My Vibrant Videos!

Hello, Im Theryn Strobl, and I am excited to write to you about a recent maker project, and in my opinion, the best PLP project I have participated in. In this project, I learned lots of filmmaking history and techniques on my journey to learn more about the movies! So, without further ado, here is the post.

We began this project with some brainstorming, a small lecture n some history of filmmaking, and then we were assigned a video about a hobby or skill we have. Being an avid snowboarder, I chose to make my video about that. The video contained some posters, a beginning, middle, end, and music. It was edited in an app called Clips, which I personally think is a very bad software, especially in comparison to its free counterpart, iMovie. But nevertheless, here is my final video:

A Story About Me!

The next day, we moved onto skill #2: a silent movie. This movie was supposed to recreate an old black and white movie, with no sound (other than a soundtrack) and not to long, making use of a certain poster (it’s the old-timey looking one). I made mine about finding the last lego peice in my contraption, and I think I conveyed the story using the limited storytelling options quite well.

The Last Piece

The next product in our moviemaking journey was a tutorial video that teaches how to do something. In the end, most of them were goofy and taught a very basic skill, but they could still do their desired job, so thats a win. In my group were Dana and Brooke. So, for the first step, we got started on our storyboard, which went through many painful revisions until we got it approved.

Then, we filmed and edited our final video.

How To Tie Your Shoe

And then, for the last and most fun skill, we were put into groups of three, and givin around two hours to make a short “special effects sequence”. The goal of this was to use special effects to help tell our story. We had some preparation beforehand to figure out a story and plot, but everything else had to be finished in the allotted time. This was also in a small group, and I was with Fraser and Nolan. So, we set to work designing a quick storyboard, and then got to filming. We filmed many takes, and got quite the blooper reel, but in the end, this was our film:

The All Great Magical iPad Heist

Then the entire class shared their videos in a mini film festival. An honourable mention of mine is this video:

Overall, this was probably one of my favourite PLP projects ever, and I actually enjoyed learning how to communicate using the medium of film, and creating truly vibrant video.

Thanks for reading my post! Make sure to stay tuned for the next one, I’ll see you later. Bye.

WW1 Can Be More Comical Than You Think!

In the latest PLP Humanities project, we learned about WW1, and what happened in it, after it, and before it. The Driving Question for this project was: “How might we use graphic novels to understand Canada’s involvement in WWI?”, and throughout this project I tried to answer it. So, without further ado, here is the post.

Five weeks ago as of writing this, we started this project by learning the causes and consequences of WW1.

Cause and Consequence Sheet

For the part of the Building Knowledge stage of this project, we read an amazing graphic novel called “World War One: The War To End All Wars”. We read this book slowly over the span of around two weeks, discussing the themes and images throughout the book.

After we finished the book, I wrote a reflection paragraph on the book, which can be seen below.

Graphic Novel Reflection

The book contained many interesting facts and information, but there is so much more to this war that one project cannot really include. So, since we cannot learn everything abut WW1, we had to pick a topic that we would like to learn about, and, eventually, make a mini comic book about.

Then we did some more learning and worksheets, then I started my final comic. I worked on it a ton, and finally finished it. Here it is:

And my answer to the driving question: we can use graphic novels to understand WW1, and many other significant events, by reading them! (Or making them).

Thanks for reading my post! This project was really fun, even though I didn’t have much time to work on it, and I hope to see more projects like this in the future. Anyways, this concludes the post, and I’ll see you in the next one.

Destination Imagination: In Person

The latest project in the PLP 9 classroom was DI (Destination Imagination). As you may recall from last year, DI is a worldwide competition that students can participate in, and PLP participates every year. This year, I was put onto the scientific team, where our challenge was to create a performance where our characters get stuck in a micro world and have to use the help of a mysterious object to get out. So, without further ado, here is the post.

To start this project, you need to know some things first: my group members were Teva, Ava, Ariane, and Julian. If you want to read them, the full rule book for this challenge is here, and the general rules for DI are here. We had around three months of time from when we first started DI, and the tournament was on April 2nd. The project did go over spring break though. So now, with that out of the way, I can continue.

