January 7

French Revolution 🇫🇷🥖

We have now finished the final PLP 9 Humanities project of 2021. The project was a trial based off a major revolution in history. We went to court and had to explain how the revolution you were given was either effective or ineffective. The group I was in was given the French Revolution and had to explain how it was effective.

We kicked off this project with this thing called “Nation X”. Basically the class was split into 4 groups,, group 1 were the really poor people, group 2 were the store owners, group 3 was police, and group 4 was the government. Some how, I was put in the government and had a very corrupt nation, my great leadership led to the people storming the capital. It was pretty fun and kinda funny how bad of a government I had.

We then started reading George Orwell’s “Animal Farm”. We would read a couple chapters at home then we would discuss what we thought about those chapters, any questions we had, what we think will happen, etc. I thought the book was ok, not incredible, but not horrible.

Then we were put in our revolution groups. I as mentioned before, I was given the. French Revolution. For the first couple of days, we just discussed what we knew about the revolution. Then we met with the French group in the other class to start building our script. We obviously did many run-throughs before it was time to present.

We would be presenting in front of our family and friends at the PLP Winter Exhibition. I was playing the role as a lawyer. During the presentation, I thought I did half decent, the lights on the crowd were dimmed so you couldn’t see the people watching. I think that helped a lot because I hate presenting in front of people.

Overall, this project was really fun and I would totally want to do it again!

Watch our presentation here!

November 29

Correlation vs causation

We have now finished our second project in scimatics 9. This project was on Correlation and Causation. For this project we had to make a graph based of the data we got from surveys we made.

We started this project off with making 10 questions that we would put in our survey. We would then put our questions into a survey on google forms. Once we finished making our surveys we printed QR codes that go to our survey and put them up around the school. Then, we waited for answers, Colton and I got a total of 23 responses on survey 1 and 52 on survey 2.

We did get a good amount of responses to work with, so here are our graphs:

Planning and Conducting:

I think we accomplished this competency. We conducted 2 surveys and did end up finding correlation in both of them. We used Numbers to create our graphs and Google Forms to make our surveys.

Communicating and representing:

We presented our surveys to the class and were able to clearly explain what we were asking, and the correlation we found in our graphs. We were also able to use images to explain correlation and causation.

Applying and Innovating:

I think we accomplished this competency too. We made good surveys and used our class time somewhat efficiently.

I really enjoyed this project. I thought it was super fun. I hope we do a project similar to this one sometime soon.

October 26

People And The Environment

Hey everyone,

I just wrote about our first project in Sci-Matics so know it’s time to talk about our first project in humanities, “People And The Environment”. For this project, we had to pick an issue with the environment and write to someone in the government. I chose to write to Johnathan Wilkinson about water pollution and illegal dumping. Something different about this project was instead of having 5 or 6 milestones we only had 3 with a few stepping stones along the way.

This project started with a simple topic pitch, pretty simple. As I mentioned in the sci-matics blog post, I was sick for the first few days so my topic pitch wasn’t that good to start with, it wasn’t that specific, it was just “water pollution”. I got some help from the teachers, did some research and boom, I had my topic, “Illegal Dumping In BC Waters”.

Then we moved on to the Letter Plan Conference. For this we had to have research on our topic, who we were writing to, and any other questions we had. Going into the conferences I wasn’t sure on who to write to but coming out of the conference I had decided to write to Johnathan Wilkinson.

We then moved on to reading and writing activities on CommonLit. For this we would read a story that relates to our project (People And The Environment) then answer questions about the story. I am not the best writer out there but I do feel as the CommonLit activities went on my writing improved. We also did a vocabulary quiz on CommonLit which was pretty easy as I was able to get 100%. The very last thing we did with CommonLit was this thing called CommonLit Connections. For CommonLit Connections we had to relate one of the stories to our letter. I connected the story about a guy named Lee Sherman who’s company was asking him to dumb all of their trash into to local bayou, the obvious connection with my letter is that I wrote about illegal dumping.

And after all of this, we finally got to finish our letters and have them mailed. For mailing the letter we didn’t just give them to our teacher to take to the post office, we actually walked down to Deep Cove village and mailed them ourselves. Even though it was raining I thought it was really cool that we got to mail them ourselves, and it does beat sitting in a classroom all day!

