People and the Environment Post

Hi everyone, and welcome back to my blog!

Today’s post will be about a project that I’ve just finished in Humanities. 

This project is called “People and the Environment”, and the goal of this project was to write a letter about an environmental issue that is important to us. I chose to write about illegal dumping in the ocean, and how it is affecting marine life. I chose this topic because I live Waterfront, and I really care about sea creatures. I addressed this problem to BC minister of environment, George Heyman.

The driving question in this project was: “How do people and the environment affect each other?” They affect each other because they both share the same home, planet earth. For example, humans can negatively and positively affect the environment based on their choices. The environment can affect human’s behaviour, and their daily mood, and they can also pose as a threat against humans with diseases.



To demonstrate my learning, I will highlight the milestones/stepping stones that helped me answer the driving question. 

The first activity I will be highlighting is “Guest Speaker: Megan Curren and Dennis Thomas.”

Megan Curren, an environmentalist and Dennis Thomas, a local buiseness owner, came to our school and answered questions we had about the environment, their buiseness, and their careers. I was one of the students chosen to ask them questions, the question I asked was: “Was it difficult to enforce the plastic straw ban? What steps did you take?” Her answer was: It was extremely difficult to convey the buiseness to use paper straws only. Her goal is to expand this regulation to a provincial and federal level.

This activity jump started my learning because it gave me information on the relationship between people and the environment. 

The next activity I’ll be highlighting is one of the Commonlit’s we completed during this project, “Lee Sherman and the Toxic Louisiana bayou”. This piece followed the story of a man who worked for a company called PPG for many years. During his career, PPG would order him to illegally dump waste in the local bayou. The company’s actions gravely affected the local community. 

This assignment helped me because this piece follows the same issue that my letter does. Furthermore, this piece helped me further understand the relationship between people and the environment. It told me that people are careless, and have zero respect for the environment.

This success criteria included in this assignment is “I can analyze how texts use literary devices to enhance both meaning and impact”. I demonstrated this criteria by doing well in my Commonlit assignments. However, something I could’ve done better was explaining my ideas.

The final milestone I’ll be highlighting is the letter. Writing this letter was no easy task and it took several drafts to complete. 

The critique that I received from my teachers was that my letter was too vague and needed more explanation. They noted that I needed to further explain what products were being dumped, as well as who is dumping these products. I applied this feedback tot my next draft. I added more examples of who is dumping products, and I made my solution more specific. 

The success criteria included in the letter was: “I can use writing and design processes to plan, develop, and create original, engaging, and meaningful texts for a variety of purposes and audiences.” Also, “I can reflect, assess, and refine texts to improve clarity, effectiveness, and impact for purpose, audience, and message.”

I demonstrated this criteria by researching, picking my audience, getting feedback from others, and revising my drafts. Looking back, I feel that I should’ve done more research for my letter, and I should’ve taken feedback better.

In conclusion, I enjoyed writing a letter because writing is one of my passions. Also, I found it interesting to study the environment because I feel very close with the environment. This project was definitely a challenge, but that made the final product more enjoyable.  In all, I hope we can do another project regarding the environment in the near future.

Thanks for reading today’s blog!

Game of Exponent laws Post

Hello readers! 

Welcome to my first blog post of grade 9!




Today’s post will be about a project I’ve just completed, “Game of exponent laws”. 

This project was based around exponential laws and the main goal of the project was to make a game that featured these exponent laws. 

This was a partner project, my partner was:


The driving question in this project was: “How does math make games more complex, interesting, and re-playable? 

Math makes games more enjoyable by adding probability, meaning anyone can win. If games were one-sided, these games would be less popular. Furthermore, math adds that sense of strategy, for example in our game there were many different ways to take advantage of your opponent based on the cards you had.

The work that I felt best helped me in answering the driving question was our math workbook, as well as math YouTube videos explaining exponents. There were times in this project where I was really stuck and confused. However, I feel that I have learned lots since the start of the project about exponents, even though I still don’t have a complete understanding.