Stage 1: Recognize

We started off the project by deciding roles and responsibilities, and learning about each others strengths and weaknesses going into the challenge. This can help up work better as a team to conquer any challenges along the way.

Stage 2: Imagine

Then, we did a around 3.4 metric tons of brainstorming; any idea, from story, technical execution, mechanisms, the visual effect, anything.

After lots and lots of ideas, it was time for a crucial step in making the final product: planning. This involves choosing which ideas will make their way onwards, as well as deciding how and when they will get used. Then, we created a first draft of the script, which was revised many times.

Stages 3-4: Collaborate, Initiate, an Assess

Now, it was time to start creating our final props and presentation. The rest of the project was honing in and improving our presentation until it was perfect. (Although it wasn’t perfect by the time we finished). The Final Script is here.

Stage 5: Evaluate and Celebrate

And finally, it was time to present. All our work has led up to this. Our team went to St. George’s Senior for the final tournament, but our struggles didn’t end there. We forgot to bring a tablecloth, and that may not sound big, but thee tablecloth was going to help obscure a prop, and without it, our set change might not be very clear. But, 30 minutes before our presentation, we taped pieces of paper together to create one large sheet, and with everything prepared, all we could do is present.

And our presentation went great! Below is our groups reflection on what went well, and what went… not as well.

+ / – chart

Again, so much thanks to my DI team of Teva, Ava, Ariane, and Julian. Overall, I learned so much this year in DI, and am surprised that I liked it. See you in the next one, and thanks for reading.

P.S. this year DI had a special challenge where you decorate your car. Here is that:

P.P.S. We won first in the team challenge!

Rube Goldberg was a cool guy.

in the latest Scimatics project we created Rube Goldberg machines to represent the scientific method. The scientific method consists of 6 steps: observation, question, hypothesis, analysis, conclusion. So, without further ado, here is the post.

I wasn’t here for the first couple days of this project, but as always, we started off with a mind map of what we knew already and questions we had. The next step was to perform some experiments on electricity.

After this we did some workbooks and a khan academy quiz that helped me understand how electricity works in a circuit. Then, we created individual diagrams of what our Rube Goldberg machine could look like. Here is mine:

First draft blueprint

Then, my group of Colton, Cale, and Max got to work on our final blueprint, which is a scale drawing of our machine, a digital drawing, and circuit diagrams and calculations. We also built our machine. Here is the final video:

And the final circuit and machine diagrams:

Final blueprint
Circuit Diagram

And for the revised mind map containing all my new knowledge:

Now, for the curricular competencies:

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

All class time is used efficiently for learning without distractions

I think that I used all my class time very well this project, seeing as I was away for most of it and still learned so much and got everything done

Reasoning and Analyzing: Estimate reasonably

Final blueprint is complete and accurate. Contains grid scale. All measurements are labeled with a high degree of accuracy. All lines are easily distinguished

My team’s final blueprint does contain a grid scale, measurements, and is very accurate

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

Hand built series and parallel circuits are used to good effect with efficiency in your metaphor machine. Accurate circuit diagrams are included in the final blueprint. Diagrams use proper symbols. Diagrams are neat and easy to understand. Measurements of current, voltage and resistance are included

There is one series circuit in our machine, the one that lights up the question mark, and all the circuits combine make one large parallel circuit. Their are accurate diagrams of alt eh electronics in our machine in the final blueprint, accompanied by voltage, current, and resistance measurements

Scientific Communication: Formulate physical or mental models to describe a phenomenon

A video is recorded of the complete operation of the machine and voice overs are added which explain the sequence of the scientific method as the machine progresses.

I think that our final video is emerging, because the voiceovers do not sync up, and they do not explain what is happening very well. Also, the video only utilizes one of four videos of the machine working, it much less immersive.

Thanks for reading my post! Once again, thanks to my group for helping me in this project! This project was probably my favourite Scimatics project this year, so I hope to see more like it in the future. See you in the next one.

Lord Selkirk and the Battle of the Seven Oaks

For the last six weeks, The PLP 9 Humanities class has been working on a project about nationalism. In this project, I learned about nationalism, the founding of Canada, and much more. So, without further ado, here is the post.

