stage 1: Recognize
We began our DI endeavour by learning more about our actual challenge. This encapsulates the entire idea of the recognize stage, for we did not want to talk into this blindly. Our team communicated well in this stage, we all had a good connection and none of us were afraid to share our ideas. If there were one aspect of this stage that I could carry on in the tournament, it would have been our dedication to a good outcome. On the contrary, we ended up spending far too much time simply talking about our outcome. The issue that we encountered Ed was that we almost had too many ideas. Thanks to methods such as voting (hallelujah for democracy), the ABC method and fusion of ideas we were able to overcome this barrier. In the future, I would like to see myself contributing more of my ideas. At the time, more ideas was the last thing that we needed, but in the future I will not have that reason to justify my lack of communication.
Step 2. Imagine.
Stage 2: Imagine
Now that we fully comprehended our challenge it was time to officiate several ideas. We did this by verbally assessing what our team goals were. In the case of Not Fast Just Furious, we wanted to finish with an expected outcome that we were proud of. We finished off this stage with Milestone 3, team roles and responsibilities. In order to do this, I needed to do my favourite thing, a quiz. I expected certain outcomes, such as logical and mathematical, but I did not expect other outcomes such as the musical outcome. Who would have known. Watch out Mozart, I am coming for your brand. What does this have to do with imagining? Good question. In order to come up with an imaginative solution, I needed to embrace every aspect of myself, even what I would have perceived as a weakness. I cannot disregard any part of myself, I need to fully dedicate to this project or else we could be missing out on an opportunity for our outcome. This Milestone aided as proof for this discovery.
Step 3. Initiate and collaborate
Stage 3: Initiate and collaborate
Finally, it was time to begin the construction of what was soon to be a challenge outcome masterpiece. Ok, perhaps that it is an overstatement. But you get the point. The Milestone for this competency was the task sequencing, which required us to write down a very long, and very detailed list of everything that we planned on doing.
Task sequencing sheet
This list ended up being an exercise of futility, as it eventually looked like it had been through the Trojan war. This is because as the clock ticked and our team advanced, we crossed out and changed many different details. Take the snake costume for instance. We had originally planned on having an ornate costume that was both reversible and shiny (a double threat). Soon, we came to the realization that in order to do this, we would need to add four additional hours to the day. So as a result, we went onto the stage with a sheet over Ben and Kaden’s head, making for an entertaining yet deranged camel look. The importance of this stage came through all of the adapting of our outcome. I feel more confident in my ability to morph a product or an idea so that it is suited to the creative restraints that I am under.
Step 4. Assess.
Stage 4: Assess
Assessing is all about examining and reiterating prominent ideas. In stage four of this process we began practicing. I am most proud of my performance in this section, because this is where I stepped up my game and began really involving myself in the conceptualization of our performance. I wrote the script, trying to provide facts that integrated into the performance smoothly. Additionally, I came up with an idea for a rotating centrepiece. We did not end up executing it, nonetheless I really liked the idea so I have decided to build it while I am in quarantine. I will update with the final product when it is complete. During the assess stage, I spent days on end at the school, working towards this challenge. I definitely should have prioritized DI over other work at this point, as the tournament was rapidly approaching and I was still trying to work around a busy schedule. In the future, I will take the time with my team to find longer periods that are suitable for my schedule.
Research and Understand
How might I research and understand a problem, process, or challenge using different perspectives?
At the beginning of this project, I wrote a reflection that answered this question
“I will accurately depict the research that I dedicated to this project through a polished solution, accuracy of factual information, clear storytelling, and an outcome that I am proud of. I plan on elevating my task (which is the script) by making it entertaining for the audience, and effective for my teammates” – A naïve, but imaginative Ally.
I believe that I have achieved semblances to my original goals. A particular Milestone that I would like to highlight is our team roles and responsibilities, which is where I channeled difference perspectives both in myself and in others. This Milestone was a revelation for me, which is why I will carry this knowledge with me in the future. Although we did not manage to present a very polished solution, we managed to maintain an accuracy in our information as well as an entertaining edge to our performance. In the future, I would like to see myself make the research more prominent in our script. I am very proud of my group, especially because Kaden and Ben actually agreed to wear our team shirts.
The final product was not what we had expected to say the least, it was a flurry of activity and glucose filled snacks. Using my ability to research and understand, my team and I were able to overcome time, budget and resource related hurdles. In short, using the competency and milestones we were able to build a solution that placed first. Practicing our team skills, we also managed to take our instant challenge score from awfully low, to relatively impressive. We still have work to do, but we have gained the inspiration and initiative that it will take to do well in provincials.
