🎃SBC Week 4: Choice🎃

Hi guys and welcome back to my blog! This week is so exciting as it is almost Halloween, one of my personal favourite holidays, of course we all know that nothing beats Christmas. Just kidding you’re entitled to your own opinions. Anyway as the years scariest day approaches at a rapid pace I’d like to use this weeks choice based challenge to talk about Halloween or more specifically fears in general. Now I was originally going to use this week for catch up and dial down the excitement for this post but where’s the fun in that! To really dive into my topic for today I’m simply going to talk about some fears and what fear really is. 

Pexels / Pixabay

   Everyone has them, something that haunts them in their everyday lives. I have friends who are scared of heights, flying, spiders, fireworks, and even bees. I myself have a rather odd but really quite sensible fear of the ocean. While every persons fears may vary there is a huge difference between a fear and a phobia. Phobias are also known as irrational fears and usually have an effect on people causing them to be inexplicably scared of a particular thing or situation. A fear is much different as it feels so much more real. When your adrenaline starts pumping due to fear induced emotions your very likely to do one of three things. Run, hide, or freeze. The sense of fear comes when your brain recognizes the impending danger something can oppose and has very little reaction time whereas a phobia is the set belief of something trying to harm you. When we are young our parents or guardians may cause a phobia to arise especially if for example they highlighted their irrational fear of spiders. This is simply one of the main causes of a phobia in a young child. Having examples set for them early on can cause a chain reaction and result in the passing down of a phobia. Fears are once again, vastly different. You cant inherit a fear from your family members it comes on its own. Most fears are born out of a bad situation or life threatening event. Deciphering the difference between the two can be very easy if you put another person in a situation that would typically cause a rush of fear induced adrenaline.

Wokandapix / Pixabay

   Talking on a more personal note, I’m scared to death by the ocean. Funny enough this is a fear not a phobia. Not being able to see what’s below me or having something touch my foot while I’m swimming is horrifying. I have had panic attacks whilst in the ocean, minor of course but still relevant. It’s story time, buckle up and enjoy! So this summer my family took a trip to Maui. We went to the island in the peak of summer and nearing turtle season. It was gorgeous and I loved almost every minute of it. On our second day there my dad tried to take me and my brother and sister snorkelling in shallow waters with a sandbar so that we could see clearly and stand up comfortably. The minute I set foot in the water I cracked. My siblings and dad started laughing as I leaped out of the water in panic when a small school of fish swam right by my face. It was terrifying, I swear I started hyperventilating. After that great experience I refused to go snorkelling for the rest of the trip. While my entire fear is based off of not being able to see what’s beneath me I realized that seeing everything isn’t much better. A few days went by, we hiked a volcano, ate to much ice cream, and went to some of the best beaches in the world (without snorkelling of course). Soon enough it was time for a road trip across the island. We stopped along at some cool beaches including a beautiful black rock beach known for the coral reef that spreads across the shoreline. Surprise, this was a snorkelling stop. I refused to go into the water because of the huge rocks and coral habitats filled with fish, turtles, and all kinds of sea life. Somehow I was convinced to give it another go and i made it out roughly 50 meters from shore when the waves kicked in. There was so much coral and fish below me and I couldn’t stand because I couldn’t see the bottom. This is where that dump of adrenaline kicked it and I began to panic. Being in the ocean far away from shore, I couldn’t hide, or swim very far at a rush. I ended up freezing which was not ideal as the water became very murky with all of the wave action. I eventually made it to shore after a lot of effort and its safe to say I will not be snorkelling for a long time.

   Anyway happy Halloween everyone and don’t let your fears, or phobias get to you! 

Ciara ✌️👻

🏞Alberta 2019, a Portfolio Post🏞

Hello ladies and gents and welcome to this years first PGP portfolio post extravaganza. You are one heck of a lucky reader as you will be her as I dive into the details of my overall experience whilst in Alberta with my class in September. As this is a PGP post I’m really talking about how I worked and learned on he trip and how my habits of mind came into play throughout the trip. So what are habits of mind? Last year we covered all things to do with our growth mindset and how we can further build them upwards by using our mental skills and trying better to understand what we need to improve on. Every grade really focuses on one or two habits of mind. As a ninth grader, we are working on our basic impulsivity especially in class. In order to get an idea of where we really are with this we were assigned a reflection in which we would analyze our work ethic and habits in Alberta. So why would we choose our trip, wouldn’t we be more distracted when travelling than in class? I think not. When we are taken on these trips it is our number one goal to learn as much as we can despite our specific projects or groups. Our challenge is to always be listening, always be curious, and always be intuitive in every location. That’s basically all I need to look at. How impulsive was I during our trip? How did I manage learning in a multitude of different locations daily, going from one to the other at fast paces? How can this been seen and proven by looking at my work ethic and portfolio from the trip?

