Category Archives: Pages

Group Project, Humanities, Learning Advance, Pages, Reflections

Power of Imagination Post

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Hello readers, and welcome back to my blog! Today’s post is about the recent project we’ve been doing called “Power of imagination”. This project was all about Disney of course, since we went to Disneyworld! This was our first ever out of loon lake learning advance, and it lasted from February 28th to March 9th. The driving question to this project was: “How do Disney theme parks shape and influence the cultural, economic, psychological, and social experiences of visitors?”. They do this through immersive storytelling and visual aspects that make people feel “like they’re there”. I felt this especially at Toy Story land at Hollywood studios, where you felt like a toy, since all the toys around you were life sized. The final product for this project was a video that answered the driving question through interviews, examples, and references to the past. My group partners were: Alicia, Erik, Carter, Ben T, and Theryn.

For keystone 1, we were tasked with creating a “PKM” collection. A PKM stands for “know, wonder, learn, and is a way of organizing your thoughts through notes, links and reflections. We created our “PKM’s” on craft, an app that’s somewhat new for us. For our pkm’s we had to research topics that resounded with our project topic. Since our group was Psychological, I researched on that basis. Here’s one of the PKM’s I made:

I found this keystone to be really resourceful, as I learned more about disneyworld and places I could visit. 

For keystone 2, we created a group pitch board for our final video. My group partners were: Alicia, Ben T, Theryn, Carter, and Erik. For this assignment, we made an effort to organize all of our ideas:

Our main talking point was nostalgia of multiple generations, and how Disney had influenced them. We planned to interview people from different generations, and get their opinion on how Disney has influenced them. 

For keystone 3, we were tasked with creating a storyboard for our video. This was a chance to visualize our ideas, and get an idea of what our video would look like. This is also where we assigned roles and responsibilities for each task. I was tasked with narrating and filming an interview at Hollywood studios. 

Here’s what our storyboard looked like:

Next, we had to complete our final video script. We all evenly contributed to this task, and provided our own ideas into it. Since I was narrator, I had most of the lines for the video.

On February 28th, after a false start, (our initial flight was cancelled), we got to florida on late Tuesday night. What a relief it was to finally get there…

On the first day, which was at Magic Kingdom, we all immediately felt the magic of Disney:

IMG_2893

During my day at magic kingdom, I filmed one of my trend videos which was my “just wanna rock dance”. 

The work for my trend video didn’t start until we got to Hollywood studios. Erik and myself conducted interviews while in a Walt Disney museum. We asked people about how Disney has affected them, and what makes them feel nostalgic. 

Here’s what Hollywood studios looked like:

IMG_2899

Once we got back from the trip, it was time to put it all together. We had our clips and interviews all filmed, and the hard work began…

When we started to edit we realized that there was some missing components, that would need to be troubleshooted. For example, our audio in our interviews was pretty quiet and we had to add subtitles over it. 

In summation, going to Disney world was an experience of a lifetime and is something I’ll never forget. It was an opportunity to know my peers better, as well as the teachers. As for the project, it was hard work to coordinate different shots and interviews, and we faced some adversity. In this project I got to work on my group work and communication, which was key for us to complete the video. 

Thanks for reading!

Group Project, Humanities, Pages, Reflections

Romeo and Juliet Post

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Hello readers, and welcome back to the blog. Today’s post is about the recent project we’ve finished in Humanities. This project is all about Romeo and Juliet, by William Shakespeare. The driving question in this project is: “How has William Shakespeare’s Romeo and Juliet remained relevant to contemporary storytelling? Although the language is very different today, you still see similar variations of his storytelling. For example, you see many variations of the infamous balcony scene, and the final death scene. The final product for this project was to recreate a scene from the play with modern aspects…..

We started off the project by reading scenes from the original play. In the process of that, we explored the language, and what it really meant. There was many words that meant no sense to me, and when I saw their definition, it really surprised me. Words such as, “hither”, and “Thither”, seemed pretty out there to me. Also, we did a “Elizabethan roast” activity where we combined different terms to create the perfect roast!

Here’s a few of my burns…

“You fawning, crook-pated, bugbear!”

“You saucy, dizzy eyed, giglet!”

As we read through the story, I discovered more about the story as a whole, and also the language used. It also gave me an opportunity to see which scenes I liked beast, as the final product was to recreate a scene of our choice.

For Keystone 1, we were tasked with creating a themebook, that explained each scene, and included evidence from a adaptation. To complete this, we watched “Gnomeo and Juliet”, and “warm bodies”, in class. Both films are adapted from the play, and both follow similar storylines, other than the fact that one is a zombie movie!