Photo of me and some friends mailing our letters:

Well, that just about wraps up my blog post for this project! Hope you enjoyed!

October 18

First project of grade 9

Hey everyone, I have returned under a new blog name (The Surrey Knights super incredible great success blog site. Ru) and in a new grade (9) and I am going to talk about the first project I have completed in the 9th grade! This project was a lot like our first project in sci-matics 8, which is making a game. Obviously this time around, there is more complex math. We had to make our game revolving around exponent laws.

Curricular Competencies:

Communicating and Representing

Our game was based of poker but with exponent laws. Every card had an exponent law and a different picture of a dog for each exponent law. How the game works is everyone gets 5 cards and the chips are given out evenly amongst all the players. The dealer starts off the game by betting any amount they want. Players can look at their cards and the rankings of the laws. The rankings of the exponent laws best to worst are: Division Law, Distributive Property Law, Exponent to Exponent Law, Coefficient Law, and Multiplication Law. Once everyone has bet, the players reveal their cards, who ever has the best hand wins the round. The player with the most amount of points at the end of the game wins. I was sick for the first few days of class so I fell behind and found the math super difficult to understand. So while my group was already starting on the game, I was trying to figure out what the hell was going on. I eventually got caught up and was still able to contribute in card design and cutting out the game chips/cards.
Example of card:

Reasoning and Analyzing

We had instructions on how you win rounds and how our chip based point system works. Each chip had either a 5, 10, 15, or 20 on it to show how many points each chip is worth. If you were playing the game in Morristown, New Jersey, then everyone realized they were in Morristown, NJ and wanted to leave, the winner of the game would be decided by whoever has the most points.

Applying and Innovating
As I mentioned before, I missed the first few days of school so I fell behind a little behind. But as I caught up this ended up being a very fun project. Designing the cards and testing our game was super fun. The biggest thing I learned from this project would be to try to stay on top of your work if you are sick!

Alright! That’s about it for now! Thanks for reading!

June 23

Final project of grade 8- comic cells

For our final project of the 8th grade, we had to make a comic book about diseases and cells.

Questioning and predicting

I chose to write my comic on the SARS virus, a coronavirus that went on from 2003 to 2004. This virus os very similar to COVID-19 considering that they are both variations of a coronavirus. SARS infected less than COVID-19 but it was more deadly if you got it. After doing some research, i found that it infected 8,096 and killed 774. I got the idea to do the SARS virus after watching an episode of “South Park” where everyone got infected with SARS.

Scientific communication

In the comic book I displayed a few diagrams. I tried to make them look realistic but I am not an artist so they did not turn out that way. I drew the comic in Noteability and put it together in “Comic Life”. Comic Life is a really simple app to use so if you want to make a comic I would definitely recommend it. Even though my drawings look like they were scribbled on a notepad by a toddler, I feel I did an okay job representing how SARS attacks cells. Charlie Brown also made an appearance in my comic as his face was on most of the viruses but other than that I think I was pretty scientifically accurate with my story

Evaluating

Once again, I tried my best to be as scientifically accurate throughout my comic and have the interactions of the characters as scientific as I could. Other than the Charlie Brown viruses I think I did well with that. I could have put a bit more detail into my comic and probably would have been able to if I had started earlier but that is a lesson learnt on my side. Now that I’ve talked a bit about my average comic, I might as well show it to you!

file:///var/mobile/Library/SMS/Attachments/ad/13/19C3E158-2008-4E28-9C09-9D95FB1500A6/book.comiclife

June 3

Ultimate design challenge

Hey, I am back once again to recap on another project! For this project we got to make a 3D object designed for maximum surface area or maximum volume. I worked in a group with Dylan and Carter and we designed a garbage/recycling bin for maximum volume.

Reasoning and Analyzing
As I mentioned before, we designed a recycling bin for maximum volume. We weren’t sure what to make, then we randomly thought of a recycling bin, no clue why or where it came from, but since we couldn’t think of anything else, we went with it. Here is our model:

Carter designed the wheels and I did the calculations

I designed the bin and Dylan did the calculations

And Dylan designed the lid and carter calculated it.