To kick off this project, I don’t know what we did, because I wasn’t there. But, on the first day I was there for this project, we started the current events presentations, which are daily presentations from students to small groups explaining in depth one current event. My current event took place on the last day we had them, so I had lots of time to prepare it. Here is mine:

We each had about five minutes to present our current event, and I easily filled mine. I am quite proud of how well the conversation flowed, and think I picked a good topic.

In the middle of this project, we went to loon lake, and dint work much on this project. But, the next thing I did was pick my topic from this list:

I could also pick a topic of my own after it was approved.

As you probably know from the title, I chose Lord Selkirk and the Battle of the Seven Oaks. Then, after that, I had to research my topic

On the next day, we found our groups of others that chose the same topic. The final product of this project is an instagram post that takes and teaches others about historical perspectives. The instagram post consists of three images and one 50-100 word caption. Here is my caption:

Lord Selkirk was a powerful historical figure who was present in the Battle of the Seven Oaks, which was fought between the Hudsons Bay Company (or HBC) which Selkirk recently inherited, and their rival, the Northwest Company (NWC). This war took place on the 19th of June in 1816, caused by the escalating tensions of the two companies, and lord Selkirk pushing it over with his new attempt to establish a colony at red river. The Métis didn’t like the prospect of the new colony threatening their ways, so after negotiations failed, the battle started

And here are my three images:

Then the last and final piece of work was an piece about my opinion on this topic:

And that concludes this project. This was an awesome project and I learned a ton about historical perspectives and public speaking.

Thanks for reading my post. See you in the next one (Hopefully).

Instagram post link here

Loon Lake Learning Advance

This year in PLP, the grades 8-9 went on the first feild study since covid, and on it, we went to loon lake: a vacation/research area with lodging and fun activities. We spent a total of four awesome days at the facility, and did things like shelter building, laser tag, archery, and more. So, without further ado, here is the post.

On the first day of the advance, we packed out bags and left for loon lake. Once we got there, we did a photo walk to observe the new place and find out some cool landmarks around there. After the photo walk, we did a scavenger hunt where we looked for little sign that marked important places, which was a fun way to learn the lay of the land.


After the scavenger hunt, the long awaited moment came: we found Our cabins and who is in them. I got paired with Zach, Luca, Ben T, and Julian.

I was pretty happy with who was in my cabin, but I unfortunately got a cabin that is up on top of a hill that only contains five people, and is far away from all the action. This is unfortunate because I generally missed out on some stuff and it was also a pain to drop off or get something from my cabin.

After an amazing dinner (the chefs there are great) I (tried to) wound down with some not at all calm card games. And then went back to my cabin to sleep.

On the second day, we did shelter building for part of the day. this was a great way to practice some survival skills with friends, and I thoroughly enjoyed it. Also, every morning and every night, we would participate in advisory, which is like a check in with all the students to gauge how we are feeling. Here is my advisory group:

A Troupe Of Monkeys

On the third and final full day on the advance, we did some really fun stuff, bow tag and laser tag. for me, the first half of the day was spent working on DI and the other half was bow tag and laser tag! These two activities were immensely fun and were my highlight of the trip.

And finally, on the last day of the trip, we packed up, loaded the buses and played a large game of capture the flag! This was also super fun, and lasted about 2 hours. Then we headed home, concluding the trip.

Also, this whole time, I was writing a book that documented my time at loon lake, so check that out too:

Thanks for reading my post about the loon lake learning advance! stay tuned for more, bye.

MPOL post 2022

This year, I learned quite a bit, from what an exponent is to how I can make change in a community. In this post I will be showing evidence of my learning this year, and tell the stories of how I learned it.

Thank you for coming to my presentation of learning. I am the expert on my own learning. I am also responsible and accountable for my own learning. You can expect me to give an honest evaluation of my progress. We will discuss my strengths and opportunities for growth. Thank you in advance for listening and for offering feedback that I can use to improve as a learner.