After completing keystone 1, we were put into our movie groups. My group was Alicia, Fraser, and Makenna, and we chose to recreate the “balcony scene”. Right as we were put into groups, we had to create our “film pitch”. We chose to center our scene around two teens, Rowan and Jessica, who fall in love through Snapchat. After finalizing our plans, it was time to put them into action.

My role in our scene was Rowan, the main character, and it was quite the experience. There was few “cringe” scenes in there, that took a lot to film. But you can judge for yourself: Rowan and Jessica, a Romeo and Juliet recreation..

The filming process was fun, as I got to have fun with my friends and create good work. The best part to me, was the credits scene where Zach and I broke out into song. It was an off script moment, where we were just screwing around, and Fraser thought it’d be cool to put in.

In summation, this project was a blast to do with Mr. Harris. We learned about old language, and how it’s evolved over time. And, how one story has been incorporated in hundreds of movies and films. I liked how we had little to no limitations, and could really release our creativity into our scene.

Thanks for reading!

                                                                                                                                           

Humanities, Individual Project, Pages, Reflections

Gold digger Post

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Hello readers, and welcome to my first blog post of grade 10! This year so far has been a lot different, and I’m excited to write to you guys this year!

Our first project of the year was called “gold digger”, and was all about the gold rush in BC. Specifically, the Fraser River gold rush, and the Cariboo gold rush. We started our project by establish our need to knows. We did this while watching a documentary called “Gold fever”. This doc explained gold in BC, how it was discovered, and which groups were involved. We also wrote some preliminary notes, that gives us an initial understanding of the gold rush as a whole.

Our first assignment was to create a timeline that demonstrated the events that occurred, and what changed during the BC gold rushes. We created our timelines in “Canva”, an app that is really useful for graphic design. Here’s what our timeline looked like:

 In this timeline, we discussed the events leading up to the Fraser and Cariboo gold rushes. We also discussed confederation, and how it was affected by the gold rush.

 

We then learned the difference between summarizing and paraphrasing. Summarizing meaning to condense source material, still in your own words. And paraphrasing meaning putting something into your own words int he same detail as a source. We  further explored this by using “craft”, and app where you make notes instead of “taking” them.

We then began our first keystone of the project, which was a web of cause of consequences, something that we had done previously in PLP. The key question of this assignment was “How did the gold rush shape BC?” Along with filling out this sheet, we wrote a summarizing paragraph to accompany it. Here’s a photo of my completed worksheet:

The purpose of this assignment was to organize our thoughts, and understand the topic more thoroughly.

Our 2nd keystone of this project was creating our own “character cards, of the gold rush. We created them in pages, and these characters had to be fictional. To build ideas for our character, we “made” notes in craft. I was assigned “black Americans in the gold rush” as my topic. I found some good sources that explained their involvement, and I found sources that talked about significant people. 

Here’s what the app craft looks like:

After completing our notes, we had to start on our character cards. These cards had to explain the character, key details, and it had to include two “artifacts”, that described the character.

Here’s what my card looked like:

I was proud of my work, and I thought I had described the character well. This character would be important for the final product…..

Then, we began our story outline. And, surprise, the final product is a story about our assigned group of people. So my story was about black Americans in the BC gold rush. Here’s what my outline looked like:

 My story was sounding good, but I felt there was a few plot holes. I had never writen much, so all of this was new for me. 

And now for the final story. All of our note-taking and note-making had been leading up to this. To shorten it down for you guys, my story was about a man from San Francisco named Tyrese Laquavion III. He wanted to strike riches, and to make that happen he endured several expeditions, created buiseness, (with the help of others). And in the end, it all came together. 

Here’s a link to my full story:

Black Americans in the BC gold rush

As previously mentioned, I’m not much of a story teller, so this was a gruelling process for me. To get an idea of what to incorporate, I asked my sister, (who’s in PLP 12). She’s a much better author than me, so she set me on the right track. She taught me about detail, setting, and how to move from idea to idea in your writing. 

After submitting our first draft, we did some in-class peer critique. I found this to be very helpful, as everyone was insightful, and clear. I got mostly positive feedback, except for some spelling mistakes and small mistakes. So, my revision was limited as a result.

In conclusion, I enjoyed this project, as we tried out new apps, and learned about story writing. It was also cool to learn about BC history, and what happened before confederation. New concepts were explored in this project, with “note-making” as opposed to note-taking. In all, this project was great, and a good start to PLP 10.

Thanks for reading!!

