In this unit, we learned the rules, how to play badminton, and how to legally serve forehand, overhead and backhand serves. One thing I’m proud of is that I can mostly precisely hit the ball over the net every time. But I could still work a bit on my backhand serve, because sometimes, I still can’t aim correctly, and the ball can’t go over the net. I also need to work on my speed, because sometimes when someone hits the ball very far, I’m too slow and can’t get there in time.
In this unit, we learned how to play volleyball and how to bump and serve the ball. One thing that I’m proud of is that when I served, I could almost always hit the ball past the net and more. One thing I could still work on is my bump, because I still can’t use the harder balls to bump, and every time I try, it hurts a lot and the ball sometimes doesn’t go at all. I also need to work on my confidence somehow, because sometimes when the ball goes to our side of the net, I actually don’t have enough confidence to bump the ball back.
Emily🩷🎀🦩🍧
What did I do?
In this unit, I learned about Dystopian Fiction by writing academic paragraphs related to the book- The Giver.
What did I learn?
I built on my understanding of vocabulary, writing academic paragraphs and also, academic discussions.
What worked?
What worked was that I think I did pretty good on having an academic discussion with other friends, because I discussed some pretty deep topics. Also, I did well on the vocabulary quizzes, because I used my vocabulary well in the stories I wrote.
What did not work?
One thing that did not work was that I couldn’t access the homework at home, so I had to do it at school.
Personal Relevance:
This will help me with my discussing with people I work with when I grow up, because in this unit, I practiced having deep discussions. Also, this will help me with writing paragraphs when I grow up, because when I grow up and do an application or something, this will help me.
Here is a picture of the front cover of the book.
Emily🩷🎀🍧🦩🌸
Here is the link to my rollercoaster video My Movie.mp4
In this part of the unit, we completed an investigation to determine the relationship between Potential Energy and height. We also built a rollercoaster model, took data from the model, and wrote a concluding CER with the evidence and data.
Emily🩷🎀🦩🌸🍧
What did we do?
In this unit, we made and sold pastries and/or food with a partner we picked. Me and my partner picked chocolate chip cookies because chocolate chip cookies are famous, and they are both delicious and simple. So first, we found the cost of each ingredient, found the unit price of each ingredient, determined the batch and serving cost, and lastly, we calculated the sell price. After that, we baked the cookies, and sold them!
What did we learn?
In this unit, we learned how to use and calculate percents and rates. We also learned how to use rates and percents in real life. That is because in some steps, for example finding the batch cost, the unit cost and the ingredient costs, we used percents and rates to precisely calculate each step.
What worked?
What worked was that all of the cookies turned out well, no cookies were underbaked or burned, and that we also added the right amount of ingredients that were in the recipe. Also, we sold out all of the cookies, which meant that they were very delicious. Many people even came back for a second piece!
What did not work?
There were some things that did not work out. For example, even though all of the cookies turned out well, but some of the cookies cracked when we tried to take them out of the bag. We solved the problem by selling the broken-in-half cookies into half the price, which is $5.
Personal Relevance
This unit and this project will help me in real life because when I grow up, I will most likely still need to calculate percents and rates. Also, this gave me a taste of how to sell things and also the fun side of baking!
What did I work on?
In this unit, I worked on making a CER paragraph and how to write one, answering and asking “Open and Closed” questions, and we did a trial about Ötzi and his death. There were many roles, for example: expert witness, Lawyers, defense, and court reporters. I got the role of an expert witness. We each got paired up in partners, and each partnership got a topic to argue about, like Health problems, head Trauma and injuries, and so on.
What did I learn?
I learned about Ötzi’s life and death, and how people back in the past used to live. I also learned that we should care about the past because we can find many similarities, dissimilarities, and learn more interesting things about history. For example, based on Ötzi’s life and how he lived, we could learn that in the past, there weren’t many cures to diseases, because he had a lot of diseases, like he was lactose intolerant. Back then, being lactose intolerant was a huge illness. Also, he suffered from gum disease, which could be easily cured now.
What worked Well?