One of my favourite projects this years was called “Game of exponent laws” and in it, I learned about how chance makes game more replayable, what exponent laws are, and how they function. Me and my partner created a board game that uses exponents as a game mechanic to make gameplay interesting.

In this project I learned about exponent laws, how to make a board game, how to write instruction for a game (which is harder than you would think), and how math can make games more fun and replayable.

In this project I struggled with writing concise and clear rules that were easy to follow, especially when the game contained complex math elements. I also found learning some of the math concepts hard.

Another memorable project this year was the “Revolutions on Trail” project in humanities. In this project, I learned about the historical reasons for revolutions, what happened in them, and how effective they were. I also learned the crane brinton theory and how it can be applied to past and future events.

All I have learned from this project is represented in the quality of the final performance, which featured many skills that me and my peers learned.

I struggled writing the affidavit, because finding primary sources is pretty hard. but I also know that other revolutions had it harder because of how obscure knowledge about them can be.

This was probably the most interesting humanities project this year for me, and that is why it is in this post.

And that wraps up my first ever MPol post. Thanks for listening and/or reading it.

Blog posts for these projects:

Epidemic Exponents

Revolutions On Trail

Electrons and Atoms!

In the latest Scimatics 9 project, I learned about electron arrangements, magnetic charges, and much more. So, without further ado, here is the post!

As with most scimatics projects, we started off with a mindmap that showed what we knew going into the project and questions we had.

Project start mindmap.

The second assignment in this project was an experiment, which was split into two steps: an animation that explains the lab procedure and the actual experiment+lab report.

Experiment 2A lab video

The experiment was very fun, and I really enjoyed this experiment.

Lab report

I should also mention how throughout the project we did workbooks and other small activities to continue adding to our knowledge. The next big event in this project was milestone 4 though, which was the Bohr models and storyboard. The final product of this project is an animated video that shows electron arrangement through Bohr models. I decided that in my video I would show how sulfur dioxide and calcium phosphide form. My storyboard had 7 boxes that show the general direction of my video, and I created two Bohr models for each of the atoms, one after bonding, and one before. And after that, this was my final product:

Then, I went on Christmas break for two weeks, and when I came back, I started working on my final animated video. I followed my storyboard pretty well, but added some extra details.

And now, for the curricular competencies of this project.

Communicating: Formulate physical or mental theoretical models to describe a phenomenon

Detailed and clear voice overs are synchronized with animation to explain bonding processes using proper scientific language.

My video contains clear voiceover that is well synchronized to the animation. It uses proper scientific language as well, like covalent, ionic, atomic, electron, etc…

Processing and Analyzing: Construct, analyze and interpret models and/or diagrams

A carefully animated video uses Bohr models to show electron arrangement of atoms and ions. It accurately portrays the electron exchange in ionic bonding and electron sharing in covalent bonding.

I spent time making sure that my electron arrangements are correct, and that the electron exchange is also correct.

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

All class time is used efficiently for learning without distractions.

I handed in all my work on time (excluding revisions, of course) and my work was quality.

Thanks for reading my post! If you liked it stay tuned for more. Bye

A Project about Poetry

The latest PLP project was all about poetry. I learned about myself, poetry, and what made the me right now. So, without further ado, here is the post.

We started this project with a cool entry event were we put together pieces of a chopped up poem and answered questions about the poem with it groups. From the very start, we knew we would be making a book of poetry, and the first assignment was to create 2 poems: a simile poem, and a metaphor poem.

The driving question for this project was “How might I construct text that shows who I am right now?” The answer to this question is almost anything! Poetry, art, writing, photography, drawing and creating all are forms of self expression that can help anyone show or learn who they are.

On the second day back, we learned about two concepts: juxtaposition, which is basically just surprising readers with two contrasting things, and comprehending poetry, in order to understand the message of the poem. Each day we got assign one or two new poems. That day, they were a found poem: creating a poem out of previously found material, and three haikus, which are poems were the lineage 5 syllables long, 7 long, then back down to 5.

On day three, not much happened we were assigned a new poem: an imagery poem. This poem is supposed to vividly describe one image.