”Good morning, and in case I don’t see ya, good afternoon, good evening and goodnight” – The Truman Show
It would be fair to conjecture that not all of the decisions or actions taken in the past have been fair. Has a corrupt system of leadership contributed to the many hardships in Canada past? Now may not be the time for seditious pondering, so we should leave that question for another time, but it begs several questions about the ethical dimensions of important milestones in Canadian history. Fortunately for us, this happens to be the topic of our quarry today!
The question that drove this project was “How can we present past actions and decisions through images to help us make decisions of what is fair or unjust?” In this project, we told stories of power, or rather disparities in power. This is because it is important to recognize that throughout history society has been impacted by beliefs, movements and the powerful individuals leading these revolutions. Our task was to find the story of a past actions or decision, and tell the story of how it altered relationships in both the past, present, and in certain cases the future. Our study was guided by the Louis Riel comic strip, as well as an interactive analysis of life during the period of national Canadian union. In partners, we studied to create 3 visual artifacts that told the story of our historical action or powerful individual. Finally, we amalgamated all of these images on a class Instagram page named Let’s Get Riel: A Historical Account of Power and Injustice in Canada.
After the launch of this project, we got the opportunity to meet with our partners. I was partnered with Noah, and we both agreed that a fascinating subject would be the abolishment of slavery.
We began this project by educating ourselves on current events around the world regarding Indigenous people within Canada. As my subject I chose the Ontario funding of a special aboriginal education program. At first glance, it may not seem like a very intriguing subject, but it caught my eye nonetheless because it is applicable to my life as a young Canadian student. Both indigenous and non-indigenous kids are speaking out about the alarmingly small (56%) graduation rate for indigenous students. Aboriginal students who partake in extracurricular activities are advocating on behalf of a special program funded by the government. This special program was instilled in Ontario schools in the fall season of 2014, and a 12% incline was noticed, 8% less than previously projected. Since 2017, non-aboriginal students a have been speaking about the 43 million dollar budget cut in their education, and the impact that it is having on their education opportunities.
As a new ethical historian, I had to wage both sides of this story against my judgement. Do non-aboriginal students have the right to speak out about this issue when they are at a greater advantage, and should the government recede until they can find a more viable education opportunity? These are questions that I had to ponder in this activity. It was a good way to launch my inner ethical researcher, as I found that doing this activity benefited my future citation habits. In this particular milestone, I found myself using the ethical dimensions completely most. Just like this competency, our current vent project did not have a defined right or wrong answer, which forced me to relatively use technology and data to support my opinion. In the future, if I had the opportunity to redo this step, then I would have definitely expanded beyond my screen to consult those who had a different opinion on this matter.
Graduating beyond milestone 1, we began milestone 2 which was the Louis Riel comic reflections. As seen in previous projects, we often have a comic to accompany the book. Although I may not have enjoyed the comic very much, I found the comic reflections very beneficial. I was using the Connecting competency throughout this milestone, which can be seen through my group interaction as well as the questions that I posed. Despite this, I still see the most growth in this section coming from the formatting and citation habits that I learned. This is best demonstrated in the second Riel creative response. Under a time limit, I managed to organize my thoughts and questions in a neat and organized way, using the critique that I had received the previous week. I carried through the improvements and elements that prided me on to the final step in this milestone, our creative reflection. I firmly believe that without the second creative reflection that my final essay would have not resonated quite as strongly.
Furthermore, it was now time to begin the final stage, our photo drafts. For this task we constructed 3 images, one of which was drawn on, the second a quote and the final image was up to us, giving us creative freedom. In this milestone, I saw myself using both the Ethical Dimensions and Connecting competency. For instance, in order to understand my connection as well as the connection of my audience to the abolishment of slavery, I had to read, listen and view multiple research sources. For this step, we used consultation of another team as well as extensive research. The final product shows this through my creative image, which was a t-shirt that was designed and executed for the use of our classmates. But in order to tie all of this together, I needed a deep understanding of the ethical dimensions of slavery. The subject itself is very daunting, as it has a very sensitive history. Yet, in order to successfully understand both sides of the story, both Noah and I had to acknowledge slavery from multiple aspects, many of which made me very uncomfortable. In the future, if I had the opportunity to do this milestone again, I would have moved beyond my uncomforted mindset so that I would have accomplished more.
How do I understand my own and other’s personal connections to texts that I read, listen and view?
Before this project: well
After this project: well, but now I know how to describe how I have done it specifically. The two most helpful exercises that allowed me to practice the Connecting competency were a) time maps and b) discussing issues in an intellectual conversation with my classmates.
