🪐The Story Struck Me Hard🪐

   Good Morning, good afternoon, good evening! Wherever you are, whenever you are reading this, I feel it is my sole duty to represent the intensity of this portfolio post in just the opening sentences. Now before I get into the nitty gritty, I would like to pleasure you with a clever pun. Enjoy…

What is the internal temperature of a Tauntaun?


   Diving into the details of this years Winter Exhibition we shall begin with our project launch and building of knowledge that lead us to an amazing final product! When we initially launched the subject of story telling and literature analysis I honestly didn’t expect for there to be an entire story writing, Star Wars extravaganza awaiting us on the other side. All expectations aside, we dove right in. Starting out with our first milestone, a simple opinion piece, the topic of which, “why is Star Wars still relevant in modern pop culture?” Our task was simply to identify an answer and support our reasoning and logic behind it. As this was our very first milestone, it was important to set the bar for myself and try my best as from there, I could only improve. I think that I did myself a solid in setting a standard that I needed to meet for each of the following steps and I feel that my works speaks for itself in this case.

   Advancing in our understanding of opinion and the importance and overall influence that Star Wars has over modern film and media, we stepped into the basics of story analysis. We began to spend classes discussing the ideas of literature and comprehending the terms used to describe different short stories we were assigned to read. In doing so, I found some of the fiction very interesting, especially that of Ray Bradbury’s, “The Veldt.” All of the stories we read were helpful components in identifying literary terms that would go into our short story charts. Eventually, the building knowledge lead to our final test on literacy analysis. This entire process was one of two vital steps in the completion of our short stories. 

   “The Hero’s Journey,” is a phenomenon in the world of storytelling that was proven and developed by a man named Joseph Campbell. Our example of The Hero’s Journey was the Star Wars saga and the trilogies within. The concept itself explains that all stories follow the same outline. Not exactly an unfamiliar idea but undeniably more complex than a simple beginning, middle, and end. The Hero’s Journey explains the story alongside the main characters development. Using Luke Skywalker as an example, the story begins with a call to adventure. Luke receives a message from Leia through R2-D2 and the story begins. When he complains that he is “late for supper,” he is simply refusing the call, which happens to be the second steppingstone in this storytelling chart. We worked with different examples of The Hero’s Journey over a couple of weeks and eventually were tasked with creating our very own story using it. 

   Our stories, what a subject! In order to not give every single student in my class a heart attack, we were divided into groups. The best part about this particular grouping was that each of the teams were assigned a planet. The Death Star, Endor, Tatooine, or Hoth. Each of these Star Wars planets are filled with seemingly unimportant characters and that gave us so much opportunity. Our initial task was to select an “unimportant,” character from our planet and tell their story. My group decided Hoth was our best fit and we started to brainstorm ideas for a character. When we researched all the scenes on Hoth from the Star Wars movies, we found one very important character that doesn’t get nearly enough credit for the role he played in the overall success of the Resistance against the Empire. This is a character like no other, a vital role in the survival of Luke Skywalker himself, Pudge the Tauntaun. No his name isn’t actually Pudge but this is our story so we named him what we felt was right. Now at this point in my seemingly never ending rambling session you may be confused as to what Pudge did to deserve so much credit. Well, do you remember that scene on Hoth in the Empire Strikes Back? The one where Luke is help captive by a giant abominable snowman, also known as a Wampa. Well if that doesn’t ring any bells  maybe the part where Han Solo slices opened a giant snow lizard horse thingy and stuffs a nearly frozen Luke inside for warmth will. Yeah that things that Han slices open, that’s Pudge. 

   Not to spoil anything, but my group, Meg, Felix, Julia, Angelo, Brenton, Kaden, and I all did an amazing job at creating a story, Pudge’s story and using The Hero’s Journey to do so. On a more reflective side of things, there are undeniably parts of our humanities portion that I could have done better at. Earlier I talked about setting a standard for myself with our first humanities milestone. I’d really like to say that I met that standard with everything but lets face it, I’d be lying to myself. I can confidently say that I worked on this story whole heartedly and it took time to build something that I was proud of, especially being the representer of the stories conclusion. With each group member writing one part of The Hero’s Journey being last was difficult considering that our main character literally dies at the climax. Okay, that’s enough spoilers! I’ll be explaining a lot more in the post linked below!