I’m proud of my CER paragraph, because I included many pieces of evidence that linked to the claim, and I made my reasoning very clear and understandable. Also, I used the correct formatting and font, making my text italic, bold, or colored when needed to. I’m also proud of my CER paragraph because I got a good grade out of it.
What did not Work?
I could have done better on the Ötzi trial, because even though I prepared, I didn’t prepare enough. Also, on the day of the trial, I could have answered the questions the lawyers and the defense team asked me better, using more evidence and reasoning. I also could have expressed my voice out better, making my voice easier to hear.
Personal Relevance:
These collaboration and communication skills are important to me in the future. One example is because when I grow up, I need to have good communication and collaboration skills to work with my work partners and maybe even boss! Also, I need these skills in high school, or college, when there are big projects.
Here is a picture of my slide as an expert witness:
In this unit, we learned how to kick the soccer ball, how to play soccer, and the rules of soccer. My team was always optimistic and always gave out compliments and cheered everybody on, so that really helped. I am proud that I can almost properly kick the ball now, because when I did the soccer unit in 4th Grade and 5th Grade, I always missed when I kicked the ball. But now, at least I don’t miss when I kick the ball. I can still work on my passing and my shooting, because I don’t really have the energy to kick the ball far, and not having enough energy affects almost every sport, so I think I should work on that.
Emily🩷🎀🦩🍧🌸
In this unit, we built egg cars, slid them down little paths and tested if they could protect the egg from the concrete block. The cars were made of paper, plastic wheels, and tape. But we also had constraints. One constraint was that we only had 1 meter of tape, so we also had to be resourceful. During this project, I deepened my understanding of Newton’s laws, because I also saw usage of Newton’s Laws while we did the challenge. For example, When the egg car hits the concrete block, the block hits the car with an equal and opposite reaction. Also, Newton’s 2nd Law states: The bigger the mass of an object, the more force needed to move it. I also saw that Law in action when I saw the other group put weights on their car to slow it down, so that it won’t hit the concrete block with such big amount of force. One thing that worked well in my design was that in the car seat, we put a seat belt and airbags (crumpled pieces of paper) in our backseat. But a few things that did not work were that when we were building it, our car seemed to be more wobbly and unsteady than others. One thing I could improve is that I could have still used more tape and paper to make the car small but steady. Now that I’ve gone through this unit, firstly I know a lot more about cars now, that they have a crumple zone and that they could have airbags. Now, I also know that wearing a seatbelt is REALLY important, so I will ALWAYS wear my seatbelt now.😁
Here is a video of our egg cart
Emily🩷🎀🦩🍧🌸
In this unit, we made a balloon rollercoaster cart, trialed it, and measured it. The balloon car was built using a balloon, plastic wheels, straws and a plastic plate. In this unit, we also learned about Newton’s 3 laws: The 1st law of Inertia, the 2nd law of acceleration, and the 3rd law of action reaction. The first law states that an object at rest will stay at rest, while an object in motion will stay in motion unless acted upon by an unbalanced force. Newton’s 2nd law says that the bigger the mass of an object, the bigger the force needed to move it. The 3rd law states that every action has an equal, opposite reaction. I worked well at memorizing the 3 laws, but I didn’t work well at the balloon rollercoaster cart challenge, because our balloon just won’t blow up, but even if it blew up, it wouldn’t move, so we had to use someone else’s cart. The balloon cart was like a rollercoaster in the real world, because it was really fast, and the surface looked like it could hold many passengers. I also see newton’s 3rd law very often in real life, for example when I push against the wall. I know that the wall is pushing towards me in an equal, opposite force, because if it isn’t, I would just go right through it!
It is important to know these laws because it because sometimes we can’t live without it! For example, when there’s a car crash, there has to be a seatbelt, otherwise we’ll really die or get an injury.
Here are some pictures:
Emily🩷🎀🦩🍧🌸
For my end of unit project, I made a donut out of plaster. I made it by twisting paper and wrapping plaster on it. I discovered that plaster is enjoyable, but hard to form. I am proud of my artwork, but I can improve on making it more decorative and pretty, and I could have made more donuts with more color.
This is a picture of my artwork:
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