Exhibit a) I first discovered time webs when I was trying to integrate a timeline into my mind map. I don’t like how simplistic timelines are, as they give little acknowledgement to the cause and causation of a situation. To solve this problem, I began using time maps. At first glance, you may experience an aneurism. But arrows and lines allow you to draw conclusions and connections between certain situations, as well as they may have affected the people in the situation.
Exhibit b) Perhaps the most useful way that I noted and learned was from others. Talking in chat groups, or consulting in other partnerships helped me gain an understanding of how my work affected others. Because after all, executing work is the easier portion of the process. I could have utilized this strategy even more, which I will do in the future.
Understand ethical dimensions
How do we decided if the actions and decisions in the past were fair or unjust, or should or should not have been taken?
The role of our caption in this project was to incorporate research from multiple sources that backs up your opinion on the matter. I found it difficult to condense all of the information on our project into one caption, but in doing so I had to understand ethical dimensions. This also links back to conversations that I had with my family about the abolishment of slavery. A good majority of the population does not like talking about slavery, none of which in their right mind want to agree with the ideals Europeans during that era. This is why I found it extremely challenging to play the devils advocate, because none of those actions were ethically justified. In short, I had a hard time with this competency because of the premise of my subject, but talking to others about their opinions helped me though that barrier.
Tah dah! I present to you the final products.
Our first image was a more modern, animated version of ships sailing to Britain. For many years, Aboriginal and Africa American people were treated as if they were just another resource. This is illustrated in this picture, as the frightening men are using strings to influence the slave ships. Until 1793, when the anti-slavery act was passed, wealthy people, mainly in Upper Canada would purchase and separate these people from their families for their own benefit, an act morally wrong. Overall, I was proud of this image because it conveyed the point simply, and effectively. If I had the opportunity to change it, I would have included several other symbols above the men to show another aspect of the slave trade so that the image was not wilt as biased.
Our second image was a quote from Chief Joseph. For many years, the indigenous people were oppressed by the more powerful reign, the Canadian government. This image depicts a quote from Chief Joseph, leader of the Wal-lam-wat-kain people who was seen as a martyr by the First Nations people. We wanted to incorporate a traditional pattern into the photo, as it is now very symbolic of the culture of the First Nations people. I liked that this image was more than just black font on a translucent background. I tried to incorporate creative elements so that the image itself told a story, the quote simply adding to the theme. This quote looked slightly less professional than I would have hoped, which is a good note to put in the margins for the future.
Last but not least, we finished with the pièce de resistance, our t-shirt. To symbolically showcase the abolishment of slavery in Canada, we designed a T-shirt covered in patterns and symbols. On the front, you can see a sword freeing shackled hands. This sword was formulated using many notable names, including James Monk and Richard Preston, catalysts in the anti-slavery movement. In addition, the back of the shirt includes a Métis pattern. The Métis are heirs to a vibrant culture of decorative arts that emphasizes colours and patterns. The opportunity to continue this tradition was devastated along with the implementation of slavery. This is why the pattern that you see here became a symbol of freedom and right to cultural expression. We decided to take this to the next level by actually creating the t-shirt and wearing it to our performance. Unfortunately, we left this idea to the last minute, pushing it behind our actual presentation on the priority list. As a result, only one version of the shirt was made. I am take responsibility for this, because in the future I would like to continue working on prioritizing.
Overall I am content with the outcome, especially with the fact that we had proof of our hard work in the form of a t-shirt. Learning about Louis Riel has been quite the moral journey, and thanks to this project I now have the ability to understand historical actions as well as their repercussions. Learning about ethical dimensions is not as simple as it may seem at first glance, but we have only scratched the surface. I really enjoy learning about this subject, and I would like to learn even more about it in the future.
”Good morning, and in case I don’t see ya, good afternoon, good evening and goodnight” – The Truman Show
I think we can all agree that sniffing an unknown substance is a big no-no. In most walks of society, it is just about the most Darwinian action that you can exemplify. Unfortunately, you will never be able to completely outrun smelling foreign substances. At some point in your life, you may have so risk it all and learn how to waft. In my case, Scimatics 9 is that point in my life. Why were doing such a thing? A very astute question. We were conducting this research for our most recent Scimatics project, Metaphor Machines. Think of it this way. What are three somewhat unrelated subjects that would make the perfect equation, the outcome being a learning opportunity? If you guessed Rube Goldberg machines, the Scientific Method and electrical circuits, then you would be correct! Because who does not love over complicating a simple task.