   Our itinerary for this trip was insanity. We somehow managed to get though every stop enjoyably and the entire experience was amazing. As you may have already read from my earlier post for our main project we did whilst in Alberta, we were split into seven groups for our videos. I was part of the wildlife group and had ample opportunities to gather information surrounding my driving question most of which involved being outdoors or in environments with a higher population of wildlife unlike downtown Calgary, an ideal place for groups such as tourism, students, or business people. I am someone who absorbs information a little differently than what would be considered normal. I tend to take a lot of photos that remind me or are specific to what I learned. While most of my peers take notes, or draw out their findings I only take photos, video, and recordings. That is one of the reasons I think interviewing strangers is one of my strengths. When branching from one topic to another I can instinctively come up with more questions on the spot. I have loads of proof of this method and how well it works for me. I think that the defining reason for this working so well with my learning style involves my listening skills and awareness of my surroundings. Here are a few examples of how I managed to gather a bunch of information at all kinds of locations, some of which weren’t even assigned to my group.

   Aside form our humanities video project, we made another two videos both for maker. One of which we started to plan for a week in advance by writing up a storyboard and call sheet for our groups. My group mates, Kaden, Noah, Kaia, and Grace, and I decided to go with a horror movie theme for our movie. With the location where we did the filming being a heritage ghost town we had plenty of ideas for a plot. Of course being immature 14 year olds we went with the classic satanic cult/purge storyline. We planned out our scenes and our locations for each. Having never seen the ghost town in person we didn’t really know what it was going to look like until we arrived. With the set up and amount of opportunities we had with each space we had to revise our ideas and change things up to adapt to the vibe of the town and the unfortunate weather. With this project I was excited from the start. When we first came up with our idea for a plot I was so pumped for the filming and I really put a lot of effort into the video. When we got to the ghost town I was already very exhausted and I find it hardest to concentrate and really put myself into activities with a focused mind when I’m feeling that way. I honestly don’t know why I was so tired I mean I’d had almost 2 solid hours of sleep while we were travelling in the morning. Nonetheless I persevered and found that for the first time I was really determined to give the project my all despite my exhaustion. Here’s our final product, something I’m very proud of especially for the first real video we’d done.

   Next up we have more humanities talk! Sorry to be enthusiastic but my absolute favourite stops on this entire trip were humanities based and were places in which I gathered a lot of data going towards my final video. the best days of the trip in my personal opinion spanned from the 17-21st of September. Honestly, I just looked at our itinerary for reference and I can’t even express how awesome this trip was. Obviously the previously mentioned days were my favourite but I still loved the rest. And yes, for whichever of my teachers is reading this right now that does include the morning you made us get up super early and go to Moraine Lake. That lake was insanely gorgeous so thank you. Anyways, I simply wanted to talk about how I managed to constantly be ready to learn whenever possible as well as enjoy the scenery and vibe of the trip at the same time. My best examples come from Beakerhead, Studio Bell, and Heritage Park. Being your resident music student, visiting studio bell was amazing. I really just loved this stop because of the museums instrument displays where I got to go play and listen to music, specifically Canadian music while doing a a scavenger hunt. Second to Studio Bell is Heritage Park. I absolutely loved this day because we spent a solid few hours in Calgarys heritage park which was almost like a method acting version of the ghost town. I say this because there we people within the park that made it seem like we had really ben transported back in time to the late 19th- early 20th century. There was everything from horse drawn carriages, boats, and trains, to a fully operating amusement park. Not even kidding I’m talking ferris wheel, carousel, bumper car amusement park. Aside from the insane amount of fun I had in heritage park we also learned about the building of what is now Calgary. I used a lot of the information I gathered here in my video and I found all of it really interesting. Finally, Beakerhead. In Calgary, there is an annually held arts and science festival in which artists from all over Alberta and some other provinces showcase some of the most extravagant art and performances I’ve ever seen. On the first night we walked around Calgary’s public library enjoying some live displays of light based art, something I found very cool. There was a lot of method and culture that went into the pieces especially using the spaces in the park and library  with an extremely creative view. The second night of Beakerhead loved so much. There was fashion shows, fires shows, mechanical sharks, fire breathing dragons, and insane 20ft tall sculptures. Surprisingly enough, I once again managed to find some piece of information that went into my final video and let me remind you, I was in the wildlife group. The only wildlife we actually saw was a stray cat, some crows, and a rabbit. 