On day 4 we were assigned a Sunday poem, a poem about the sounds of your worldview,and in class we practiced making silly sounds. (It sounds immature, I know) we were also tasked with starting to put our poems into out book.

In the last two days of this project, we were assigned three poems: an experience poem that describes an experience that shaped your worldview, a self portrait poem that describe who you are now, and a personification poem that describes what worldview is using personification. The self portrait poem can also be used to answer the driving question. And, on top of all that, we had to create and record meaning statements for all our poems and make complementary texts that go next to our poem.

After staying up very late for many days, I completed my book (which can be found below) and concluded this project. This project seemed shorter than previous ones, so this post is more snappy, but I hope you enjoyed it. Also, I feel like there was not enough time for this project, and I wish there was about 2-3 more classes in it.

Thanks for reading my post! I hope you enjoyed it. See you in the next one.

Revolutions on Trial

Hello, and welcome back to my blog. This post is about the latest project for PLP Humanities, Revolutions on Trial. In this project I learned about the French Revolution, the causes of a revolution, and what determines a successful revolution. So, without further ado, here is the post.

As with all PLP projects, we started with a driving question that we strived to answer in the project. The Driving Question for this project was: How Might we as Legal Teams Determine the Effectiveness and Ineffectiveness of a Revolution? And this is how I found the answer.

The first big activity we did in this project was called Nation X. We created a simulation of a society with very large class divisions. There were 4 groups, each with different right and abilities.this activity lasted two days, and contained many events that reflect actual similar societies. For example, in our simulation there was a large revolution to put our old king back in place, and this revolution split the country in two groups. My full reflection on this experience from my perspective is below.

The New Republic Of Nation X, in my opinion, was a fair and functional society. We had food, farms, wealth, happiness, and entertainment. I think that we achieved this by rooting out the people who would not fit in this society and creating a society so good it doesn’t even need laws. To ensure a fair and functional society, I think that there are three main elements that need to be there: basic needs met (food, water, etc…), some way of preventing people from doing bad things (laws, rules, or just generally good people), and lastly, an economy that produces these two things repeatedly. I think of these three things, the last one is the most important because to ensure the survival of a society, the society needs to be relatively self sufficient. But, both of the nations together are not functional in the end, so I do not think our classroom as a whole accomplished the goal. But, overall, this was a really fun activity, and I think it was also an interesting social experiment.

Another great tool to understand how and why revolutions happen is the crane brinton scale. Crane Brinton was a historian of France, and among other things, he studied multiple revolutions and fund common traits in all of them. Using his observations, he create a diagram that split a revolution into four stages: the incubation stage, the moderate stage, the crisis stage, and the recovery stage. My diagram of his theory is here.

Now that we had a clearer understanding of why revolutions happen, we were ready to start reading a famous story based off of an actual revolution. This story was Animal Farm. Animal Farm is a widely renowned novel with a movie adaptation written by George Orwell, which follows the events of a farm as the animal rise up against their captors and form their own society. We had book group discussions about what we read daily. It was great to see what a revolution is like from the perspectives of the people in it.

While reading the book, we were also assigned to groups of six that would each be studying a revolution. I was assigned the French Revolution. I researched the French Revolution until I fully understood it, and then created a graphic organizer to show my learning, Which I revised once.

The next major step in this project was the Animal Farm written response. This was a three-paragraph writing were we explained the anatomy of the revolution in Animal Farm using Crane Brinton’s theory. We had an hour to write this in class, and I think that I got it done fairly Easily in that time constraint.

My thoughts on the revolution in Animal Farm, using the Crane Brinton theory

Now, we knew what we needed to know and were prepared the start creating the final product of this project. The final product is a courtroom trial were we put the effectiveness of the revolution up to the test. We created affadivats, scripts, props, and a set to perform out trials in front of our parents, friends, colleges, and even some random people. And after all that preparation, this is the final result:

So that conclude today’s post, about the revolutions on trial project. I hope you enjoyed this post, and if you want to check out my group member’s blogs, click any of the links below. Thanks for reading, bye.

Cole D.

Dana P.

Makenna C.

Cooper K.

Carter C.