The premise of this project is the application of electrical circuits in a Rube Goldberg machine. By the end of this project we would have a fully functioning machine that acts as a metaphor for the Scientific Method. We began this project with two driving questions: How can we represent the scientific method, and what factors affect the function and efficiency of electric circuits? We were tasked with researching both RG machines and the scientific method to the point where we could effectively create a metaphor in the final product. To spice this project up further, we also needed to include a parallel circuit that would illuminate as a step in our machine.
Step 1 of the Scientific Method: Observing.
Step 1 of this project: Observing and analyzing materials.
In hindsight, the steps that I took throughout this project very closely resemble the steps in the Scientific method. The very first stage that any analytical study goes through is this observation stage. The very first opportunity that I received to observe an aspect of this project was in Milestone 1, our project start mind map. The competency that we exercised in this Milestone was Questioning and Predicting. In our last Scimatics project I mentioned that I would have liked to make a slightly more elaborate mind map, and I believe that I did that in this project by dedicating more time towards brainstorming. What I did not realize last time I set this goal for myself was that all of the thoughts and questions that I needed in order to execute this well were already there, but rather what I needed to do was give myself a better platform to register all of these thoughts. Once I did this, noticed an instant difference in the quality of my mind map.
This is the final version of my mind map.
Step 2 & 3 of the Scientific Method: Questioning and Analyzing.
Step 2 & 3 of this project: Researching and developing questions about the final product and the necessary steps that we will need to take to get there.
Step 2 & 3 of the Scientific Method were represented in Milestone 4, our blueprints. I will be the first to admit that these may have not been the strongest aspects of our project, and this is because at the time we had too little initiative to communicate as a group, and the blueprints were lost in the sea of all of our drafts. I am glad that we managed to get something handed in, although since then I have noticed several flaws and corrected these issues. The moral of the story is that I need to stop relying on other people to give me details to execute. I will be happier and more proud of the product if everyone is contributing equally.
Step 4 & 5 of the Scientific Method: Developing and testing a hypothesis
Step 4 & 5 of our project: Developing and testing our machines
This takes the cake for my favourite part of this project. Finally seeing all of the individual parts turn into one machine was very intriguing to watch. The competency that we were using in this segment of the project was Planning and Conducting. This requires the use of proper data and equipment to successfully complete the project. I could have involved myself more in this stage, but I strayed far from the machine out of fear that I would ruin it. Nonetheless, I built the electrical circuit for this phase pleasantly surprised that it was functional. I now feel confident in my ability to build a very small parallel circuit.
Questioning and Predicting
Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal interest
By thinking flexibly and taking responsible risks, I was able to take my current knowledge and apply it so that I could easily sustain intellectual curiosity. Outside of school, I gained confidence with this subject by creating small entries about what I had learned throughout the week, so that by the time the weekend was I over I was above and beyond where I needed to be.
Planning and Conducting
Select and use appropriate equipment, including digital technologies, to systematically and accurately collect and record data
I can see my improvement in this competency since we last touched on it, namely in my use of digital technologies. I created a first draft of my electrical circuits video, but the measurements as you may have seen were included incorrectly. By using the proper equipment and material, I was able to correct this mistake. This is an example of using proper technology to systematically and accurately record data.
Reasoning and Analyzing
This competency links back to it’s predecessor, planning and conducting. I had to use the same premise to complete both of these competencies, using appropriate data to come to a solution. The difference is that this time I do not have exact numbers, but instead an unknown outcome. This follows the same pattern as the scientific method, developing and testing a hypothesis. I feel confident with my ability to accurately estimate numbers and outcomes, in the future I would like to practice testing these outcomes.
The final video touches on the functions of our machine, the electrical circuit as well as the metaphor for it’s use and appearance. The video is rather minimalistic, nonetheless it conveyed the point well. If you were to look at our final blueprints compared to our final product, you would certainly notice several differences. This is because along the way we encountered several issues that we overcame by adapting the outcome. In retrospect, they were rather trivial, although it was from these mistakes that I gained insight. In the future, I will be using new productivity tricks and tips that I learned from creating our mind maps, as well as my newfound knowledge of the Scientific Method. In the future, I would like to continue to learn about electricity and electrical circuits, as I found them very fascinating to learn about. My goal for our next project is to learn how to motivate myself to implement criticism that I am giving myself in these blog posts. This project has brought me a new understanding of my true potential, and to have the ability to motivate myself would give me the capability to use it.
If you would like to visit my brief post on electrical conductivity and friction, I would advise you to click this totally unassuming pop-up!
An electrical circuit is a path or line through which an electrical current flows. The path may be closed (joined at both ends), making it a loop. A closed circuit makes electrical current flow possible. It may also be an open circuit where the electron flow is cut short because the path is broken. An open circuit does not allow electrical current to flow.