   Finally I have to mention the one project that I didn’t really put as much effort into and I’ve figured out why. When we visited the Royal Tyrell Museum we were assigned a short informational video based on the data we gather from one exhibit. Being at the museum was really exciting and brought out a lot of my rather unfocused traits. My overall excitably can be the downfall to some of my work and this surely happened at the museum. We went from hiking through the badlands to exploring the massive museum in what seemed like no time at all and I realize looking back upon my effort for the video that I was a little distracted. Nonetheless I still completed the project meeting all the criteria it’s simply that I knew I could’ve done better if I’d had a better handle on my impulsivity and overall mindset that particular day.


Last year in Oregon I was much different. I looked back upon all of my portfolio posts from last year when reorganizing my blog and I have really picked up on the amount of growth I’ve had since last year. Yes, I do regularly lose focus or get caught up in something else instead of what’s going on in class. That is something I really hope to work towards improving on this year. When we talk about the habits of mind we typically refer to them by grade but I personally think of them as a way of individually looking at ourselves and recognizing what needs work. By the time my m-POL rolls around this year I want to be able to show my improvement from the goals I’m setting because of this post. PGP forces me to reflect on everything I do and it will continue to do so until I do it instinctively. I can easily say that in Alberta I had an amazing time even though we had to be at school at 6:15 on a Sunday. I like to think that between 70-80% of the time I was attentive as to what was going on school wise while also being able to enjoy myself alongside my peers. I recognize that there were definitely times where I could’ve done more or worked harder but I can’t go back and fix that now, I can only move forward and strive to be better.

🔗SBC 2019 Week 3: Creative Commons🔗

Welcome back! This weeks challenge teaches us how to legally, safely, and properly use and credit online images without the risk of copyright. I honesty think that this is one of our generations most valuable lessons. Growing up in an age of technology is tricky especially when you’re uneducated on topic such as copyright safety. In the past year we have worked to really drill these simple rules and strategies into our brains and I have to give credit to last years similar challenge that taught me how to use copyright free images properly in any and all of my posts. Anyway, as per usual there are a few tasks for this challenge. Step 1, I’m going to show you one of my own photos that I took and edited myself. This is a simple way of getting us to use our tools and strategies to create our own masterpieces. Step 2 is a little more complex for a new participant in SBC. The task is to use our knowledge with copyright and Creative Commons to find a copyright free image and give it the proper credit in our post. Finally the last step to this challenge is to create a picture prompt using images we find online. 

   Lately my class has been experimenting with the newest IOS updates on our iPads and myself being someone who love editing photos, I’ve been trying our some new techniques with the apps like Snapseed or simply the photos editing tools. Last year I typically edited every photo I felt its was necessary for and I chose to stick with more traditional techniques and filters. This year I am challenging myself to work with new, more unorthodox editing tools. In the photos below I branched out and tried to recreate a trend online using reflections and making the reflected side look almost like a painting. I tried my best but please feel free to leave your thoughts and suggestions in the comments below!

Here’s my personally edited photo!

Now for the guessing game! Enjoy!

In the slideshow below there are a series of copyright free images I’ve used to help you identify my favourite sport! Good luck and remember to leave your guess in the comments below

 

 

 

Ciara ✌️

🏃🏻‍♂️Run…& Don’t Look Back🏃🏻‍♂️

All I can say is it made us jump too. Nah I’m just kidding, only a few of us screamed whilst watching that video for the first time. I should probably introduce the topic that goes along with said video as I realize I have neglected to do so. Maker has been a bit of a rollercoaster for the first few months of school. Last year we focused on working with still images. Not only editing photos but learning to take a photo that looks beautiful and represents the moment or setting in which it was taken. This year however we are working with the ever difficult task of creating videos. We started out small, learning shots and practicing our craft with a four shot film. On our field study to Alberta we made a mini movie with a set group that would give us more creative opportunity. Alongside our first Alberta video came a one minute informational video that we were surprised with. Since then we’ve made multiple other videos including our final video from our trip and three other videos in humanities. So this project was kinda a big deal. With all the practice we had and the timing of the project. Our teacher decided to challenge us to recreate the video above to perfection. Obviously the expectations were high because recreating a 1 minute and 6 second video was mapped out over 3/4 weeks. I will say it, this was an extremely difficult task. Being the first time we really needed to follow every step to succeed it was challenging. Let’s dive in!

