Category: Uncategorized (Page 1 of 3)

Part 1: Essential Question and Standard Reflection

The differences in taste, color, and texture among apple varieties come from a combination of their genetic blueprint and the environment in which they grow. Genetically, each apple variety has a unique set of DNA that determines its potential for sweetness, acidity, skin color, and flesh texture—for example, a Granny Smith carries genes for tartness and firmness, while a Red Delicious carries genes for mild sweetness. Environmentally, factors like soil composition, sunlight exposure, temperature, and water availability directly affect how those genes are expressed; a Honeycrisp grown in a cool climate will develop better color and crispier texture than one grown in excessive heat. Reproduction plays a key role because apples grown from seeds (sexual reproduction) create entirely new, unpredictable genetic combinations, which is why most commercial apple trees are grafted. Grafting is a form of asexual reproduction that clones the parent tree, ensuring that every Pink Lady apple has the same reliable characteristics. Finally, the growth and development of an apple from flower to fruit depends on successful pollination (sexual reproduction) to produce seeds, while the fruit flesh itself develops from the flower’s ovary, influenced by both its inherited genetics and the season’s environmental conditions.

Part 2: Hands-On Experience

The two most impactful learning experiences for me were the Stations Activities (specifically the flower dissection) and the Hands-on Apple DNA extraction. As a kinesthetic and visual learner, I learn best when I can touch, manipulate, and see real objects rather than just reading or listening. The flower dissection allowed me to physically locate the pistil, stamen, and ovules, which made the abstract process of pollination and fertilization concrete and memorable. The DNA extraction was powerful because I could actually see the long, stringy DNA molecules clumping together in the test tube, proving that something so microscopic is physically present in the food I eat. These hands-on experiences turned difficult concepts about cells and body systems into real, observable science, which is why I remember them better than any video or worksheet.

Part 3: Improvement

If I could improve one aspect of my learning in this unit, it would be using the rubric as a final checklist before submitting assignments. I often finish my work and think it is complete, but then I lose small points because I forgot a single label, a description, or a conclusion sentence that was clearly listed on the rubric. To enhance future learning, I will print or copy the rubric for each major assignment and physically check off each required element before turning it in. This small change would help me move from rushing to submit to submitting polished, fully complete work that truly reflects what I learned.

What did we do?

We learned about Geometry and Algebra using self-direct notes copying and did a final project of designing or changing a dream room, stadium, garden, and any other topic that can demonstrate our understanding of geometry and algebra.

What did I do well?

I copied a lot of note and I was able to start my final project before the majority of the class because I finished my notes on time after the teacher send my parents a email. Also, I did a lot of calculations in the final project and wrote it down on a A3 paper.

What do I need to improve?

I was extremely behind when we just started the project because I wasted some time on drawing a circle that I don’t need to, which caused my final sketch of my stadium to be terrible. Next time, I want to make sure that I don’t waste time at the start so I can turn a higher quality project to aim for a higher score. Also, I want to avoid chitchats in class so I can do more work, therefore I can finish my project and notes efficiently.