Pages, Reflections, Scimatics

Time is Money post

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Hello readers, and welcome back to my blog. Today’s post is about the recent project we’ve completed in Scimatics 9. This project is called “time is money”, and is all about conducting a buiseness and predicting your earnings over time using linear equations. The driving question in this project is: “How can we predict our finances for the future?”. We can do this by using linear graphs and equations. Also, by identifying the determining factors of your buiseness, such as wage, expenses, and startup costs. 

To begin the project, we had to choose our buiseness. In Showbie, we commented our top 3 choices, mine were selling prawns, collecting bottles, and power washing. In the end, I chose power washing as my buiseness. 

We then had to determine our expenses, wages, and startup costs for our buiseness. We organized this in a numbers spreadsheet. 

Here’s my spreadsheet:

After creating the spreadsheet, we took the data and put it in a equation. This equation would determine our initial profit from this buiseness. 

Here’s my equation:

In the equation, y= total earnings, x= time, and b= initial startup costs. Since I had such a big startup cost, my initial profit was -635.5$. However, I still didn’t know how long it would take me to break even. Or how much I would make in a typical work year. 

To determine those numbers, we took the results from the equation, and put them in a graph. 

Here’s what my graph looked like:

Using the graph, I determined that it would take me around 43 hours of work to break even. And that in a work year of around 1700 hours, I would make 25,000$. 

Now for the curricular competencies. 

Understanding and solving:

I accomplished this skill. During class time, i spent most of my time on task, however, there were some times where I was off task. Furthermore, I completed most of my assignments on time, except for the khan academy quizzes, as it took me awhile to understand the concepts. 

Communicating and representing:

I extended in this skill. My equations was accurate and descriptive. Also, my graphs we’re clear, and demonstrated profit over a year, and how many hours it would take to break even. Furthermore, these were clearly demonstrated and explained in my video. 

Connecting and reflecting:

I extended this skill. In my video, I compared my buiseness to a career at McDonald’s, and how much you would make over a year. I also clearly explained how my buiseness affects the environment. My business uses gas, so I predicted that my buiseness negatively affects the environment over time. 

Now for the final product, the video. 

In the video, we had to explain our buiseness, whether it would be successful, and how it affects the environment. I created mine in iMovie, and added voiceover underneath the images I was showing. 

To summarize, I had lots of fun in this project, as it was cool to simulate y own buiseness. However, my buiseness didn’t turn out to be that good, cause I only made 25,000$ a year. In contrast, a job at a grocery store would pay much more. Furthermore, I was really proud of my final video, I thought it explained my buiseness really well. 

Thanks for reading this post! 

Individual Project, Pages, Reflections, Scimatics

MITOSIS VS. MEIOSIS

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Hello readers, and welcome back to my blog. Today’s post is about the recent project we’ve completed in Scimatics 9. This project was called, “Meiosis models”, and was about meiosis and mitosis, and how they are similar and different. To shoo our understanding we made models, conducted experiments, and created a narrated video to show our understanding. The driving question in this project was: “How is the reproduction of cells essential to the survival of organisms?” It’s essential because if the species ceases to reproduce, the species becomes very weak and more vulnerable to extinction.

To start of this project, we created a “project start mind map”. In this map, we added our thoughts, questions, and examples.

Here’s what mine looked like:

My understanding was pretty low at the beginning, so I had a lot of questions about this topic. 

Then, to begin to build our understanding, we did a workbook. These workbooks had info about meiosis, mitosis, and how they are used everyday. This workbook helped me lots in understanding the project as a whole.

Then to test our knowledge, we did a Khan Academy quiz. It seemed that there was a lot of new content in the tests, so it took me awhile to get a good score. In the end, I got a solid 8/9.

The next step was completing our Meiosis and Mitosis models.

In this milestone, we used “tinkercad”, a design software, to create these 3D models. 

Here’s my models:

Now to go over the competencies of this project:

The competencies were: Questioning and Predicting, Planning and Conducting, and Scientific Communication.

 

Questioning and Predicting:

I demonstrated a sophisticated understanding of this competency. I used my class time well, finished assignments early, but most of all, created really good work. There wasn’t really a tie where I was off task, but next time when I have nothing to do, I could look forward to other assignments/projects.

Planning and Conducting:

I demonstrated an extending level in this competency. At first, I didn’t understand the experiment all that well, and I made many mistakes. But, I asked others for help and eventually understood the procedure. I didn’t get the greatest of microscope results, but we later did another experiment, and I got much better results. As my first microscope experience, I think it went well, and I learned a lot.

Scientific Communication:  

I demonstrated a solid, sophisticated understanding in this competency. My video effective showed my understanding, I used good vocabulary, and effective transitions. I also used my models to explain both Meiosis and Mitosis well. My voiceovers were concise, and were synced well. 