Below is a basic set of symbols that you may find on circuit diagrams.
It is very important to know the basic parts of a simple circuit and the symbols that relate to them. A simple circuit has conductors, a switch, a load and a power source. Here are the functions of each part:
These are usually copper wires with no insulation. They make the path through which the electricity flows. One piece of the wire connects the current from the power source (cell) to the load. The other piece connects the load back to the power source.
The switch is simply a small gap in the conductor where you can close or open the circuit. When the switch is closed, the circuit is closed and electricity flows.
The load is a small light bulb or buzzer that lights when the circuit is turned on. The load is also known as a resistor.
The power source is a cell. When we combine two cells we call it a battery. We all know that the mitochondria is the powerhouse of the cell. But what if I told you, that in an electrical circuits the battery is the powerhouse of the cell? Mind blowing, right. Sorry to burst your bubble.
We can use a river as a metaphor for these parts. The load of a river is the water, and the conductor is the current. In this case, the current triggers the action of the water while the water source acts as the cell. Finally, the switch could either be represented as a disruption or a dam in the water. Just like a river, electrical current can flow straight or it can branch out. When an electric current flows through the loads one at a time we call this a series circuit. In contrast, when the loads travel at the same time this is called a parallel circuit.
This is a prime example of a parallel electric circuit in action.
If you would like a more in-depth expectation I would recommend watching this video
”Good morning, and in case I don’t see ya, good afternoon, good evening and goodnight” – The Truman Show
A long time ago, on a planet far far away I reflected on the Humanities portion of our “Story Strikes Back” project. The premise of this project was to study the hero’s journey, and to wrap up all of our knowledge in a bow by creating and executing a story of our own, set on a planet in the movie franchise ‘Star Wars’. You can visit this blog post by clicking the totally unassuming link here:
This project could be perceived as perplexing by someone who did not view each step of the process, yet by delving into the project one is able to come to the consensus that the task is not as daunting as it may seem. The driving question for this project was actually dictated by us individually, mine being “How might we illustrate the battle of Endor and it’s impact on Endorian technology?” As you may have been able to assume, the planet that I was assigned was Endor. I decided to build off of my strengths, which lie in the STEM area. In retrospect, this was a smart move because it made me more motivated to succeed. Our final product could come in any way shape or form, which is why I decided to construct a holigram, a model of R2-D2 and a vision board. This is the story of the fateful journey.
Look, Listen and Learn
The first section of our launch journal, the ‘L’ phase, helps us discover what sparks our curiosity by looking, listening and learning. This could mean anything observing the world around us to talking to different people. In this section of the journal, I recorded how I looked, listened, and learned about my product for my section of the hero’s journey. In short, I thought that I could have done more with this competency. To elaborate, I went into the project knowing what I wanted the final outcome to be, meaning that I did not get to experience the same level of interaction with my surroundings. Last time we did Blue Sky, I would have considered that this aspect of the process was a strength of mine. I still did interviews, yet they were with my parents and friends rather than strangers who would have not been susceptible to bias. The milestone that tested our skills was the ‘How Might We’ sheet. The idea behind this is to develop a deeper understanding of the subject at hand, by compressing all of your ideas into several “How might we” statements. The best statement that I wrote was a summary that encompassed the big idea: How might we use Star Wars technology to show the development of post-war Endorian technology. This question went through multiple phases, including critique from my teachers and peers. Eventually, it went from illegible to showcasing my entire final product in one sentence. I personally believe that I could have achieved more when it comes to looking, listening and learning. I set a goal for myself, that going into the A phase that I would remain open-minded.
Ask tons of questions
Luckily, that goal became a reality. I decided to dispose of my idea all together, which in the grand scheme of things does not seem like a smart move, yet in retrospect was one of the best decisions that I made. I developed an entirely new project idea overnight, using the same question. This forced me to use my creativity, which after many months of doing things in the exact same formulaic routine, was refreshing. I loved it. Would I do it again? No. The idea was reckless, and forced me to rush. Yet, it did teach me an important lesson, to switch things up once in a while. Recently, I have noticed a difference in my final products. Enough of that. I am going on a tangent. The second phase is A, in which we asked a ton of questions. I LOVED this part of the process. Since the very first moment that I learned of this project, a million questions have been racing through my head. Getting them on paper, and being given the time to think about each and every one was enthralling, giving me a new enjoyment for the work that I was doing. As for the milestone, our Product Pitch Form, all in all things went well. My performance in this milestone truly did reflect the fact that I asked the hard questions. I both identified criteria for success and constraints, while also identifying potential users and their requirements for a chosen a design opportunity. A good example of this was the timeline that I created. I used my knowledge of the constraints, and developed a personalized timeline that fully acknowledges my work habits, my demographic and my project outcome.