Communicating and Representing

We had to measure 3 shapes volume and surface area, cylinder, rectangular prisms, and triangular prisms. Here are the formulas and our calculations:


Calculating the volume and surface area of the cylinders was pretty hard and confusing. It took me a few tries to get the correct answer, but eventually I did.

Applying and innovating

During this project I was focused and on task the whole time. No distractions whatsoever. I was perfect. Ok,, maybe not, but I tried to stay focused the whole time and was on task for the most part.

One complaint I have is that tinkercad, the program we worked in, wasn’t always the best. It would always say “session lost or expired” then when you recovered it you would end up on the other side of the grid nowhere close to where you were working. Other than that this project was super cool. Would definitely do it again.

May 14

Chemistry coding

In class, we just finished the Chemistry coding project. This project was centred on the atomic theory and the kinetic molecular theory. At the start of this project I had no clue what these were but now have a pretty good understanding of how atoms behave and how the react with other atoms.

For this project we had to create a game or simulator that included the kinetic molecular theory. For the first step, we had to draw atomic models that we would include in our game.

Then, we had to make a list of what would be in our game and how the user would interact with it so our teacher could tell us if it included the kinetic molecular theory or not.

Then, we got to code our game. To code our game we used a software called scratch. I have used scratch before but was never really that good at it so coding the game was a bit challenging but I got it done.

https://scratch.mit.edu/projects/529098523

Competencies
Questioning and predicting: i went off task a few times during this project but I still spent most of my time on class working on the game and fixing it so it could be as good as possible.

Scientific communication: I showed this skill in learning. At the start of this project, I had no knowledge on matter, molecules, and atoms. Now I know a lot about atoms like how they move, what causes them to melt, what causes them to slow down or speed up.

Reasoning and analyzing: I was able to improve my game by learning from the mistakes I made in the previous versions. My coding skills improved by fixing the bugs and mistakes in the game.

Overall this project was a bit frustrating because scratch isn’t always that good but other than that it was super fun and i had a great time coding the game.

April 23

European settlement

In class we finished our project on European settlement. The driving question for this project was “what did European settlement mean to everyone involved?”. We came to the conclusion that European settlement resulted in the Europeans and First Nations trading goods and services. The goods they trade have changed over time, but the economic relationship has remained similar! Our task was to create an info graphic about the 3 groups we learned about, the French, the British, and the First Nations.

Milestone 1:
In milestone 1, we wrote a paragraph about the continuity and change of Deep Cove in last 100 years. The fun thing about this was that is we got to go outside and sit in the forest to write it!

Milestone 2:
For milestone 2, we had to think of 3 changes, and 3 continuity’s from the time of settlement

Milestone 3:
For milestone 3 we had to come up with our facts for our info graphic. We needed a fact for each group during the time of settlement. We also had to create a drawing for each group.

Milestone 4:
Milestone 4 was our final info graphic. After many revisions due to the drawings not matching the aesthetics, grammar, punctuation, etc., we finally finished our info graphic. We also had to make a YouTube video explaining our info graphic.

Milestone 5:
For this milestone, we put up our info graphic. Kwosen and I put our info graphic up at Seycove’s front door.

This project helped us navigate through different apps such as keynote and Canva easier and grew our understanding on European settlement!

April 2

Www.studentbloggingchallange.shirt.gov

Aaaaaaand the Student Blogging Challenge has come to an end.

I feel this has been a cool way to connect with my buddy up in Oregon who plays college baseball, Gabe Skoro!

My favourite post was definitely the music post. I got to write about one of my favourite artists, Plus Crier, but there’s an epic plot twist,, Plus Crier isn’t real! If you wanna read more about that go to the blog post!

 

I thought the blogging challenge was really fun because I really got to write what I feel, even if we were given a topic, we would write our opinion on it. And as I mentioned before, it gave me a chance to connect with my buddy Gabe! I also discovered that people in Jordan, Argentina, Australia, and Brazil are looking at my blog!

I also liked the blogging challenge because I learned how to do a lot of new things with my blog.  My favourite thing I learned was how to put a globe tracker on my blog so I can see who is viewing my blog!

Well, that’s about it for now, hope you enjoyed reading! Bye 👋