Ruby's Portfolio

QUESTIONS:

1. U: What do you understand in this unit?
2. N: What new information did you learn in this unit?
3. I: What was interesting in this unit?
4. T: What was tricky for you in this unit?

U: What do you understand in this unit + N: What new information did you learn in this unit?

In this unit on proportionality and percentages, I learnt how percentages are a way of expressing fractions and numbers as parts of 100. This makes it easier to compare different values accurately. I also learned that proportionality means that two quantities change at the same rate, so in this case, if one number doubles, the other would need to double too to keep the proportionality. Which links directly to how percentages work. During the class lessons, we explore how to apply the concepts in real life by solving problems involving tax, tips, discounts, markups, and percent increase or decrease. I also learnt the formula for solving problems like percent change, which is the difference divided by the original value, multiplied by 100 percent. This helps us see how much the value has shrunk or grown compared to its original value. Overall, this unit showed me how to make better and more worthy decisions.

I: What was interesting in this unit?

What I found interesting in this unit was seeing how percentages connect to everyday life. It wasn’t just about numbers on a page; we used them to solve real problems like calculating which store offers a better deal, or how much the store profited compared to the original price… I think this unit was very engaging and fun because we got to choose a topic that we like and explore the price difference in the summative project.

T: What was tricky for you in this unit?

At first, when I didn’t understand the formula for the percent change, it was tough for me to find the answer, but after I memorized the formula, I understood the principle of percent change i basically understood everything.

Part 1 Essential Question and Standard Reflection

What was the essential question you chose to answer?

How do our body systems work together when we play our favorite sport?

Standard Reflection: How did what you learn about cells and human body systems help you to answer this essential question? How does this relate to the idea that the body is a system of subsystems made up of groups of cells?

In this unit, I learned the body can be divided into 11 different systems, including the integumentary system, nervous system, skeletal system, muscular system, circulatory system, respiratory system, digestive system, excretory system, endocrine system, reproductive system, and the immune system. These systems interact with each other; for example, the muscular system and nervous system work together to produce cooperative movement. The nervous system transmits information to the muscular system, while the muscular system generates movement.

I also learned that a cell is the basic unit of structure and function in a living thing, and it carries on the processes that keep organisms alive. And tissue is formed by specialized cells, which help the body systems work together. For example, the muscular tissue carries out movement while the nervous tissue carries electrical messages back and forth between the brain and other parts of the body.

This links to the essential question I answered. During volleyball, the nervous system and muscular system interact together to coordinate movement; this system’s level of cooperation relies on nervous and muscular tissues, transmitting signals, and generating force. and organelles such as the nucleus and ribosomes produce necessary proteins.

Through this project, I’ve learned that the body is organized as a system of subsystems. The body system functions as a whole, but it is made up of smaller subsystems. Each subsystem is built from groups of cells, and every cell is a complete unit containing different organelles that carry out specific functions.

Blind Box Photo:

Part 2 Learning Experiences

Station activities and independent research topics have helped me a lot during science class. These activities made my understanding of the topic deeper and clearer. They also gave me space to learn by myself, so I could research the parts I wasn’t sure about. On the other hand, L2 quizzes pushed me to understand and remember the important parts of what we were learning. For example, during unit two we studied organelles such as the nucleus and vacuole. At first, just writing on tables and worksheets didn’t help me memorize their functions. But when I prepared for the quiz, I pushed myself to remember the basics and definitions of the organelles, and that made me feel more confident about the lesson.

Part 3 Improvements

Before, noticing my mistake on, not checking the rubric carefully, I had to resubmit my work. But after noticing the problem, I started to look at the rubric more closely, and I started to ensure that my work match the criteria this help me become more organized and improved on the assignments that I submitted now I feel more confident because I know that I am following the directions. My teacher is giving me. I also want to keep improving by continuing to check the rubrics every time before I before I submit my assignment and stay before I submit my assignment and stay consistent with what I am. before I submit my assignment and stay consistent with what I am doing now I think this habit before I submit my assignment and staying consistent with what I am doing now I think this habit will help me do better in the future and avoid resubmitting my assignments.

U: What do you understand in this unit?