Another activity that helped me answer the driving question was the Game rules. Throughout this project, we created multiple drafts of these game rules. They helped because we were able to brainstorm/organize all of our ideas on these game rules.

Every project in PLP includes the “Cirricular Competencies”. These competencies help guide the project and display what the expected outcomes are. 

In this project we had 3 competencies, Reasoning and Analyzing, Communicating and Respresenting, and Applying and Innoavating.



Reasoning and Analyzing: Use logic and patterns to solve puzzles and play games.

I started in this competency with little knowledge about how to make a working game.

In the past I have made games, but they didn’t include much complex math like this project did. By doing the project, I grew this skill tremendously by trying things out, and getting feedback from others. In the end, I extended this particular skill.

Communicating and Representing: Represent mathematical ideas in concrete, pictorial, and symbolic forms.

I started in this competency with not much knowledge because I didn’t  understand the mathematical ideas of this project quite yet. Like I mentioned before, understanding exponents was pretty tough for me, and it took a lot of work in-school, and out-of-school. However, I began to understand more thoroughly, and that showed in how our game looked, and which exponent laws it had.

Applying and Innoavating: Contribute to care for self, others, community, and world through individual or collaborative approaches.

I started in this competency as a a good group worker. However, I felt at times where the work was unbalanced because we were lacking communication. Nevertheless, we worked well without issue and that resulted in a good game.


To summarize, I really enjoyed the whole board game part of this project. Even though I struggled for a bit with understanding exponents, I feel as that I have learned lots. I also thought making the actual board was fun because I got to add cool medieval drawings, (even though it made it look like Clash Royale). In all, I hope the next project we do is even better than this one!

Thanks for reading!

Comic Cells Final Post

Comic Book

Hi everyone, and welcome back to my blog!

Today’s blog will be about a recent project I have completed in PLP Scimatics 8. 

This project is called “Comic Cells”, and the goal of this project was to create a comic where you demonstrate the interaction of cells with diseases. To create this comic, we used the app “Comic Life 3”.

The driving question in this project is: “How do cells and diseases interact?”. My answer to that is that they interact by trying to overpower one another and eliminating one another.

To demonstrate my learning, I will be highlighting the milestones/stepping stones that helped me answer the driving question best.



The first thing I will talk about is the Launch Entry Event, where we watched the movie “Osmosis Jones”. Osmosis Jones is about a white blood cell who’s mission is to stop an invading virus. I found this movie to be pretty funny since Bill Murray was the lead actor.

Watching this movie also helped in giving me a preliminary understanding of what cells are and what they do. It also gave me some ideas for what to include in my comic book.


The next thing I will talk about is milestone 2. Milestone 2 was our Disease Wanted poster. The overall goal of this milestone was to chose the virus we were going to include in our comic book, as well as include facts about our chosen virus. This helped with answering the driving question because it gave me an opportunity to get a better understanding of not just how my chosen disease works, but how other diseases work as well.

The disease I chose for my comic book was Marburg Virus. Marburg Virus is similar to the Ebola virus, and it originates from humans and bats.

Here’s my Poster:




The next Milestone I will highlight is milestone 4. Milestone 4 was our Comic book “Storyboard”. In this milestone we were just laying out the building blocks for our final comic. 

This helped me in my learning by giving me a chance to show what I know about cells and see what needed work. 

Here’s my Milestone 4 Storyboard.



To further demonstrate my learning, I will go over the Cirricular competencies and show what I did well, and what I could improve next time. 

The competencies in this project were Questioning and Predicting, Scientific Communication, and Evaluating. 

Questioning and Predicting: Demonstrate a sustained curiosity about a scientific topic or problem of personal interest. 

I think I accomplished this competency well and used my class time to my advantage. I feel like during the last couple of days we had to finish our comic I was really locked in and focused . I learned that its always better to finish things as early as possible then at the last second.

Scientific Communication: Communicate ideas, findings, and solutions to problems using scientific language, representations, and digital technologies. 

