In this unit, the most important ideas I learned was: identifying a healthy or unhealthy relationship, the different stereotypes of genders. We made a presentation about a movie that shows a healthy or unhealthy relationship, me and my partner chose “the secret” by jay chou. According to this movie me and my partner added what was unhealthy and what was healthy, for example something unhealthy was the secret kept by one of the main characters, this shows the main cause of all of their arguments.
Learning about the different stereotypes and different identities that people give themselves helps me understand and show respect to them. Learning about healthy and unhealthy relationships is important because it’s something that we’re all most likely going to face in the future and it can help us avoid unnecessary conflicts.
In water polo, we learned about the different strokes and movements that we could use in the water to help us score goals.
One movement is treading water, we learned how to tread water so our heads could stay above the water. While playing water polo, we split into teams and used the techniques that we learned during class so we can score goals and pass to our teammates correctly.
Something I need to improve on is dribbling the ball and scoring.
I used to think mental health is about when health is affected because of our actions. Some misconceptions I had was I thought that there were only a few mental health conditions but after I dived deeper and did more research i found out that there are a lot of different conditions that count as mental health such as: OCD, PTSD, and addictions. My thinking changed throughout the unit because I was making connections with people who were affected by the conditions and also because I did more research which helped me understand mental health more.
I learned about the different conditions that I never heard about or conditions that I heard about but didn’t know what they were such as OCD, I learned that OCD is repeating movements or actions to prevent something, and people that have OCD has an obsession to make everything perfect. At first I thought people who are affected by mental health can recover easily, but after I noticed that its really hard for them to recover such as addictions. People affected with addictions has a really hard time to not do a certain thing such as not smoking for a long period of time.
While we were learning more about mental health, I was most surprised about how social media could affect peoples thinkings from “I need to eat less” to “I need to eat more.” Social media could also influence people to start having healthy habits such as going to the gym, starting healthy diets, and etc. These ideas surprised me because I thought having these mental health conditions could only be cured with health support from doctors, but it turned out they could also be affected by influencers from social media, people around them, and lastly people who have the same type of symptoms as them.
The activity was listening to Clara and Lucas communicating and figuring out different questions about them or what they were talking about such as, what relationship is Clara and Lucas in. The feedback I got was I did well recognizing where the mini dialogues were happening but I had a hard time recognizing whether the voice was Clara or Lucas.
During this unit we had to read a short novel about the life of two twins and the conflicts between them. The short novel helped me relate to the twins and told both perspectives of the twins. I practiced the vocabulary that is connected with the novel with quizlet and I memorize the vocabulary by writing it over and over again and studying it with the test tool on quizlet. I retold the story by looking at the pictures on the novel with my own words and I prepared it by checking vocabulary with quizlet. Overall finding the vocabulary for the sentences was challenging for me, another thing I found challenging was writing the sentences itself because I had to make sure that the sentence fits with the picture.
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I think one thing I did well was trying not to read from my notes but I need to work more on practicing the vocabulary and before I did the recording I should’ve checked my notes more. The feedback I got was I had to conjugate my verbs and most words are pronounced in english sounds. I think my areas of improvement is to read more french novels to practice my pronunciation.
I chose question 6 as evidence of my best thinking because I was able to show my thinking of how the two shapes are congruent with the different transformations. I also chose question 7a as evidence of my best thinking because I showed with my thinking how the shapes are not congruent.
Throughout this unit, I improved the most at was showing my work clearly with mathematical precision, for example at the start of the unit instead of showing my work I directly wrote the answer down without checking. After I started writing down how I got my answer and started checking my work I got more correct answers than wrong. I feel like I still need to work on finding the center of dilation because on the COL I had a hard time finding the center of dilation for question 8.
Three of my strengths this year was showing my work, collaborating my classmates, and checking my work before I submit it. Next unit I want to use up all the time we get in tests, ask questions about vocabulary or math problems im not sure about, and be more organized.
In the next unit I want to be more efficient, for example less overdue work. This is important because it could increase my grades and efficiency for other classes. Something that might get in the way is if there’s too much homework, I can’t finish on time. If I get stuck then I could improve my schedule to make sure I get my work done on time.
In this unit, we had to work on a project showing the comparisons between a teen and an adults brain. I chose to make a presentation about how our brain works, after I partially finished the presentation we did peer editing with others, this helped us improve and add more vocabulary on our presentation, during peer editing we also got to learn more about teen brains and stress management. In the presentation we had to make a real world scenario, our real world scenario chosen was about a teen that forgot her homework got called out by the teacher infront of the whole class, which made her really embarrassed and angry. This triggered the FFF (Fight, Flight, Freeze) to want to yell, argue or even possibly just run out of the classroom.
We learned about the main players in the brain: Amygdala, Prefrontal cortex, Hippocampus, and Hypothamulus. Learning about the brain helped me understand why I act and how I might be able to control my emotions. Something that I was surprised when learning about the teen brain is finding out that teens would take more risks than adults because I always thought that since adults could do things that teens can’t such as driving, they would take more risks.
After learning about the teen brain, it would help the adults be more patient with the teen because after the adults understand what’s happening in the teens brain, adults would think more carefully about how to communicate with the teens so teens would listen instead of always talking back.
The strategy we chose for our coping plan was deep breathing, it helps us lower heart rate, reduces blood pressure, and decreases stress hormones. I think one stress management strategy that would be helpful for me is to have free time for about 30 minutes and continue with my work, for example I could first work (homework) until I feel stressed and then have my 30 minutes free time and continue working.
In this unit we learned different skills in table tennis, we played in singles and doubles. We learned how to serve a ball, back hand, forehand, and learned the rules in table tennis. We got to choose if we wanted to do singles or doubles and matched with other people.
My goal for table tennis is to do legal serves and try to get better by watching videos and other people play.
- Explain the game you created. Include a picture of your advertisement.
We created a game where you roll the ball and get either small prize, medium prize or grande prize according to which slot your ball rolled into.
- How did you and your partner(s) work on creating the game? Did any conflicts arise? If so, how did you work through them?
One conflict we had while creating our game was either we should make the probability higher or lower on getting the prizes. We worked through them by trying to make them equal.
- What went well during the Probability Fair? What would you change to improve it?
Something that went well was that it was really fun . Something I would like to change is maybe less grades come to the probability fair because our prizes will decrease quickly, and some seventh graders still played which also made prizes decrease so we could change that only the people from other grades can play and get prizes.
- Compare the experimental probability to the theoretical probability.
- If you did not keep track of the wins and losses, estimate the experimental probability based on the prizes you gave away.
The experimental probability of winning is 83% and the probability of losing is 17%. The theoretical probability of winning is 75% and the probability of losing is 25%. The estimated probability increased in the experimental probability.