The final step of this project was the Final narrated video. In this video, we combined our knowledge of the processes, our models, and our experiment photos to demonstrate mitosis and meiosis. I created my video in iMovie, a software that I’m pretty familiar with. 

Here’s my final video:

I’m pretty proud of my video, even though I didn’t do some things that well. For example, my final models could’ve been more detailed, and I mispronounced some words in my voiceovers.

To summarize, I learned lots about reproduction in this project. At first, I had no idea what mitosis or meiosis were, I couldn’t even pronounce them. I learned how to use a microscope, use tinkercad, and used iMovie more in this project. The toughest part of this project had to be the Khan academy test, as it really tested my knowledge. There was alot of new content, so it took me a while to understand. My favorite part of this project was making my narrated video. I always find video making a fun thing, so I put a good amount of effort into my video. 

Thanks for reading!

 

 

Group Project, Pages, Reflections

Destination Imagination Post

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Hello readers, and welcome back to my blog. 

Today’s post is about the recent project that I’ve completed in Maker 9, called Destination Imagination. This project follows the creative process, and it requires hard work. Each team is a assigned a challenge. In my case, I got the Fine Arts challenge, “Tricky Tales”. This challenge was all about a Trickster, an Illusion, and a costume transformation. My group members were https://www.blog44.ca/inesm/, https://www.blog44.ca/mateok/, https://www.blog44.ca/cooperk/, and https://www.blog44.ca/dylans/. Our group name was “The Coin did it for us”.

     

The first task was a test that evaluated our initial knowledge of the challenge. I didn’t do all that well in the test, but I eventually learned all the aspects of the challenge really well. 

The next step was to determine the details of our challenge and also assign roles.

Here’s the roles that we assigned:

 

I was the “DRI” in our group, so I made sure that everyone was on task, and fulfilling their roles. 

Here’s the different aspects that were required for our performance:

The next step was to start building our challenge. It was difficult at first for us to brainstorm ideas. At first, our idea was about a rich hotel owner that was a bad guy, and his decisions would soon come back to get him. However, we made our story about a medieval king that gambled away a sacred coin. This sacred coin kept the peacefulness and serenity of the town, so when it was gambled away, the town of gregoria fell into a famine. (I don’t wanna spoil too much). (You can watch the video at the start of the post).

The script took lots of work to make. It took me and my partner Mateo 6 hours to write it!

And I wrote it during my vacation in whistler.

Anyways, we read through the script in-front of the teachers. And they had one big question.. “Where’s your stuff??”. Meaning our set, costume illusion etc. 

So the next step began, building. The building would end up to be the hardest part of this project.I was in charge of building the set, and I did a bit of the painting too.

Mateo had the idea to put our 2 sets on a dolly. So that it could be turned easily and quickly.

Here’s a video of our completed set in action. IMG_2284

 

The first set is the town setting/castle entrance. And the second is inside the castle. 

The structure is made of wood, connected to the dolly with zip ties, and I used a hockey stick for extra support on the sides. My group and I spent lots of time in and out of school to build stuff and paint the set. 

We then did our second dress rehearsal, but it didn’t go so well. Since we hadn’t had the opportunity to practice transitions. We then spent the time to make those transitions smooth.

Then it was spring break, we used the break to memorize our lines and get familiar with the performance. I had the main role of “Radcliffe”, so I had lots of lines, (and a song).

When we got back from the break, everybody seemed nervous for the Tournament. We used the last bits of class time we had to practice as much as possible. 

The day of the tournament we were all really nervous and scared. We had spent months to prepare for this, so it was a pretty big moment. 

After our performance, we felt pretty good getting it over with, but we still had the Instant Challenge. (Unfortunately, I can’t discuss the details of the instant challenge with you guys). But I can say that we did pretty well, however our performance got halted by the 2 minute timer. As we ran it on too long.

Here’s a picture of the feedback we got from the appraisers for our MAIN challenge:

They didn’t tell us our placement at the tournament, however they will tell us soon. I’ll make sure to post how we placed. 

In conclusion, this project was just as tough as I expected it to be. With the tough deadlines, constant revising, group members not getting along, and just building our presentation. Nevertheless, it feels good to be done this project. One thing this project teaches me is that this is what the real world is like. Tough group work is something that I’ll for sure see in my adult life. Also, constant revising and refinement, and getting critique from others. 