I think that I gained a complete understanding of cells from this project. I did that by completing milestones and reading about my disease and how it interacts with cells. I learned to show that growth by making a Comic book about cells and diseases.

Evaluating: Demonstrate an understanding and appreciation of evidence.

Overall, I think my comic had logical outcomes incorporated into it. At first, when I was making the outline, the outcomes were a bit shaky. But, I improved in that aspect in my final comic book. 


In conclusion, I really enjoyed making my own comic book!

I also found learning about cells and diseases to be quite interesting. The hardest part of this project for me was coming up with my own original comic book. 

In all, I enjoyed the comic aspect of this project and I hope I get to make another sometime in the future!


Ultimate Design Challenge Post

Hi everyone, welcome back to my blog. 

Today I’ll be writing about the recent project I have been working on in Scimatics 8.

This project is called the “Ultimate design challenge”, and is all about creating a model of an object that either maximizes volume or surface area.

The driving question in this project was; “How can we design an object to optimize its shape?”.

My answer to that is that you can design an object to optimize it’s shape by using design softwares and by using various math strategies.

This project was a group project, and my partner was Zach. Here’s a link to his blog: Zach’s Blog



To demonstrate my learning, I will be highlighting the milestones/stepping stones that helped me reach an answer to the driving question. 

The first milestone I will be highlighting is milestone 2. The goal of milestone 2 was to finish our Tinkercad model and also have completed formulas to calculate each shape of our design.

My partner and I chose to model after an Alienware gaming PC and a Steelseries Apex 3 gaming keyboard. (I created the keyboard and he made the PC.)

 I think that I really underestimated how hard making this model would be. For example, it was hard to move shapes around, set shapes at the right angles. And also, it was hard to keep my composure. However, the more I used the software, the more I understood it. 

The next step after completing the model was to get it 3D printed, unfortunately, my model wasn’t 3D printed.


Here’s the formulas I decided to use to calculate my objects☝️


The next milestone I will be highlighting is Milestone 5, which was our presentation to the class. 

In this presentation we demonstrated to the class what we did, why we chose to do it, and our final calculations. 

One thing that I was really proud of from our presentation is how we talked more about the process of doing everything than just taking about the calculations. 

If you want to look at our keynote deck, click this link: Ultimate Design Challenge Presentation



Every project we do in PLP is guided by the curricular competencies. To show my learning, I will describe what went well in each competency and what I could improve on.

The Cirricular competencies in this project were, Applying and Innoavating, Reasoning and Analyzing, and Communicating and Representing.

Applying and Innoavating: Contribute to care for self, others, community, and world through personal or collaborative approaches.

I think that at times during this project I was off task, however near the end I was really locked in and was focused on getting different tasks done. For example, in milestone 3, (which was our calculations of our models), I focused more on getting it done with quality and not with speed and it really paid off. 

Reasoning and Analyzing: Model mathematics in contextualized experiences.

When I first started modelling my object in Tinkercad, I had lots of trouble navigating the software. However the more I attempted to understand the different functions, the more used to the software I got. I learned to show this growth by completing and demonstrating my fully completed 3D model.

Communicating and representing: Explain and Justify mathematical ideas and decisions.

When I first started learning more about surface area and volume in the worksheets it was pretty difficult to understand. However, the more I did practice in the workbook, the easier calculations different objects got. I learned to show this growth by calculating the various shapes of my model in Milestone 3.



In summation, I found creating a 3D object in Tinkercad to be really cool! At the beginning of the project my understanding form technology was very minimal, and by using this software I think I expanded my knowledge. I also benefited from the extra math practice that this project had. In all, it was a fun project with many challenges.

Thanks for reading today’s blog!

Chemistry Coding Post

Hi everyone, and welcome back to my blog.

Today I’ll be writing about the project I have been doing in Scimatics 8.

This project was based around the “Kinetic Molecular Theory” and coding.

The kinetic molecular theory describes how atoms react differently to various states of matter. And how when changes of state occur, a change in particle motion happens as well.