KELLEPICS / Pixabay

   For each and every project I’ve done in any PLP class, the launch is awesome. We walked into class and were introduced to the Meyers Briggs test. What exactly does this mean? Over time, scientists made it fact that there are a set 16 personality types. The Meyers Briggs test is a method of deciphering which of said personalities you fall under. https://www.16personalities.com is a website that offers the test for free. As a part of our initial launch into this project we completed the test an recorded two of the listed strengths and weaknesses of which we related most to. My personality is defined under the Protagonist category which I completely agree with. In completing this assignment I was able to better recognize my place in any group.

   As previously mentioned, this was the first video which we needed to fully complete each step early on in order to be successful in the long run. The first part of this journey was our creation, or should I say recreation on the screenplay. When constructing a screenplay we needed to account for every single shot in this film and almost perfectly describe the settings, actions, sounds, and aesthetic the scene presented. I will admit it, we did not succeed. Making a screenplay is a daunting task and starting out we hadn’t had any experience with it and we needed some practice. Thankfully we persevered and eventually finished our version of the screenplay. As we went on through the project, getting past the pre-production stages I noticed the impact our screenplay had and how if we had gone back and revised for a better version, we would’ve been more productive later on. As you can see our screenplay definitely could’ve used some work and I think that if we had addressed the issues we would have also had a stronger screenplay.

   The next step through the pre-production stage is the storyboard. This is a more physical version of the screenplay. It’s where we put what we have in to action with a drawn out, or animated plan. We chose to use keynote and animated each shot based off of what we had seen in the original video and what we had to work with from our screenplay. Observing and working with a Tory board is one thing but the overall work that goes into making one helps for you to gain a different perspective of how you can format or revise what is written on your screenplay. It’s more or less a visual but carbon copy of your screenplay, one that you can use for visual aids instead of simply reading off the script. Switching to a more biased note, I honestly prefer to use a detailed screenplay and drop the storyboard. Since the beginning of this project we’ve made multiple other videos in humanities, surely a post to look forwards to. In making each of those I found that working with a detailed, carefully scripted screenplay is much easier and less time consuming.

   The final step in the pre-production process is the call sheet. Yes, I am talking about the same call sheets used for blockbuster films and Emmy- awarded TV shows. Just like any other production we needed a call sheet. Working in a group of three may seem easier than a larger group of 6 for example but things can be just as easily miscommunicated. Making our call sheet involved mapping out dates on which we could film, assigning tasks to each individual, and deciding locations and costumes. It seems pretty much useless because why couldn’t you just ask your group mates. Nope, this is beyond vital. Communication has been a pillar of every single group project I’ve ever done and those where the communication is badly handled end up weary and below expectations in the long run. In our call sheet, we included locations, costumes, assignments, roles, and meeting times. 

   With the completion of the pre-production we quickly moved into filming. Considering the setting of the original video we had a very big advantage having a woodsy trail quite literally in our backyards. When filming I found that we looked back upon our screenplay for reference not as often as I would’ve though we would. We tended to use the original video for reference when we weren’t sure of a shot or angle. This did end up working well for us but wasn’t the idea. If we’d had a stronger pre-production we would’ve benefitted and so would our results. When we finished our first round of filming it had been raining all week 24/7. Not exactly what you could call abnormal for Vancouver but it was not helpful and slowed us down in the process. We ended up reshooting every piece of footage the next week when the weather finally turned around. This was and unfortunate and we really could’ve planned out our filming dates better with our call sheet by recording the weather.

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   Talking more along the lines of our curricular competencies I can say that I’ve defiantly learned a thing or two. Computational thinking is something I didn’t feel all that familiar with when first reading the project plan. As we went through the pre-production a ton of problems began popping up as soon as we’d completed the screenplay. In trying to solve these to what was then the best of our ability, we discovered new methods of revising ad complete in tasks using our technology. Working with iPads alongside other devices in this project proved very helpful in the long run. Using said methods undeniably improved our work and allowed for us to try new things when problem solving, especially as a team. Next up we have innovative thinking. This is not so new, the again neither was the first one. Wording things differently has opened up a newer perspective of these competencies this year for sure. With innovative thinking, we simply had to bring our research and ideas to life through critiques, revisions, and the sharing of ideas as a group. I think that this time around we could have definitely done better. Whether that meant setting our differences aside or trying new methods of communication we tried and for the most part succeeded. On the flip side, I strongly believe that the way that each of us worked conflicted in minor ways, causing delays and arguments in the process. Finally we have knowledge constructing. This basically means that we had to find ways of gathering information through different sources so that we could have a strong final product. I can confidently say that we accomplished this with ease as most of our research materials were handed to us. That didn’t do it for us, it just made it easier. We still had to constructively decide what to rely on and which to work with for a banger final copy.