Individual Project, Pages, Reflections

Working with Words Post

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Hi everyone, and welcome back to my blog. Today’s post is about the poetry project I’m been working on recently: “Working with Words”. In this project we wrote many poems, and learned about English terms. The final product in this project was a “Poetry E book”. The driving question in this project is “How might I construct text that shows who I am right now?”

You can do that by learning about poetry terms, reading poetry, and by writing descriptive texts.                             

To demonstrate my learning, I’ll be highlighting the milestones that helped me answer the driving question. 

The first piece of evidence I’ll be highlighting is our class room activities. In class, we would be split up into groups and during the class we would go to our whiteboards and answer questions. We were asked to find the theme of a poem, and to also write poems at times.

 In one of our classes we were asked to write a poem about what worldview what sound like, look like, and behave like. Our poem was pretty general and didn’t use many examples. 

These classroom activities were valuable because som of these poems we wrote or learned about, we would have to write later. 

The competency in this activity was “Comprehend Constructively”. 

I think I accomplished this skill. From where I was at the start of the project, I think I did pretty well overall. 

 

The second piece of evidence that I’ll be highlighting is the “Poetry E Book”.

This milestone was all about finalizing our poems, and supporting them with “Complementary Texts”. We also recorded voiceovers to better explain the meaning behind our poems. Furthermore, we created an “About Me video” that highlighted our interests and passions. This milestone also helped me develop my English vocabulary. At the start of this project I didn’t know many poetry terms at all. And now, I have a deeper understanding of these concepts. 

This milestone included the “Create Effectively” competency. 

I think in most aspects I accomplished this skill. However, I think I extended in some aspects as well. For example, at most times in this project I was ahead of the game, and my Ebook was aesthetically pleasing.

To summarize, I really enjoyed making poetry and expressing myself through writing. I learned lots about different key English terms, and I became a better writer. I’m most proud of my Imagery Poem, because I had a nice rhyme scheme in there, and I wrote it about a place that I love. In all, I enjoyed writing and I hope we do something like this again! 

 

Group Project, Pages, Reflections, Scimatics

Correlation vs. Causation Post

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Hello readers, and welcome back to my blog!

Today I’ll be writing about a project called “Correlation vs. Causation”. This project revolved around surveys and survey audiences. My partner in this project was Theryn, go check out his blog here: http://www.blog44.ca/theryns/

The driving question in this project was: “What’s the difference between Correlation and Causation?”. The difference is that Correlation means the there is a relation between factor A and B. Causation means that factor A causes B or vice versa. 

To show evidence of my learning, I will be highlighting the milestones/stepping stones that helped me most in understanding the driving question. 

The first stepping stone to mention is our textbook work. During this project, we went over several textbooks. These textbooks included information about different samples of populations, as well as different types of surveys that you can make. This helped me a lot because for our surveys,we had to target a specific audience. 

The next piece of learning that I am highlighting is our survey. In our survey, we were trying to correlate the number of friends one has with how many nicknames one had, this set of questions was also our example of causation. Also, we were trying to correlate how tall one is with how often one thinks about height. Unfortunately, our results didn’t turn out the way we wanted them to. Even though we received 40 answers, we found no correlation whatsoever. Our solution was to pull correlations from our other results. Nevertheless, we met all expectations in this project.

Here’s our final graphs;

 

 

 

 

 

 

 

Now for the curricular competencies. 

Planning and Conducting: Select and use appropriate equipment, including digital technologies , to systematically and accurately collect and record data. 

I think I accomplished this skill. We posted our survey on Basecamp, as well as social media platforms. Even though our data wasn’t the best, we were still able to find 2 correlations and 1 causation. We showed this growth by presenting our project to the class and by explaining how we overcame different challenges. 

Communicating and Representing: Use mathematical vocabulary and language to contribute to mathematical discussions.

I think we did well in this skill. We used the resources available to make good graphs that fully explain our findings. We used the app Numbers to track and organize our data.  We learned to show that growth by including our graphs in our final presentation.

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

At first, I didn’t understand survey ethics at all. Using the textbook, and information from others, I was able to understand more thoroughly. In the end, I had an accomplished understanding of this skill. 

 

In summation, this project taught me how to properly conduct surveys. Specifically, I learned to be ethical, and it taught me the difference between correlation and causation. Looking back, I would’ve made significant changes to my survey. For example, I would’ve altered my questions that resounded more with the audience. Also, I would’ve created more questions so that more correlations are possible. 

Thanks for reading!

Environment, Individual Project, Pages, Reflections

People and the Environment Post

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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!

Group Project, Pages, Reflections, Scimatics

Game of Exponent laws Post

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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: https://www.blog44.ca/nolanf/.

 

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!