Everything in PLP is guided by the “driving question”.

 The driving question to this project was “How can the behaviour of matter be explained by the kinetic molecular theory and the atomic theory?”

My answer to that is that it can be explained through different game inspirations and through various simulators.

The first step to this project was creating a “project start mind map”. This mind map included our “need to knows”, things that we already knew, and examples. At the time the only thing that I knew about atoms was that they are small. I was quite familiar with these mind maps since I had done a few of them in past projects. This mind map was Milestone 1 in the project.

Also, at the end of the project we answered any of our previous need to knows.


 Since the final product was a coded game, the next step was to start building up to that. One of the key pieces in the evaluation criteria was including historical models from different scientists. Before we could choose our models, we first had to build knowledge on these scientists theories and discoveries.

To do that we did some workbook practice. Later on in the project we also did a test on the theories and models. 

For my game, I chose to include models from Niels Bohr and Ernest Rutherford.



All projects in PLP are guided by the Curricular Competencies. To demonstrate my learning further, I’m going to list what I think I did well and what could be improved.

Questioning and Predicting: Demonstrate a sustained curiosity about a scientific topic or problem of personal interest.

I think that during the project there were times where I was not focused. However, near the end I was really putting in the extra effort to get things done and elaborate with all of my ideas.

Scientific Communication: Communicate ideas, findings, and solutions to problems using scientific language, representations, and digital technologies.

It took me some time to communicate ideas and put my game together, however, I think my ideas were solid and that’s what made my game cool. Personally, I really benefited from the workbook practice, as well as the test because it gave me the knowledge to create a cool game. I think that I really improved in this skill during this project. 

Reasoning and Analyzing: Use logic and patterns (including coding) to solve puzzles and play games.

At first, coding seemed impossible. Things were not working out the way I wanted and my knowledge on coding wasn’t there. The way that I improved was by exploring various resources and practicing coding and getting familiar with it. 



Now, the final product!

Unfortunately, the was a technical problem so I only have pictures to show you guys.

I will make sure to add the game link when the error is resolved!

For my game I chose to use Carbon, Hydrogen, and Oxygen as my molecules. I soon realized that those 3 mixed together create soda pop so I chose that as my game idea! My first thought was a to create a game instead of a simulator because I wanted something that was fun for the user.


To summarize, I found learning about molecules and atoms to be really interesting. Furthermore , it was cool to code and create my own video game. The thing that I found most challenging in this project was coding at first, since I wasn’t very familiar with it. My favorite part of this project has to be finishing my final product and being proud of it!

Thanks for reading today’s blog!

The More Things Change Post

Hi everyone, today I’ll be writing about the project I just finished in PLP 8.


This project was based around European settlement and also the First Nations. Another aspect that we learned about in this project is “Continuity and Change”. This is our final project of Humanities In PLP 8!

In this project we worked in groups to create our final product. The final product in this project was an Infographic.

The driving question in this project was “What did European Settlement mean for all the people involved?”

My answer to that is that it effected trade for all those involved. For example, the Europeans received resources to make hats and different fashion, and the First Nations received new foods and modern tools and weapons.


To demonstrate my learning, I will be highlighting the milestones/stepping stones that helped me reach an answer to the driving question.


The first thing I will be highlighting is the history of settlement and how it effected each side.


During this project we had a pages notes document that we regularly updated with information about settlement as a whole. We learned about treaties, relations between different sides, importance of land, and colonization. This info was important because it was a key part of our Infographic. This information was the evidence that supported our thesis on the Infographic.

I found it interesting to learn about First Nations because where I live there seems to be a presence of First Nations culture. Furthermore, this info extends my thinking on previous knowledge that I obtained in elementary school.


The second thing that helped me answer the driving question was the Survival Challenge activity that we did. This helped because it gave me an idea of what is needed to survive in the wild. To do this, we created a video demonstrating a survival technique of our choice.

I did this activity with my partner, Samuel and we chose to demonstrate an SOS signal.

Here’s our Survival video!

