I think the most important safety behavior for me is to sleep early, so that I have enough energy for school or do other things the next day.
My five trusted people is my mom, my dad, my grandparents, my friends and my teachers.
Social Media impacts teens in both the positive way and the negative way, teenagers might meet someone that have the same interests as them, and they could be each other’s role model and study together, and maybe teenagers could meet someone that is bad and encourage them to do bad or dangerous things.
To protect yourself online
-Don’t send your pictures to strangers
-Don’t tell any personal information to anyone online
-Don’t talk to random people
-Don’t post a video with your face in it
The biggest takeaway in this unit is that I learned new ways to protect myself online and the affect that devices could cause, also I learned about the importance of spending less time on my devices.
I learned about Dystopian Fiction by reading the book The Giver and writing academic paragraphs responding to questions about the text.
What did I learn?
In this unit I learned writing academic paragraphs, for example building vocabulary, and using transition words, also we did academic discussions in this unit, we did reading comprehensions, and we discussed the chapters with our classmates.
What Worked?
Something that helped me understand the book was by doing the discussion, in the discussions my classmates shared their opinion about the chapter and it helped me better understood the chapter and the importance of the details that could help develop the main problems, or others, and they also used evidence and detail to support their claim.
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. I think I could improve by doing more discussions and noticing more details.
We started by completing an investigation to determine the relationship between potential energy and height. We also wrote a lab report, built the model, took data and wrote the conclusion with a CER.
In this unit we baked tasty food with our partners, we calculated the money it will cost, the amount of each we are going to use for each ingredient in different units, and we also searched the ingredient and the steps.
What did we learn?
In this project we learned how to bake, convert units, calculate money. For example, we learned how to calculate how much money does one ingredient cost per gram. Also we learned how to bake, me and my Partner Michelle used the oven, and her mom told us how to use it. Also in when we were doing part 4 and 5 we learned how many units of a ingredient equals to another unit of the same ingredient.
What worked
Well, most of the things worked while we were baking and working. For example, we got mostly enough ingredients and our calculations are all correct, so most of the baking was very successful.
What didn’t worked?
Something that didn’t go as well as we expected was that the chocolate chips was not enough, we calculated that we need 40 grams of chocolate chips, but we only had around 26 grams, so we had to go to the supermarket to buy some more which wasted a lot of time. And something that also didn’t go as well as we expected was that our cookie wasn’t fully baked, to solve this problem, we decided to bake it for more time, and it went very successful.
Personal Relevance
Converting units could help in my future math tests and lessons, and also knowing how to bake could help me when I grow up and live alone and I could bake myself, and I don’t need to buy a cookie.
In this unit we worked on observations, inferences, and wonderings. In the first few lessons we watched a video introducing Ötzi the Iceman, and we wrote down our observations, inferences and wonderings about anything that relates to Ötzi. The main question that I want to know the answer, is “how did Ötzi died?”. Then, we started researching about Ötzi. Also, we read articles and looked at examples of CER paragraphs, and we started writing our own CER paragraph. At the end of this unit, we start to answer close and open questions, we also prepared for the mock trial, we thought of questions that the lawyers might ask us and answered the questions.
What did I learned?
In this unit I learned that people care about the past because they need to learn about the mistakes and improve them. Also, the scientists want to know because maybe the new discovery might help them with something hard that they were dealing with. And people are curious about how people in the past lived, what cloth does they wore, what food do they ate, and many others. And it is also important because if they don’t know the past, they won’t have the knowledge to know how something is made or how to do something successfully.
What worked well?
Something that worked well for me was the CER paragraph. It worked well for me because I think I did enough research to write the paragraph, and I also learned how to make the reasoning stronger for others to be persuaded. I also used sentence starters to make my paragraph make sense, and also more persuasive.
What did not work?
In this unit, I found something that I could improve when we were practicing for the mock trial. I found myself not speaking very loudly and with confidence. I think I should improve that, because it is very important for a lot of things, for example, speeches, interviews, when I am speaking in public, speaking to strangers, and a lot more.
Personal Relevance
Collaboration skills and communication skills are very important in my future life. Because in high school, university and when I’m working, I need to communicate with others to make our project better. And I need collaboration skills to better communicate and work with my partners, so we can be successful.
We used crumble zone, seatbelt and airbags to keep the egg safe, we used paper to create all these things in only two classes. The size of the egg car can not be longer than 16.5cm and can’t be wider than 6.5cm. And also, the teacher said that we can’t cover the egg, they have to see the egg, and can take it out easily.
WHAT DID I LEARN?
I see how Newton’s 3rd law work when we were building the crumble zone, “every action has an equal and opposite reaction”. When the egg car hits the brick, the egg will crash, but if we add a crumble zone it will help to get less force on the egg so it will not crack. And we also added airbags, so that most of the surface that egg touches is soft, so it won’t crack that easily.
WHAT WORKED?