I understood that different units actually all link up together. In the last unit, we learnt about proportional relationships, and in this unit, we learnt about scale. Although they sound like two entirely different things, they actually connect. For example, a scale question would be: The scale is 6 centimetres to 15 feet. Zahra wants to put a couch in her office that is 3 feet wide. How wide would the
couch be if it were drawn on the scale drawing? This shows a proportional relationship and scale because it demonstrates how 6 : 15= ? : 3

N: What new information did you learn in this unit?

I learnt that scale is a very important factor in drawing different objects and solving real-world problems. If you were to draw an animal and its body, then you would need a scale. For example, you would have to measure the sides carefully and make sure that the ears are smaller than the face. Also, scales have made our life more “smart” by allowing people to measure a scaled version of the building rather than actually measuring the whole 30-floor-tall building.

I: What was interesting in this unit?

I think something that was interesting in this unit is how the measurements can have many decimal points, and also about the formulas. For instance, to measure a scaled area, the units are squared and its “scaled area = scale factor (squared)x original area.”

T: What was tricky for you in this unit?

I think some of the answers have too many decimal points, and I always think that my answer is abnormal and probably wrong, so I tend to doubt myself. I also think something hard was about adding the units correctly. I also sometimes will flip the ratio by accident. For example, it should be ?:3 then i might write 3:?.

I Used to Think…

I used to think that the number of subscribers meant how reliable and trustworthy the influencer is. This was because before I thought that if people followed them, then it would mean that they trust the influencer. I also thought that some health claims were real. For example, I used to believe that it was true that you could use toothpaste and some home use materials to make slime, but after thousands of trial I never assumed that the video was fake but thought that my materials were the ones that stopped the slime to form. In the future, if I scrolled to slime tutorials, I would be more cautious and critical.

Now I think…

However, now I believe that the number of followers primarily indicates how good and attractive the video is. It doesn’t prove how reliable or trustworthy the video is. In this unit, I participated in some activities and learnt about how health claims and health influencers worked, and their impacts on the audience’s decision-making as well as brand image building. Following the foundation of understanding the health influences, I learnt how the CRAAP test can help people evaluate and identify the reliability and intentions from different aspects.

How I Evaluate Health Media Now

Now, after learning about the traps that the influencer makes, I prefer to use the CRAAP test to indicate how trustworthy/reliable the influencer is. I would also ask myself some questions before trying out the thing that the influencer claims.

Supporting Example from Class

During health class in unit two, I learnt how the CRAAP test, which stands for Currency, Relevance, Authority, Accuracy, and Purpose actually helps identify the reliability of the influencer. For example, I would ask myself some questions like: What is the currency of the video? Does the author have relevance to her product? Is she actually reliable? Does she have a PHD/ Does her background relate to the content she is posting? Is the information that she claims true? What is the purpose of the influencer to post the video? After asking myself all the questions, I will more likely be able to identify the reliability of the author/influencer.

Peer feedback

During lesson 24, we were working on improving and reviewing our work. We were working with different peers, and got feedback that most likely would help our presentation become clearer and more persuasive. Peer feedback is important and valuable because it shows the divergent angles of my peers. During the process, my peers gave some advice about my presentation, which was about:

Clearer format:

• adjust the words in the presentation and highlight the key information

•add more pictures to make the presentation more attractive

My peers advised me to make my format clearer. That is essential in a presentation because it makes the audience understand the content better and helps the whole speech be more professional and fluent. Following the advice, I adjusted my work by adding more pages to split the words into different sections. I also added some sticky notes to make my whole presentation look cleaner and easier to read.

After that, I tried to visualize my project by adding more pictures related to the content of the video. I added photos, including screenshots of the influencer’s video and her profile page.

Link of our project: https://www.canva.com/design/DAG2lIDgI_Q/J7ZDNCgCM9L48FQpOygdQQ/edit?utm_content=DAG2lIDgI_Q&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

Screenshots of our project

Our CRAAP test draft:

Peer feedback:

#Social Studies #Media Feedback #Unit 1 #Visual Presentation 

Picture of my big feedback form: ⬇️

One drive link for my presentation: ⬇️

Ruby Wong gold c1 presentaion .MOV

What are some pieces of feedback that you received and then incorporated into your work?