This video was really fun to make and I would be open to something like this again!


The next milestone I will be mentioning is milestone 4.

Milestone 4 was our Infographic about European Settlement.

To prepare for this milestone, we learned about what made a good Infographic. I learned that Infographics must be short and sweet an they also must tell a story.

Also, we brought various drafts and received peer critique.

Here’s my first draft:

The critique that I got was to change the colour of the hat, find credible sources, and center images and text better.

My partner and I took this feedback and started fixing our mistakes.



Now here’s our final draft!

To make the Infographic better we changed some of the info so that it resounded more with the thesis. We also centred the text and images better.

Now the Infographic wasn’t the final piece, to give the viewers of our Infographic a better idea of what settlement meant, we created a video that explained it.

To create this video, we used the Keynote feature “Magic Move”. This was my first time using it, so it was a quite learning experience!

To watch our Infographic explainer video go to the top of the post!




Every project in PLP is guided by the “Curricular Competencies”.

This project had only 2 competencies, Using Evidence, and Identifying Continuity and Change.

For Using Evidence, I think at first I wasn’t that advanced, however now I think I have improved those skills. I learned to show that growth by practicing on finding credible sources and using evidence that relates to what I’m implying.


And for Identifying Continuity and Change, at first I had no idea what Continuity and Change was. And now I fully understand what it is and how to apply it. I learned to show this by doing milestone 2 and by writing a Continuity and Change statement for my Infographic.


In Conclusion, I found learning about settlement and the First Nations especially really interesting. It was also good to work on Group work, something that you will regularly see in PLP. Furthermore, it was cool to make an Infographic as our final product.


Here’s a picture of my partner and I by our sign!

Thanks for reading!

Destination Imagination Post

Hi everyone, today I will be writing about a project we recently finished. This project was called Destination Imagination.”DI” is all about critical thinking and thinking quickly. The main goal of DI is to find a solution to the challenge that you get. There are 4 different challenges; Technical, Scientific, Engineering, and Artistic. Normally, we would present our challenge solutions at tournaments, however due to Covid, we created videos.

My challenge was Technical and my partners were: Cooper, Aaron, Julian, Ben T., and Declan. Our group name was: “Technically Happy”.

Here’s what our challenge required:


Now for DI there isn’t just one challenge to solve, there are two. Along with the main challenge there is an Instant challenge. Each group had a different Instant challenge, some challenges were in Presentation format, and some were in  Creation format.


Also, to prepare for this “Instant challenge”, we did many practice challenges to get ready. These challenges tested us to work together as a group well, but also in a quick manner. That’s the thing about instant challenges is speed, and if this were a normal year, we wouldn’t have as much time to prepare for the challenge. More on the practices, we acted as objects for the scenery, and we rarely got to use literal objects. This was good help since we had to do the same thing for the real Instant challenge.


My group got a “Presentation” type of challenge for the Instant challenge. Looking back, I think that we could’ve been better prepared, however I think we acted our roles well.






Our first task, which was pretty hard: was creating our own Basecamp Project. Actually creating it wasn’t hard but organizing our work by ourselves instead of the teachers was hard.


We then started to meet our challenge requirements and we had to fill out lots of worksheets.


I think that it took a while for our group to develop ideas and it was quite frustrating at first.

After many out-of school Zoom calls we had a full rough script to show our teacher. We had many good ideas and a long script which would be good in the long-run because some of our ideas wouldn’t be included.


The next step was to do a quick rough run through of the script and present to our teacher. This led us to assign roles for the characters and I chose to be the “guide”.

We didn’t have all of the tools and props at that time so the critique/ recommendations were pretty straightforward. At this time, we hadn’t started any filming we were just going through things and exploring all options.



In the middle of all of this, we were creating our Team Poster.

Here’s our design;


We took a photo with all of us gathered around the poster, unfortunately I don’t have that picture.


During the next few weeks, my group filmed the video and worked on the overall visuals of the video. Since our video didn’t have many literal materials, (it was mostly CGI), our work doubled. For example, we created a HUD, a health bar, and different sets. And of course, the editing was very extensive.