   Thanks for coming to tonight’s comedy special and we hope to see you again soon ✌️ 

   Click here for part 2! (I’m so sorry for how long these are, concise writing isn’t my strong suit)

🧪There is No Chemistry Between Me and This Project🧪


Hydrogen iodine electron vanadium erbium yttrium oxygen neon! Or shall I say, hi everyone! Welcome back to another scimatics portfolio post. This time around, we’re putting a bit of a spin on things as we dive into everyone’s favourite field of science, chemistry. I say that with a bit of an edge in my voice only because, chemistry is confusing for the most part. But like always, I’m up for a challenge and believe me, this project was amazing race worthy!

   Project Plan & Milestones:

   The first component in completing this project was gaining an understanding of not only our task, but also the basics of chemistry as a base for our learning. We started out like anyone would, with Kahoots! Believe me when I say that these definitely helped me. I’m not typically someone who can read a text and automatically have an understanding of the topic, especially in science and math. With the Kahoots I could pick up on patterns, concepts, and vocabulary used in chemistry. To further our understanding we did some readings and practiced identifying elements, polyatomic ions, multivalent metals, formulas, and both ionic and covalent bonds. Soon enough we began practicing our animation skills, and for most it was simply building upon hat we had already learned. As we got into making our final animations, we began to properly demonstrate ionic and covalent bonds through characterizing polyatomic ions, multivalent metals, and covalent bonds and clear and concise voice overs.

   Big Idea:

   The big idea for this project comes as; The electron arrangement of atoms impacts their chemical nature. With our driving question asking us, “how to atoms and ions act like characters,” we answered this in an animated video. My understanding of the bid idea is that atoms bond and act differently depending on the amount of electrons they brain and which shell they are situated on.


   The first competency we focused on was communication. “Formulate physical or mental theoretical models to describe a phenomenon.” I believe I demonstrated and improved with this skill in creating the physical Bohr models to represent atoms, ions, and bonds. Seeing as though I think I’ve improved with this, I know that the source of said improvement is in the vocabulary that I gained. 

   Processing & Analyzing:

   The second competency we worked with was processing and analyzing. “Construct, analyze, and interpret models and/or diagrams.” I did so in each of the milestones. Starting with the creation of of my storyboard that I constructed from the information I had already interpreted over the first couple of weeks. Physically creating and animating Bohr modes allowed for me to interpret information and analyze my work in the multiple drafts completed. On our final test, I demonstrated my ability to do each of these things with my knowledge of chemistry. Finally, in watching my classmates animations, I had to once again interpret their message and analyze how the were choosing to represent it.

   Questioning & Predicting:

The final competency was questioning and predicting. “Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal interest.” I think the best example of this is my use of cases time. While it’s something I can undeniably improve at I think that in comparison to my other projects this year, I did a decent job. Not to down myself, only to admit to having some room for improvement. This is something of. A goal for the next project we do in this class and I’m setting out to do my best next time around. Other than class time, my final video is another example of this competency. I’m rather proud of the final product and I believe it’s a good, if not the best way of showing my full understanding now, in comparison to the beginning of this project.


   Overall this project has been a point of interest and while I found some aspects of it difficult, I know now that I can understand and demonstrate my learning and knowledge of chemistry!


🕳Maker 9; An Endless Rabbit Hole You’ll Never Come Back From🕳

   Good evening ladies and gentlemen and welcome back to another episode of metal breakdowns with tonight’s host, yours truly, me. Okay to be fair, I’m tired. I’ve had a lot on my plate lately, so please, no criticism on this posts opening. Please. Now in case you were wondering, which you probably weren’t, I have managed to keep my head above water for the past couple weeks. How? I have absolutely no idea what to tell you. In the past three months we have had by far the busiest term of school I’ve ever experienced. And yes I know, “it only gets harder,” “you’re only in grade 9.” Blah blah blah. Yes I’m in grade 9 but that doesn’t in an way dilute the amount of effort I have to put in on a regular basis. So why am I rambling on and on about the amount of stress that is slowly drowning not only me, but almost every other PLP 9 student? Because of one of the core contributors to said stress! Maker! Now despite the high expectations and pressure we’re put under, I love maker. It’s always so fun and leaves so much wiggle room for creative opportunity. That what I though last year. This year, term 1 to be specific has given us an entirely blank canvas when it comes to creative and skillful development. This has been amazing and had contributed to my growth in this subject so much. To really break it down for you, we’ve been assigned a full out reflection on the term and our performance and growth in the curricular competencies we’ve been working with lately. I’m now going to demonstrate the innate art of full sending it into reflection mode. Enjoy, and don’t forget to fasten your seatbelt because you’re in for a bumpy ride!

qimono / Pixabay

 First up we’re going through the process of explaining the curricular competencies. Taking a first look at what you see below way back in September was a tad intimidating. Considering I was fresh off of summer break, still sporting a tan you can see how now that it’s the beginning of winter and nonetheless almost the new year I’m definitely more confident in my ability to comprehend the meanings of each of the competencies. Each and every one of the videos that I’ll be sharing with you today are ones that I can recognize the peaks and valleys of my performance with the competencies and my growth going forward. Take a look at the photo below and read the “simple,” description for each of the competencies and see how you feel. Now try making a grand total of 10 videos that are supposed to meet and eventually exceed the expectations that follow. Fun isn’t it!