   In conclusion we finished strong with an “almost carbon copy,” of the video. What I took from this experience will help me throughout the rest of high school and while most of it takes plenty of practice, we are doing so in almost every subject. Valuable lessons like the importance of a detailed screenplay and call sheet, to time management as a group will be taken into account during all future video related projects. Working with technologies such as iPads and the tools they offer have opened up so much creative freedom and opportunity and this project presented us with a new set of tools. I believe that while some of the process was rocky and could have undeniably been better, we still ended up with a strong finish!

Thanks for coming to my TED Talk ✌️

📜SBC 2019 Week 2: Commenting Commandments📜

Hello all and welcome back once again! It’s that amazing time of year again. The season in which leaves turn shades of orange, sweater weather is back, and kids everywhere are excited for Halloween. Autumn is that wonderful time of year in which we say bye to tank tops and sun tans and hello to the student blogging challenge. Wait hold up. Yes, I did just use that beautiful montage on why autumn is beautiful and amazing and turn it into an intro to this post, the first post for this years student blogging challenge. I know, I’m literally a blog god. Anyway back to the topic which I now realize I’ve neglected to really introduce.

   This weeks challenge is all about commenting across the internet. Having the opportunities that we as the next generations have such as the internet or social media comes with serious responsibilities especially with sites and apps in which commenting is permitted or encouraged. Last year I was introduced to the challenge and was tasked with similar challenges as to what we’ve seen so far this year. In grade 8 we learned and focused at lot on digital citizenship. Commenting is a huge part of being a good digital citizen. Just like the real world, interacting with other people online comes with great responsibilities. I made a poster that shows what being a good digital citizen looks like. Below are both my poster from this year. I’ve decided to put this in this post to really show how my understanding of what being a digital citizen looks like.

Ciara ✌️

🏔This Land is Us🏔

Hi, guess what! I’m back at it again with my grade 9 year of PLP. Somehow I managed to make it here alive and well, with the exception of the overwhelming pressure of my school, social, and personal lives. Just kidding, I bet I really had you there. Once again kidding. At this very moment I’m sitting, iPad in hand typing away at what some would call, a “she just drank 5 shots of espresso” pace. And no, I didn’t just drink 5 shots of espresso, it was only 4. Kidding again. Anyway, back to the fact that I’m sitting here, typing on my iPad for my school portfolio post alive and well. I wonder what that hints to. Considering the was identity works I’m simply saying that there is a reason that I have the opportunity, the privilege to be doing these things. To be learning in a way that makes it fun and more beneficial. And to be surrounded by a diverse community rich with culture that all have something in common. Place.

Our first project of the year is entitled, “This Land is Us,” and had given us the question, “How Does Place Impact Who We Are?” Why don’t you try and answer this question without any research or background knowledge. It’s hard isn’t it. Yeah I would know. So how does the place in which we live impact who we are? In order to properly grasp an understanding of the answer to this question we took a trip up north and through vast terrain. You guessed it, the Canadian Rocky Mountains. This trip was amazing and I think that I got so much out of it going towards my project. Since I now realize that I neglected to explain what said project is, I will now do so.

Incase you haven’t read any of my blog from October 2018 – June 2019 I’m gonna refresh your brain and explain briefly that grade 8 was all about still images and worldview. As I am now one year wiser I’m starting to recognize that we started with a big idea that we are now working our way inwards on. Worldview was one of my least favourite words last year and now its seems to be one of my favourite. On our trip to Alberta, we began to talk about identity and culture of an individual or social group. This resulted in the making of our “people groups.” These seven groups defined the final product, a video explaining the answer to the driving question. But like everything in PLP, this come with a twist. Our class was divided into seven different groups that we would research and interview. Albertans, Artists, Business Owners, First Nations, Students, Tourists, and Wildlife. In these groups the driving question was fit to each subject. For myself, “How Does Place Impact Wildlife,” became the driving question I was so determined to answer.

Okay so that I’m all caught up here comes the checklist you’ll learn to love.