Like before, we brought a rough draft and presented it to our teacher. At that point, our video was only 3 minutes long and we had 5 minutes! So we already knew there was more work to be done. Our teacher recommended that we add subtitles since sone of the audio overlapped. Also, that we make things that are happening more clear.


During the last week, we added the finishing touches, as well as making a Q&A video explaining the process of our video solution.

In response to the critique that we got, we added an introduction explaining what had happened to this adventurer. That rounded our video to exactly 4:59 out of the 5 minutes we were limited to.

Now finally, here is our video solution!



And here is our Q&A video!


We placed 1st for our main solution and also 1st for our Instant Challenge!






In summation, I think everyone that did this project would agree that it was a lot of work. However, seeing and being proud of the final product made me realize that all of the work was worth it. Looking back, I think my group and I could’ve gotten more points by making the scenes more clear, and by incorporating more real materials. I also think that we could’ve assigned roles better, instead of putting all of the work on 1 or 2 people. The things we did well was working efficiently, and working well together. We also spent many out of school hours working on this project.


Thanks for reading today’s blog!


Growth Mindset Post


Hi everyone, today I will be reflecting on the recent challenge I have been doing in class. This challenge was all about developing a growth mindset and learning how to fail. A growth mindset means that you believe that basic abilities can be developed through dedication and hard work. The contrary of a growth mindset is a fixed mindset. A fixed mindset means that you believe intelligence is fixed—so if you’re not good at something, you might believe you’ll never be good at it.

We represented our learning and knowledge through a “Growth Mindset Journal”.


During this challenge we learned about grit, effort, and how your mindset affects your learning.


Max’s Growth Journal

This book contains our answers to questions about things such as our grit and effort and our thoughts on intelligence.
The big thing that I learned from this challenge is that skills come from development and failure. As opposed to coming from genes or being “born with them”.
Also, I learned that failure is “the first step in learning”, it was my first time hearing that saying in learning. I mean I’ll admit it there has been times where I failed at something new, and got really discouraged from that.
Looking back at this lesson, something that influenced me was a video about a survey. This survey studied the amount of Harvard grads that ended up reaching their full potential of say a CEO, and few did. And the reason behind that was the fear of failure and them not being used to failure. Because of their consistent success, they didn’t know how to learn from their mistakes.
This finding led me to understand that school is a fraction of what the real world is like.
As for all projects we do in PLP, this challenge had a final product. With all of our knowledge of growth mindset and developing new skills, we created a “Long-Term Goal selfie”. However this goal had to be realistic and achievable by June.
Here’s my goal selfie:
I chose my goal to be about artistic skills because art and just trying new techniques has been something I have avoided. An example of achieving my goal is by instead of text I could use drawings to represent my learning.
To Summarize, this challenge has taught me many new things. It taught me the difference between a fixed mindset and growth mindset, that you should take risks, and most importantly that it’s okay to fail. It also that school is essentially an “artificial world”, since failing isn’t accepted. The biggest thing that this lesson did was prepare me for the real world.
Thanks for reading!

Argh Matey! Post

Hi everyone, today I’ll be writing about a project I have recently finished called “Argh Matey”!

This project was all about European exploration and the impact that it had. It was also about pirates, hence the Argh Matey name. 

The driving question in this project was: “What was the impact of global exploration”?

My answer to that is that exploration of the americas impacted the people living there, the foods in Europe (Pizza from tomatoes), and affected humanity as a whole.

This project also included analyzing worldview, which is what our last project was about. To read that post click this link: “How it started How it’s going” Post.



To represent my learning, I will show you guys the milestones/stepping stones that helped me answer the driving question best.  I will also show you the final product to this project. 

Milestone 1 was about analyzing cause and consequence. Cause and consequence is a technique that historians use to examine tragedies and accomplishments from the past. There are underlying causes, immediate causes, and immediate consequences, and long term consequences.