Something that worked was that our egg survived. That was because we added airbags, a crumble zone and a seatbelt. We made our crumble zone and the place where we put our egg together in a small paper bag. We also added crumbled paper into the “bag”, and that’s our airbag. Our seatbelt is very different from others, instead of just a stripe of paper, we used a small piece of paper on the egg, but in order to the rules we have to make others see the egg, so we cut a hole on the paper.
WHAT DID NOT WORK?
Something that did not work when we were testing was that, the car didn’t move. To solve that problem, we tried many times. First we tried making most of the force on the back, so we made the back heavier by adjusting the position of the fake egg and the washers, but it didn’t work. The second time we adjusted the position of the wheels, we made it back a little, and it stills couldn’t work. And finally, the last time we took out the rubbers on the wheels. Finally, it worked, and it turns out to protect our egg very well.
PERSONAL RELEVANCE
Now I know that the designs of cars or other vehicles are important. Because if you are in a traffic accident the crumble zone, airbags and seatbelts are very important. These are there to protect you by decreasing the force that gets to you, preventing you from getting an injury by bumping into hard parts in the car, and also keeps you from moving when the vehicles stop.
In this unit we learned the design cycle. First, we thought of who should we design the product for and why they need it or why they will like it. Then, we started researching about pictures of what you want to design, the size, the design, and the materials for the product. After that, we thought of what our own design will look like, the size, function, shape and material. Fourthly, we drew six different designs, and then we made the design on Inkscape with no color. Then, our teachers helped us print it out and then I added a few pieces to my product. At last we wrote a paragraph about feedback that my client gave.
In this unit we designed a chess piece. First, we discussed in our group what theme we want to do, then we drew our design on a big piece of paper. After, we made our design in Thinkercad. Lastly, the teacher helped us to 3D print out the chess piece. I added all the steps that I did while I was doing this project.
In this unit we built a balloon car. The balloon car was built using straws, plastic plates, hot glue gun and a balloon. We used it to learn Newton’s 2nd law of motion, law of acceleration.
What Did I Learn?
Newton’s 1st law says an object at rest tends to stay at rest, an object in motion tends to stay in motion unless acted upon by an unbalanced force. We see this law in action when the balloon car when the ballon car is moving and not moving. Newton’s 2nd law says the greater mass of an object the more force it will take accelerate. We see this law in action when we add more washers to the balloon car. Newton’s 3rd law says every action has an equal and opposite reaction. We see this law in action when we add more air into the balloon, when we release the balloon, the car gets faster.
What Worked Well?
Something that worked well was that when we built our balloon car, it went very successful, even thought there was lack of materials, but we found solutions to overcome it. And something that also worked was when we tried to experiment our balloon car the second time it went very successful, the car accelerated fast and it had gone a long distance. To make it successful, we added two straws to make the balloon car accelerate faster, and we also added abundant air in it.
What Did Not Work?
Something that didn’t work as well was the more time we tried the balloon car was getting slower and slower, and the balloon was leaking a lot of air. To solve this problem, we added more glue to the balloon inside to attach the straws tighter. And also something that didn’t work was when the first time we tried to test our balloon car it didn’t move so we added more air and luckily, we were successful.
Personal Relevance
I see Newton’s 1st law in real life, when cars stop, they will not stop unless an unbalanced force stops it. And it also happens when cars want to start moving, they will don’t want to start moving unless a unbalanced force acts on it. I also see Newton’s 2nd law in real life when someone is pushing something, you will need to put a lot of force to push something that is really heavy. Moreover, I can also see Newton’s 3rd law of motion in real life too, I can see hit when two people hit against each other, they will both get hurt, and how much they hurt depends on how much force they hit against each other, and this example supports Newton’s 3rd law “Every action has an equal and opposite reaction.
In this unit we are writing a fictional story about themes that we chose.
WHAT ARE WE LEARNING?
we are learning about how to developing our characters, learning themes, plot and setting.
WHAT’S WORKING? Something that was working is the character development and the plot. I got the idea from a comic book that I read when I was small. My favorite sentence in my story is “The river, the birds and the cars on the street forms a orchestra.” I like this sentence because I think it describes the setting.
AREAS FOR GROWTH
I think the areas that I need to improve is when I write the main problem in my story, because I will use the same words over and over, and also sometimes I can’t think of more ideas.
PERSONAL RELEVANCE
I think the skills that I learned in this unit will help me in my future writing in language arts, or maybe even in other classes, or maybe it will even help me my career.
It is a bit hard for me because some words spell like english but they sound completely different from english, and somethings when I pronounce the word I will pronounce it in the English way for example, tigre, I sometimes will pronounce it as tiger.
Something that is easy for me is that most of the words I had learned it before, for example, américain.
The first few days of school my pronunciation was not that confident and accurate, but after months of studying, my pronunciation was finally better, I am more confident at reading French and talking to my classmates and my teacher. And I improved by practicing on Quizlet and in class, I also think that my skills at reading and understanding improved a lot.