1. I have now explained that we are learning all about the making of videos and working with technologies to do so.

2. I have also explained that we are working with the idea of identity and culture and were asked, “How Does Place Impact Who We Are?”

3. Finally, I’ve given a basic understanding of what our project was all about.

Perfecto! So how did we get here. And by here I mean to the beginning of our glorious project. We started out by discussion what make place a part of who we are and how living in BC impact us. We mapped out some ideas surrounding the general idea including politics, geography, education, food, and many more. We tried to summarize what we meant by this and not going to lie, not a single person in that room spoke up about identity and culture. As we went on into our next milestones we began to get and idea of how place impacts an individuals personal identity without really speaking about the word or concept of identity itself.

As we continued with our travels through Alberta we reached Calgary in which we visited the Glenbow Museum as one of our many ventures in the city. At this beautiful museum we saw tons of art relating back to our driving question, some of which closely related to my specific group, wildlife. With each stop we learned more and more about how the place in which we live, learn, and strive in impacts us and those related to our people groups. The most beneficial stops on the trip for my specific group were definitely anywhere from the Lake Louise Gondola Tour to Leo Downey’s Buffalo Ranch so clearly the topic was difficult especially when it came down to choosing between my many interviews for my final video.

Now I know that is is a dreadfully long post and you’ve probably given up on reading it at this point. The final point I’d like to make is all about my understanding of the curricular competencies. Before Alberta we were introduced to the idea of curricular competencies that would act as a guide line for what we should be trying to recognize in each milestone. “Compare and contrast continuities and change,” was the big one that stood out to me. I feel that with the way my video turned out, I did a good job and not only made something that I’m proud of but also demonstrated my solid understanding of the continuity and change in the impact of place on wildlife. When I finally got to answer the driving question in my own words it resulted in the idea that the place in which we learn, grow, strive and adapt to life in become one of the biggest parts of our identity as individuals. I would not be the same person if I’d grown up in Ireland. I wouldn’t be the same person if I’d gone to Dorothy Lynas instead of Cove Cliff for elementary school. Our place seems like a widespread area. Some would say that the place they come from is BC or Vancouver. But I really believe that its the close to home place that hits my identity hard. Where I learned to ride my bike and multiply 5 by 7 have gotten me to where I am to today.

 

ciara ✌️

🎲Game of Exponent Laws🎲

Salutations peoples and welcome back to my blog! It’s been a while since I’ve even checked up on here but that’s ok because starting this week I’ll be posting all the time. Anyway, I’m in grade 9 now and we’ve already gone through so much I’m not gonna lie, its all a little overwhelming. Since I’ve neglected to introduce the topic of this post I will now move into that.

geralt / Pixabay

In the past month we have been studying the laws of exponents and working towards creating a physical game in which at least 4 of said laws are used. We started to work with simple exponents and quickly moved into the more “complex” stuff. I say “complex” as if its not because once you gather an understanding of these laws they become less and less complicated, especially while solving them mentally. Since we got to the point where we could mentally do basic exponential equations when we went on our field study in September we were in need of a little refresher when we returned 10 days later. We soon picked up on what we had forgotten and worked with our partners on our games for the following week continuously receiving feedback and revising our rules.

My partner, Kaia and I decided to format our game using cards and a die. When trying to incorporate the 4 different laws into the game we struggled a little bit as to how we could make it more fun and easier for our audience to understand. We eventually came to the conclusion that it was best to make our own cards and use them as a base. This was what we though was the best solution at the time and it worked well. Our game wasn’t difficult to understand but we found that when putting it into words, especially in our rules, we needed to be more clear.

   This year we have been introduced to the idea of using curricular competencies as a guide to how our final products should look and work. For this particular project ur competencies were “Reasoning and Analyzing,” along with “Applying and Innovating.” The rubric we were given clearly explained that by the end of this project we should be able to, “demonstrate and apply mental math strategies and use logic and patterns to solve puzzles and play games.” I believe that since the beginning of this project, I’ve progressed in these competencies and gained a clear understanding on the big idea and exponent laws as a whole.

Working with these competencies allowed for us to get a rough idea of what we needed to accomplish and what we had to do in order to achieve that goal. Our game started with the idea to make a mash up of poker and go fish and we came through with a similar idea in our final product. Kaia and I went through multiple steps getting us to where we needed to be including the incorporation of candy as a betting pawn and interchanging the laws we used. As we look back upon our drafts, building knowledge, and milestones, we can easily recognize our growth in both the curricular competencies.

Ciara ✌️