(press the plus sign to read more)

Explain 1 thing that you are proud of from this unit:

I think 1 thing that I am proud of in this media unit was how my ideas were related to real-world problems. The topic that I chose was focused on a specific group of people who were reading disordered. I helped them through my ideas and my product, although it wasn’t a real product. Through the presentation, I built awareness and brought attention to this type of medical issue.

Explain 1 thing that you want to keep working on：

One thing I want to keep working on is making my notecards clearer. During this presentation, I found out that I wrote too many words on my note cards and by reading from them, it was hard for me to make a lot of eye contact. I think next time I would try to write more bullet points and make it easier for me to read.

In your own words, explain what Bias is. 

In my opinion, bias means that the conclusion of something or the judgment of something is leaned toward one side, and normally, this conclusion would be unfair. For example, if there’s a competition between apples and oranges and I am supposed to vote by their look and taste objectively, but because I like apples more so I vote for it. This vote would be biased because I am not voting objectively but rather by my taste.

Explain 1 positive outcome of people having the same perspective might be.

I think 1 positive outcome of people having the same perspective might be that there would be more peace because when people have the same idea, there wont likely be wars or any disagreements between people.

Explain 1 negative outcome of people having the same perspective might be. 

I think 1 negative outcome of people having the same perspective might be that there won’t be a lot of new ideas. This is because when people all agree on one perspective, then there won’t be that many new inventions. Also, when people have the same perspective, then it would be boring because everything would look the same and feel the same.

My unit summary sheet:

U: What do you understand in this unit?

I understood many things including the proportionality and how y=kx where k is a constant and y is the proportional to x. I also learned that a proportional relationship forms a straight line that passes through the origin (0,0).

N: What new information did you learn in this unit?

I discovered how to find the cop using the formula k=y/x, this helps me write equations like y=kx. I also learned how to tell if a relationship is proportional or not proportional— for example: if the graph doesn’t go through the origin then it wont be proportional.

I: What was interesting in this unit?

I got to see how equations like y=kx turned into visual patterns and also how one number (k) can describe an entire relationship (COP)

T: What was tricky for you in this unit?

I think something that was tricky for me was finding the COP and writing the equation because I always mix y and x up.

What we had been learning

In unit 1 of health class, we learned about the Harvard health plate and about the healthy diets, such as how the unhealthy habits can affect our body, how habits form and also why habits matter so much. We also learnt about the nutrition guidelines and how to make our meals more nutritious and healthy. After that, we learned about micronutrients and how they help our bodies become healthier. Subsequently we dug deeper into the impact of food and the habit loops. Moreover, we learned how to be an ethical global citizen and how carbon dioxide includes in every food in which harms the environment and how carbon dioxide cause climate change because of the heat carbon dioxide brings to the environment. This lesson consists of the environmental impact and how reducing food waste will help the environment a lot.

Projects we have done

During unit 1 there were 2 main projects including designing a menu for Teresa and Masterchef. When we were making the menu for Teresa we included different aspects and how to create/design a suitable menu for Teresa. In this project we had to make sure that the menu was suitable for Teresa because her activity level is high because she plays soccer after school for 4 days a week and walks to school daily. While keeping in mind that she enjoys Asian foods, loves fruits and dislikes over spicy foods. We included asian food and drinks which Teresa enjoys. Since she has a high level of exercise so we added protein like fish and pork because we didn’t want to add meat that include to much carbon dioxide. So we made a menu just for her that looks like this:

For Master Chef, we came up with the idea of making a frozen yogurt parfait that everyone will most likely enjoy. So we decided to make it together at my house. While making it, we considered that it had to relate to the Harvard healthy plate, and so we included micronutrients, which were oats. We also included fruits like strawberry, raspberry and blueberry to help students gain her vitamin c.

What was successful

I think 2 things that was successful in this unit was that I was able to learn and use the Harvard plate in my daily life and knowing the importance of my habits. I also think that i learnt a lot of new information and i think this unit was really important because it make me understand the impacts of every action you choose to make or choose to ignore.