The third phase is U, which means to understand the process, while also being an innovative designer. The curricular competencies that we were assessed on were understanding the process, and our innovation. We presented these competencies in the third milestone, which happened to be an export of our journal. Let’s begin with the good news first. I thought that I took many creative risks, stepped out of my comfort zone and created a short Launch presentation that I am incredibly proud of. I spent a ton of time including visual, and audible reflections in a nice mannerism that not only shows the work that I put into this milestone, but the innovation in my presentation form. Unfortunately, not everything went this well. When it came to understanding the process or problem, I did well at choosing an idea to pursue, and keeping other potentially viable ideas open. This can be seen through the extensive research that I did. This ties into the next competency, identifying and using sources of information. When it came to critically analyzing competing factors, I could have been stronger. Although I do have a good understanding of the competency, I failed to show it through my work, which is why I do not believe that I deserve a great mark for this competency.
It was mini-video time! I was very excited for this mini-video, because as you may know by now I love the chance to create a creative reflection. This milestone tested our abilities in the following competencies:
Generate potential ideas and add to other’s ideas
Screen ideas against criteria and constraints
Develop a step-by-step plan that identifies key stages and resources and carry it out, making changes as needed
Identify and use appropriate tools, technologies, and materials for production
What did I do well? I generated ideas quickly and efficiently, screened my ideas using online tools that show the process, and I developed a step-by-step plan as seen in my detailed timeline. I could have done a better job when it came to identifying and using the appropriate tools. Most of the work that I did was in my head, which is why I had trouble iterating my ideas physically. I could improve this by doing all of my brainstorming on paper, or on my iPad. This way, I would be able to import all of the thoughts easily throughout my journal, and beyond to other apps. As for my mini-video, procrastination was my worst enemy in this situation. Despite this, and two deleted as a result of a glitch projects later, I handed in a video that I really enjoyed.
In this next phase, I created a prototype. In my case it was a digital outcome, as I made it using Sketches. My original plan was to also build a cohesive physical model, but I did not have enough time to execute it. The milestone for this project was our prototype revision grid form. The competencies that we were assessed on were computational thinking, and creating. When I say creating I mean to imply that we exercised this competency while building and reconstructing the product. This definitely came in handy while I was rebuilding the hologram. In the future, I would like to pay more attention to this competency as I believe that I did not dedicate myself as much as I should.
Highlight and fix
This was the competency that I may have had the most trouble with. While I did evidently identify sources of feedback, which can be seen through the milestone in the H phase, I conducted tests, collected and compiled data, evaluated data, and decide on changes and edited the design based off of feedback from critique, I put less effort into this milestone. At this point, everyone was exhausted and prepared to ruin their already deteriorating sleep schedules for a better outcome. This is why I made the somewhat questionable decision to take it easy. For this reason, not an ample amount of testing was done. For this design in particular, this almost came in handy as I had gotten time to regain my sanity before the exhibit. In the future, I need to continue to work on my stamina and inspiration for carrying this project through all the way through the process. In short, my performance in this phase is not worthy of congratulations, which is disappointing but can be changed in the near future.
This right here folks, as you see before is the epoch-defining ‘Launch Journal’. If this LAUNCH journal was a dish in Hell’s Kitchen, then at least in my opinion, it would be one of the few entrées that Gordon Ramsay would not make airborne throughout the competition, which in translation means that it is not half bad. I put a lot of effort into animating the step of each process, so that it would be comprehendible to everyone. This process helped me define clarity, and improve my understanding of the ideas themselves.
If I had the time to reiterate this assignment, then I think we would all know which course of action I would take first: STOP PROCRASTINATING! The final product itself was not impacted, but my emotional stability was, and the last bit of cordiality and respect the that I had for the exhibition evaporated faster than dihydrogen monoxide.
Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.
My idiosyncratic approach to this problem allowed me to make a final product that I am proud of. I fully believe that I mastered this competency, building off of my reflection from last year. The brainstorming pattern that I used was much clearer and more organized, allowing me to convey my ideas with efficiency. Last year, my throughout process was just about as clear to an onlooker as mud. This year, it was slightly watered down mud, yet clearer nonetheless. In the future, I would like to make this abundantly clear throughout the entire process so that others are able to acknowledge that as well. I could achieve this goal by becoming less sporadic in my work habits, and attacking each and every problem with the fervour of a 40 year old woman named Karen on Black Friday.
Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.
