What did we do?
We learned about how to do a legal forehand serve and a backhand serve, drop shot, net shot, and grip.
What worked
I can do a legal forehand serve and backhand serve, and net shot.
What didn’t work
I kept on getting the birdie out.
What did I do?
I learned about dystopian fiction by writing academic paragraphs related to the text.
What did I learn?
I learned about writing academic paragraphs, academic discussions, building my vocabulary, using transition words, and reading comprehensions. We also learned about dystopian fiction characteristics. Some examples of dystopian fiction characteristics are constant surveillance, social control, control of nature, etc.
What worked?
Some parts of this unit that worked is that I improved how to write academic paragraphs and have academic discussions. I feel like now I could write academic paragraphs better. Like adding a lot of text evidence and using good transition words. We also practiced a lot of discussions, and I thought that I’m getting better and communicating. Also, I liked how I take notes for my academic discussions.
What did not work?
Something that wasn’t working was that I couldn’t understand some of the chapters, because sometimes I can’t notice the details that may be essential to the main problems in the next few chapters.
Personal Relevance
In this unit, the learning helps us know more about the Dystopian Characteristics that can actually happen in real life.
My Video
WHAT WE DID
We started by completing an investigation to determine the relationship between potential energy and height. We get to have 6 Foam tubes, 1m of tape, 1 paper cup, and 1 stand o make a roller coaster.
What did we do?
In this unit, we did…
- Dribbling: Learning to control the ball while running.
- Passing: Understanding to pass to each other with just the amount of force.
- Shooting: Practicing how to shoot the ball on goal effectively.
- Receiving: Techniques for stopping and controlling the ball when passed.
What worked？
The soccer unit was successful. We focused on dribbling, passing, and shooting. We worked very well together and communicated effectively in groups. Additionally, our teamwork improved, and everyone participated actively throughout the unit.
What could be better?
Next time, we should pass to each other even more accurately. This will help us maintain better possession, create more scoring opportunities,
What did I work on?
During this unit, we mainly focused on writing a CER paragraph, concluding observation, inference, and wondering, and answering and asking closing and opening questions. We researched Ötzi the Iceman. This research gave us information about his life around 5300 years ago, such as his diet, clothing, and health issues. Then we had a mock trial about Ötzi and whether he was murdered or not.
What did I learn?
We learned about why we should care about the past. The past is important because we can learn from the mistakes made by people thousands of years ago. If the same thing happened to us, we could refer to the past nowadays.
What’s working?
Something that is working is that I can effectively use a visual aid at the trial by pointing and letting the audience see it to make it easier to understand. I think that the audience mostly understands what I’m saying since I explained it quite well. Also, I prepared for quite a while.
What’s not working?
Something that did not work as well is the grid used for preparing to answer my question; I did not add so much detail to it. I think that I should find more evidence to prove my claim that Otzi was not murdered. I need to say more things like “According to Dogo News…” or “According to Live Science…”
Personal Relevance
Collaboration skills used in this unit are really important for my future because I will need to work with others in many jobs and solve problems together in the future. Also, the mock trial can give me knowledge of what a trial looks like. These skills can all be important for my future.
What did I do?
We were making a car that contains an egg that should not be broken, and can still keep the egg and the car together. The materials we used are two A4 sheets of paper, one meter of tape, a straw, and a wheel. We have two classes to build this. This is our egg car:
What did I learn
We learned not only how to brainstorm different ideas to protect the egg, and keep the egg on track. We also learned about the crumple zone and the purpose of seatbelts. This project also helped us to learn Newton’s three laws. The 3rd law, which states, “Every action has an equal and opposite reaction,” has been seen when the car bumped into the wall, and it bounced back because of the reaction force. The 1st law states, “An object at rest will stay at rest, and an object in motion will stay in motion, unless acted upon by an unbalanced force.” This has been seen when the car is still moving until it hits the wall and stops moving.
What worked
The car did not fly off the track or bounce on the track. It also did not fall over while running down, which is a good thing.
What did not work
We added a longer crumple zone and also put a seatbelt on the egg, but the egg ended up still flying out and crack.
Personal Relevance
This helps me know how the car is now being designed and how the designers designed it to keep us safe. This somewhat makes me feel safer when I’m sitting in a car.
What did I do?😉
The Balloon Car was built using straw, styrofoam base, axles, wheels, and duct tape. We used it to learn about Newton’s law. Our criteria is to let the car go as far as possible using these materials.
What did I learn?🤗
Newton’s 1st law is says “An object at rest tends to stay at rest, an object in motion tends to stay in motion, unless acted upon an unbalanced force”. We see this law in action with balloon car when we release the air from the balloon, there will be an unbalanced force that cause the balloon car to move.
Newton’s 2nd law says “The greater the mass of the object, the more force needed to move it”. We see this law in action with the balloon car when we added some weights in the balloon car, the distance the car traveled decreases.
Newton’s 3rd law says “For every action there is an equal opposite reaction”. We see this law in action with balloon car when the air from the balloon came out is the action and the car moved is the reaction.
What worked?🥴
The balloon car worked well because it moved and did move for kind of a long distance. We had to change the thin straw into the thick straw so that it could move further and quicker.
What did not work?☹️
It was a struggle when the straw is not completely stuck on the car so that the car cannot go far. Therefore, to solve this problem we pulled the straw off and stuck it again so that it is fixed.
Personal Relevance
The larger the balloon, the farther the balloon can go. Like in the real world, the bigger the engine, the farther the car can go.
What are we learning
Writing a fictional story based on a theme that matters to me.
What are we learning
My purpose for writing this story is to tell others that nobody is completely bad. Everybody must have a story behind them. I am proud of my story because nobody will make the bully a good person. I kind of added a big twist in my story.
What is working
I improved a lot from 5th grade. For example, I added more descriptive language and dialogue.
Areas of Growth
I always have a strong start, but because that I rushing to finish, my ending is always sloppy.
Understanding the changes that occur during puberty is important for many reasons. The most important reason is that it helps kids to become aware of the physical transformations their bodies have, decreasing the confusion and anxiety about these developments.
A change that I feel comfortable with is the shift in friendships. As we grow and develop, our social circles often change, leading to new relationships and sometimes the end of old ones, which is not REALLY a big deal.
One change that many I feel least comfortable is menstrual periods during puberty. I know that everybody will go through periods, but I just don’t really feel comfortable about it.
Steps I took to perform a legal underhand serve
First, hold the ball with your left hand (if you are right handed) and your left foot in front. Then, bring your right arm back, toss the ball up and swing your arm forward and hit the ball with a fist.
What was challenging to do an underhand serve
One of the main challenges of doing an underhand serve is keeping the ball straight. This can be hard because you need to control the ball well and have the right body position. So, I tried to turn my arm a little bit to get the ball being hit a little straighter.