The Beginning:

   I kid you not. PLP teachers have a gift when it comes to launching a project. From last years REM related project to that of this terms most recent Star Wars project. With maker this year we had the experience of creating a video on the spot. Zero preparation. Very little time. A task created solely to show us our improvement later on. Sounds very familiar. We were tasked with creating a four shot film. That basically meant only using four different shots and angles to create a mini movie. This was…well. A disaster. Video making was alway simply compiling a series of clips in iMovie and pressing play. It would always do it for me and that was the extent of my knowledge. I feel as though this was one of the best examples for the beginning stages of being an empowered learner. I leveraged technology in order to take an active role in choosing, achieving, and demonstrating competency in my learning goals. How so? Looking back upon our video now has given my insight on how the goals I set have come along and what I have done over time to get to where I am now with my skill set and knowledge of video making.


   In both my Alberta posts from earlier this year I ramble on and on about the up and downs of any and all aspects of the trip. In my PGP reflection on the trip I looked back upon my attitude and work ethic whilst in my This Land is Us post I cover everything related to our project on which we worked throughout the entirety of the trip. In Alberta we created a total of three videos each very different. Before embarking on the trip we started mapping out ideas and planning for our ghost town silent films. Working with groups of 5/6 was a beneficial component in the making of this video. While we had what seemed like little time to prepare, I have now learned that a week is plenty. Managing time and working with different technologies to plan and execute our video was definitely something we didn’t do a great job with this time around. In saying that I will credit myself in meetings if not exceeding the competency, computational thinking because of how quickly I had to find and facilitate a solution to our planning and filming fiasco. Getting from the point of confusion and simply “looking around,” for an hour instead of getting down to the nitty gritty and working with what we had was one hell of a transition for me that day. And I’m glad to say that I am still very proud of the work we did.

   Our next video in Alberta was sprung upon us out of nowhere. On our day trip to Drumheller’s  Royal Tyrell Museum we had to create a one minute video in one hour. Seems like a simple task right? Nope. We needed to really gab a hold of our knowledge constructor competency for this one. Our task was to find one artifact that fascinates us and talk about why. I think that the real challenge was finding something to be my topic. I swear ask Anthony who was my partner for this project, I changed artifacts maybe 3 or 4 times before finally deciding on one. Once again, I believe that the competency knowledge constructor is really emphasized in this video and the process that went with solely because of how we needed to apply the information we had already gathered to our video.

   The final video done in Alberta was a the big one. In my This Land is Us post I talk about the process for the video and the entire project as a whole so check it out. While doing this video I feel that I found solutions to the many obstacles I faced. Whether I displayed empowered learning or innovative designing didn’t really matter because I feel that as we went through the many different stages in making this video, I showed all of them. At different points in the pre and post production I was faced with obstacles relating to my preparation or my use of technology and resources. During the production on our trip, I had to manage multiple other components all the while having fun which proved my ability to be an empowered learner. I talk a lot about this in my recent PGP post regarding Alberta as a whole. 

Humanities & Maker:

   When we started our Revolutions Through The Ages project we knew that research would be a massive contributor to both our collective and individual success. In making four videos each on a different revolution all the while highlighting cause and consequence I believe that I strongly represented a creative communicator. In my portfolio post regarding the project I talk a lot about the competencies that we worked on. Aside from the project as a whole, I believe that in each of the videos I had to change from time to time. For example, the French Revolution video we made involved acting and the idea of creating a mini movie. In doing so I believe that I used a variety of technologies to solve problems in ways that that utilize tools and resources provided. We not only had to research deeper into the topic to accurately represent historical figures such as Marie Antoinette and Napoleon Bonaparte. I can confidently say that with each of these videos I demonstrated my abilities as an empowered learner and creative communicator with room to grow but still enough to meet expectations.

   Run was our big video project in maker this past term. We worked for weeks in each of the production stages all in order to create a carbon copy of the short film, “Run.” In my post on this specific project I talk about the process itself and the final product so go and check it out. For now I want to simply go over how I met and fluctuated a lot with the competencies for this project. Using different technologies to enhance our videos was a huge part of the production from the beginning to the very end. I felt that as an individual I worked well with finding new solutions when problems arose. In the production stage particularly, I believe that I contributed to the video’s success in figuring out the logistical side of things considering the set, time, and directing. Despite this I do clearly recognize that in the earlier stages of the pre-production I was a little bit below my personal standards. I do believe that the competency best represented through my process as a learner for this project is the innovative designer.