In order to solve the problems that I encountered while building both my hologram and the R2 – D2 model, I was forced to use technological methods that I did not even know that I had. It was confessing to these methods that I struggled with. If you had asked me to point to a hitch in the process that I solved using a technological method, then I would tell you that my hologram failed more times than I would like to admit, yet I overcame this predicament using cultivated research about mathematics and science, disregarding the best tool that I have at my disposal which is the iPad. Note to self: in the future, perhaps put the investment worth your entire piggy bank to use.
In summary, the moral of the story today is that I should continue to work hard on a project all the way through, rather than burning myself out at the very beginning. In this case, a more minimal amount of time spent refuting the hurdles was beneficial, but this may not be the case in the future. I developed a good set of skills along the way, and I am especially proud of my performance on the night of the exhibition. I articulated and conveyed my idea well along with a last minute stroke of genius that added to the final product. This R2-D2 model will be an everlasting cornerstone in my Blue sky career, cementing itself as the Rosetta stone of Star Wars models. Perhaps that is a bit of an exaggeration, but you get the point.
Pop quiz: What were the leading variable(s) colossally important to the confederation of Canada
A) A debacle between the colonies
B) British Columbia’s incessant need for a 365 day port
C) There were many, all dependant on the individual needs of each colony
D) Self defence from the rapidly industrializing United States
If you chose either A or B, then perhaps I can share several bits of my accumulated knowledge. For those of you who chose C or D, congratulations! You probably have a basic knowledge of ninth grade Canadian history.
The driving question for this project was: “How and why did Canada develop as a nation”. As you may have retained from that text, we were studying leading variables in confederation. In 1867, Upper Canada, Lower Canada, New Brunswick, and Nova Scotia signed the confederation deal, officially forming what is modern-day Canada. It was a day of brobdingnagian proportion. The idea may seem viable and simple on paper, but trust me it was anything but. Over time, each colony joined Canada in their own interest, and only after debating with the rest of the fostering country for many months on end. At this point, you are most likely wondering “how did each and every colony come to a consensus”? This is a fair question, and I myself had trouble answering it at the beginning of this project. Yet, after justifying and researching, acting and filming with a group of peers, I have become more confident with my answer. As a class, we were tasked with assembling ourselves into the colonies, coming up with demands that suited the needs of current colony life, and present a persuasive commercial that includes all of our demands and justifications.
Oct. 14, 1844 – John A. Macdonald is elected to represent Kingston, Ont., in the Legislative Assembly of Canada.
Feb. 02, 2020 – The civil students of PLP gather into their colony groups.
My group consisted of Rhiann, Gabe, Kaden and Grace. We formed a conglomeration of (cough*superior*cough) individuals who named themselves Nova Scotia. You could tell right off the bat that the group has been well conformed because we were all comfortable with sharing our ideas. This was a large contributor to the success of our final product
Dec. 31, 1857 – Queen Victoria names Ottawa as the new capital of Canada.
Feb. 03, 2020 – PLP 9 begins their first milestone on the confederation journey.
The first milestone that introduced us to this project was “Milestone 2: Initial Evidence.” This involved our colony researching ethical sources to justify why we should, as well as why we should not join confederation. This competency helped me because it gave me a chance to exercise the curricular competency “Evidence.” This involves determining all aspects of an article, as well as thinking deeply about the subject matter. This correlates to whether or not the article speaks the truth. In the past, as I have mentioned that I enjoy this process. Seemingly, judging is one of my strengths. I see large improvement between the way I used evidence in this project, compared to when I used it last time. For instance, I have gotten better at citing my sources, as well as delving deep into a subject rather than skimming the surface. Overall, I am incredibly proud of my improvement. Yet, in contrast to my peers my weaknesses in this category are obvious. My goal in the future for this competency would be to stop juxtaposing myself to others, but instead to yesterday. I can continue to do more, and go beyond what is necessary.
Sept. 7, 1864 – Maritime delegates at the Charlottetown Conference offer unanimous support for the idea of Confederation. The conference was supposed to focus on uniting the Maritime provinces, but an unofficial delegation from the province of Canada derailed the agenda and delegates agreed to the broad outline of a federal union that would eventually include Ontario, Quebec, Nova Scotia and New Brunswick in 1867.