For this milestone we used an app called “AR Makr” to tell a story using the cause and consequence technique. Also, we created one object for our display using keynote to bring our story to life.

Here’s what ARMakr looks like:




The competencies assessed for milestone 1 were Discussing, Listening, and speaking, Analyze Cause and Consequence, and finally Empowered Learner. 

For Discussing, Listening, and speaking, I think that at first I was pretty solid at that competency. However, there’s always room for improvement and I think that I did just that. I did that by being more engaged in lessons, and keeping focus on whoever is speaking.

For Analyze Cause and Consequence, at the beginning I didn’t quite know what I was doing. I got better at this competency by working on it more and by exploring different topics and finding the causes and consequences of those events. Now, I think that I’m pretty good at organizing different ideas into the web.

For Empowered Learner, at first I knew how to use my iPad tool pretty well. However, learning how to better use both ARMakr and Keynote expanded my knowledge more.   

We learned about cause and consequence and drawing in keynote because they ultimately tied in to the final product. This milestone helped me answer the driving question because when we were learning about exploration we used cause and consequence to learn why they explored and what the effect of it was. 


The next thing that helped me answer the driving question was learning about global exploration. This helped because the driving question is based on what the impacts of global exploration were. Throughout these lessons we first learned why the Europeans explored. They explored for the three g’s, Gold, Glory, and God. We also learned lots about Christopher Columbus and the Columbian Exchange. The Columbian Exchange was a period where trade of food, animals, and disease happened between the Europeans and Indigenous peoples.This information was crucial because it was the main piece in the final product.

Finally, the milestone that helped me answer the driving question best was the final milestone/final product. For the final product we first created a web of cause and consequence based around “the age of exploration”:

 I then took those ideas from the web and created a story spine. A story spine is a technique of storytelling that is very commonly used in movies. Soon after, I converted the story spine of ideas and wrote a script about why the Europeans explored and what the causes of that were.

The second step of the final product was creating a ARMakr scene with objects that we created ourselves. Also, the script that I wrote ended up going along with our scene, so I spoke my script while I was moving around my scene. Furthermore, these objects fit with each paragraph I said. We ended up posting our ARMakr scenes as videos to YouTube.

Here’s my Scene:




The competencies in the final product were the same as milestone 1. 

To add, at the end of the project we were treated with a pirate pack from White Spot! 

I ordered a hamburger, fries, strawberry ice cream, and a chocolate milk.

We also took our ships that we received and played around with the White Spot app.

Here’s my pirate ship:


In conclusion, I thought that this project was really fun because, well our reward was a pirate pack! I also found it interesting to learn about pirates and exploration, however I found that pirates are portrayed in a fictional way in today’s society. It was also good to learn more about how to use Keynote and ARMakr because using visual/artistic techniques to represent my learning is one of my personal goals.

Thanks for reading today’s blog!

Let’s Reflect Post

Hi everyone, today for Day 11 of the student blogging challenge I will be looking back at the things that I was proud of. Also, I will be telling you guy my blog plans for the future!


I will start by saying that this challenge really helped my blogging skills. For example, I learned the importance of media and visual. Aspects, as well as the importance of Tags and Categories.

The weeks that I feel that I learned the most from was the Embedding content Post from week 3 and the Emojis post from week 7.


The embedding content post helped because it taught me how to add links, rename them, and add YouTube videos. The reason it was so important to learn is because adding links/media will be important for me in the future. Also, adding visuals to show my work is one of my current goals so it was important to add that aspect to my blog.


As for the Emojis post, it helped me with my creative thinking skills because the goal was in the post was to create a story using emoji prompts. It was important because it gave me a chance to work on my story telling skills. Also, in relation to DI, a project that we are currently doing, the post was all about creating a story within the emojis that you got.


Now to my future blogging plans, I think something that I want to start doing is doing like a weekly review of something. Also, I want to continue to write about my interests and different cool stories that I have for you guys.


We got a certificate at the end of the challenge so here is mine!



Thanks for reading!

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