   The final video that I tackled this term was that of the Take Your Kid to Work Day event. In my post on the day and my experience as a whole I talk about my answers to the driving questions and I dive deep into my understanding of the working world, now what I’ve experienced parts of it first hand. With this video I believe that I was a total knowledge constructor. I know that by now I’m getting carried away with these competencies but I’m very excited at this point. This video was a huge challenge for me as I went to a hospital, specifically a cardio ICU where confidentiality is taken extremely seriously, leaving me with very little to work with. I somehow found a way to find solution to these issues and ended up with a stellar video that I’m very proud of. I really represented a knowledge constructor here because of how I leveraged the technology and resources I had to communicate and send a clear message to my audiences.

TeroVesalainen / Pixabay

   This is it. I have learned an insane amount of things from this course in the past few months, most, if not all of which will go on to help me later on. I fell that I confidently represented my learning and reflection of my growth in this post so its best to wrap it up! 

Thank you for coming to my TED Talk ✌️

🏞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!


   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.


   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 ✌️

🌸Spring Exhibition🌸

       Hello all, or should’ve I say goodbye, well for now at least. It is finally summer break and I am so happy!!! But of course, PLP being what it is we have to do one final piece of homework. I’m gonna let you guess what kind of homework. Yep! It’s a blog post! (Once again a slightly sarcastic exclamation point) Anyway, the topic in question is Blue Sky. This years final maker project was all about us choosing a problem or issue that we want to try our best to fix. Big companies like Google put 20% of their employees work time towards free work period and “genius hours” in which employees can choose to peruse any project they have. This is how things like gmail were born. This year at our spring exhibition we presented our very own blue sky products and our steps towards completion, otherwise know as the LAUNCH.

WikiImages / Pixabay

   Ok so what does a LAUNCH look like. With each letter in the word comes a step going forward in our project. I’m going too start with the beginning of course. Look, listen,  and learn. With the first step we had one simple task, think about a problem and how you are going to fix it. We started with some questions and a how might we paragraph. After heavy consideration and a bunch of switching from idea to idea, I decided to work with my own problem. Being what I consider as an athlete I tend to get hurt a lot. From strains to sprains I hate that the only thing that I really had to rely on was chemically induced products like heat rub which are horrible for you body. After talking with some people in my class whom also are affected by this issue I came to the conclusion that I needed to ask more questions outside of the teenage rage. This is where asking tons of questions, step 2 comes in. As you might know from some of my previous posts, asking questions through need to know charts are a very common concept in PLP. You can see some of my need to knows below but I will warn you that these were not entirely based on questions surrounding my project but the entirety of how blue sky works.

   At this point we had to have a pretty solid idea for our pitch forms. Once I got approved I moved on to the U stage. Understand the problem or process is where we started to do primary and secondary research. This is the point in which I started to fumble. After doing my honestly kind of lazy attempt at primary research, which is asking real people that would benefit or be knowledgeable about a product such as yours, I got feedback on how I needed to redo this part. I decided to contact a company that specializes stretching and healing sports injuries. Kinstretch did not however get back to me, even after I tried and tried again to contact them via email, live chat, and phone call. Since my U stage wasn’t the best I moved on to N as fast as I could. Navigating through idea can be challenging, but try having very little to go on and it gets much harder. I somehow found a way of bunching my ideas and cutting down to a final decision. I was going to make an app targeted at teen athletes. Once I had a conversation with my teacher I was introduced to app prototyping in keynote. This saved me so much time and taught me things I probably never would’ve figured out if I’d made a website or something of the sort. But with such little time and lots of information to input I needed to slim down my ideas. I chose to target three things. Fitness, stretching, and healing. On to C…

   Okay, the creative stage in this long process was probably the most enjoyable because I got to stress test my idea to people who would benefit it. Then I got a lot of feedback which kept me working for days leading up the the exhibition. I honestly feel like if I had done more to make what I made even better, I would’ve been happier with it in the end. I had a lot of ideas that weren’t realistic in the time period of one week. However I pulled through and I fixed a lot of little things which made my app prototype better in the long run. You can check out my LAUNCH presentation below! Before you go and do that I want to say that I have some big goals for the next blue sky project, they are quiet frequent around these parts. Although I wasn’t super proud of what I made, I did pretty good for my first blue sky and all that I can do in the future is improve!




– Ciara ✌️