Feb. 04, 2020 – The students of PLP recreate the Charlottetown conference, proposing their demands for confederation
Furthermore, we can see more of my potential when we consider Milestone 3: Our Preliminary Proposals. At this point, I had a good understanding of the historical significance of confederation. What I did not know, was how our demands would be met by the other colonies. Grace, Rhiann and I put together a set of proposals that we had tested against the research that we had done. In advance to the actual conference, I wrote a script that was revised, and inclusive of the research that we had done. I thought I presented this eloquently, using the skills that I had developed. On the other hand, I could have improved our slideshow. Because of a miscommunication, our slideshow was not done when I got to class in the morning, meaning that although several slides turned out well, others did not. This is my polite way of saying that the work was not cut evenly. Next time, I could communicate with clarity who is assigned which task over Basecamp. This would mean that the teachers would have the ability to see how much work I did, and my teammates and I could avoid the early morning rush.
July 1, 1867 – The collective colonies of Nova Scotia, New Brunswick, Upper Canada and Lower Canada sign onto confederation and form the united country of Canada.
Feb. 06, 2020 – Nova Scotia submits their final commercial in reach of forming confederation.
Of all of the tasks that I tackled in this project, this stage was by far the hardest. Using a green screen as well as our iMovie skills, we created a final product that involved interaction with our background, as well as our tech savvy ability when it comes to iMovie. I was particularity impressed with how we showed our breadth of understanding of iMovie, by extending beyond what we had been taught in class. Unfortunately, not all was well and done that quickly. We made several errors in the process. For starters, we gave our other classes priority over commercial filming. In consequence, our final project was summed up much later than our timeline implied. I talk about this subject a lot in my blog posts, yet I have made slim to no impact on my work habit. In the future, I want to assure that all I do is posted in Basecamp. If all of my progress is seen by both my teammates and teachers, I will be more inspired to improve and extend upon my work habits. By the time I post by next project summary blog post, I will have plenty of proof to indicate my efficiency.
How do we evaluate evidence to decide if it is adequate to support a historical conclusion?
As I mentioned in the latter paragraph, I have seen a vast improvement in my ability to asses evidence since the last project that we did. I have become more aware of indicators, as well as more adequate at citing my sources. To practice this competency, I created the following Keynote.
By using research on a given topic, laying out my questions and then elaborating from the answers I was able to effectively sum up my findings. I followed the same trajectory with this Keynote as I did with my confederation research. All in all, I am very happy with how I ended this term. Despite the fact that I may not be elated with the marks that I got along the way, letter grades are consuming less of my brain power. I am the judge of how much I have improved, an knowing that there is a possibility that I can become a better version of myself is more validating than any letter grade that I will ever receive.
What literacy skills am I using to write, speak, and represent in the texts I create?
Have I used techniques applicable to the time in which I am studying? Have I used innovative, and thoughtful techniques to complete the task at hand? Have I effectively represented the story that I am trying to tell in my final product? All of the answers to the latter questions are yes. I used amassed knowledge about research to weave parts of Canadian history into my every day life. Speaking to my peers and debating on historical details and educating my little brother on the subject to be specific. I took a video that we had seen in class, and encapsulated the main idea using that technique, as well as others. We found these other techniques via playing around, and testing our limits with iMovie. Along the way, we overcame hurdles by using our creativity. For instance, we finished filming only to realize that half of our footage was rendered unusable. At 8 o’clock on a Tuesday, I gathered supplies to create my own green screen. The green screen was created from recycled material that I used during the winter exhibition. Talk about ad-libbing.
This was the map that we used in our video
Our journey does not end there. After presenting our final video, dazzling the other colonies and forming alliances (and enemies), we received less than stellar feedback. I am being open about this, because it is important both to me and to others that we understand that the mark is not what actually matters. Nonetheless, I have and always will strive to improve. I changed several details, such as the length and volume of the video. (Note to self: pay more attention to the length of the video). This was the final product.
As you can see, the video is far from perfect. What I do like about it is the fact that it uses interesting methods and engaging storytelling to convince the audience of it’s intention.
I have tried writing this paragraph hundreds of times by now. In all honesty, I gathered all of the footage and edited the video all by myself. I am in no way throwing my team mates under the bus, because I understand that they each have their own independent activities outside of school. I am angry about the fact that the video, animations, and credits were not done by my classmates. Predominantly, this is because I agree to too much too often. In the future, I need to assure that I am sorting out my priorities before agreeing to anything. There it is. I am going to go regret my decision now.
I am going to miss this project, mainly because having an excuse to debate with others is an automatic win with me. If I could go back, and do the process differently you would not need to ask me twice. Fortunately, I learned many important lessons along the way, and surprised myself with abilities that I did not think I had. Yes, confederation did not happen, because of derogatory thoughts and the fact that this is generation Z. What else would you expect. Thanks for tuning in today folks!
“Good morning, and in case I don’t see ya, good afternoon, good evening and goodnight” – The Truman Show