What things can be improved

• learning more about the Harvard plate

• Diving deeper into how some types of food will pollute the enviroment.

• Why micronutrients help our body

What are we doing?

We are making a MMR (Mix media Response) about our change maker which is Susan B Anthony. We used cardboard, paper, newspaper, and paint to make this MMR. During the process we designed many examples of What we want our MMR to look like. At last we agreed on making a vote box that includes puzzles showing “gender equality” on it.

What are we learning?

We are learning about our Change Maker which is Susan B Anthony. We learned that She is a brave and motivational women that inspired many women to stand upon women’s right. Something interesting that I learnt was she died on my birthday… (3/13) I also learned many facts about her for example to protest she voted illegally before women got the right to vote.

What’s working?

Something that is working is that me and my partner worked collaboratively and we all agreed on each other. For example Ashley pasted all the newspaper and I glued all the things that needed to be glued with hot glue gun and I also painted everything. We finished everything on time.

What’s not working?

Something that is not working is that the vote box was not stable and we had to fix it, but now the vote box is stabled.

Personal Relevance:

I think by learning about Susan B Anthony I have more knowledge about these famous people that helped change the world to a better place.

1. An area of EFFECTIVE COLLABORATION that I was the best at was Paying attention to self and others because I shared ideas with my partner when we were thinking about the puzzle (give at least two reasons why).
2. An area of EFFECTIVE COLLABORATION that I need to improve was Putting ideas on the table because I felt like I was too shy to disagree on Ashley because when we wanted to paint the cardboard pink I thought we should make it red because the SDG is more red but I didnt talk to Ashley about that.(give at least two reasons why).

What are we doing?

In the 5th unit of Social Studies we are trading following the rules of the Silk Road trade. Teachers distribute us to different regions and we trade with different regions, during the process of trading some regions are not allowed to trade with other regions for example since on the map China and Byzantium aren’t connected, to trade with each other one region needs to find a middle man to help them trade. Also, “scamming” is allowed, in our case scamming includes secretly giving disease cards to the person you’re trading with or giving them something worthless and getting something something worth. But stealing is not allowed which in our case is snatching cards from people or not giving cards back.

What are we learning?

In the “Silk Road” unit we learned the different ways of trading goods, and the different rules of the silk road trade. For example I was distributed to the Persia region and since Persia wad in the “middle” of the different regions that were able to trade in the Silk Road on the map, so Persia had an advantage of trading with all the regions. But if you are in a region that is not Persia, you would have to “buy” a middle man to trade with the country that you cant trade with. For example if you were in China’s region then it is illegal for you to trade with Byzantium because on the map China is not able to travel to Byzantium. Therefor when China needs to trade for goods that only Byzantium has China would need to “buy” a middle man that would most likely be Persia because Persia is allowed to trade in all regions, then China would give Persia something Persia really needs and Persia would also give China something back, then Persia would go trade with Byzantium since China wants the good, after the trade Persia would give the item to Byzantium. But during the trade stealing is not allowed which means you either snatch the item from the other region or trade without giving your item to the other region.

What’s working?

I think something that is working in our region is that our plan is clear for example we all have items that we need to trade for, for example I’m supposed to trade for all the techniques. This make our group more efficient because we wouldn’t forget to trade for things because everyone has a role and it would be easier for us to get more points.

What’s not working?

I think something our group needs to improve on is getting more items because we really wanted some items and the treader would make us pay double or triple for the item. Therefore it made our group get less cards and after counting the points I found out that one card equals to 1 point and if we got more cards t would mean that we would get more points.

Personal relevance:

I think it helps us understand how the Silk Road work, we also get to experience the hard feelings of the people that actually/ truly experienced it, we also get to collaborate together and try to get as much points as possible.

1.The three norms of collaboration are pausing, putting ideas on the table and paying attention to self and others.

2.I am strongest at pausing because I always listen to my teammates and collaborate effectively.

3.I need to improve on putting ideas on the table because I normally stay quiet and I don’t really share my ideas.

4. During the Ancient Silk Road Economy unit, the learning activity I liked the most was trading with other regions because it was really fun and I got to scamm other people and trade for more worthy things.