Shenru's Portfolio

In our PE class, we are working on a badminton unit focused on developing key techniques and rally skills. The daily learning targets include mastering the drop shot and long shot, as well as improving basic footwork, grip, and serve consistency. The assignment rubric emphasizes control, placement, and the ability to use these shots strategically during gameplay.

What’s working well is my understanding of the drop shot technique; I’m able to execute a soft, close-net shot with better consistency. I’m also proud of how I’ve started to vary my shots during rallies, mixing clears with drops to keep my opponent moving. My serve has become more reliable, which helps me start each point with confidence.

What was not working is that I have an injury in my knee, so I couldn’t run so fast .

Part 1 Essential Question and Standard Reflection

What happens inside our bodies when we get sick?

The EQ I chose is “What happens inside our bodies when we get sick?” and the topic I focused on is Alzheimer’s disease. Learning about how different systems and cells interact with each other to react when catching a disease. For example, we learned the function of organelles, so this helped me understand how the mitochondria and the nucleus interact. The mitochondria produce energy that allows the nucleus to control the brain. This information helps me write a CER and build a model to answer the EQ. This directly connects to the idea that a body is made of subsystems made of cells. When the mitochondria stop working properly. Without energy from the mitochondria, the nucleus can’t control the cell’s activities. When many brain cells stop working, the brain tissue they form begins to fail. This affects the whole brain and eventually the entire body. Proving that the health of the cells and their organelles determines the health of the whole body system.

Which learning experience was the most impactful or memorable for you as a learner?

I think the most memorable and impactful activities we did in class are the VR project and the dissection. The VR project improved my understanding of different systems and how they interact with each other as based on the amount of research I did in class. On the other hand, the dissection gave me a memorable hands-on experience. When dissecting, I learned a lot by interacting with the real organs, while fitting in the knowledge in class.

Improvements

Some improvements I can make in the future are to increase my efficiency, so I would have more time to make my model neat and detailed enough. Meanwhile, I would also want to improve my skills to write and organize my CER so that the evidence and reasoning connect directly.

U: What do you understand in this unit?

I understand how to calculate a percentage using the percent equation. I also understand how to calculate percent change using the equation (new-old)/old*100. We also learned how to calculate tax, tip, discount, and markup.

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

One new information I learned in this unit is how to calculate the original price, not including the tax, in China. For example, if the price is 10RMB and to get the original price you have to divide 10 by 1.09 because if x*1.09=10 then x=*10/1.09

I: What was interesting in this unit?

What I found interesting in this unit is that we get to choose a different topic for our project, also when making the PPT, the process is pretty fun. I think this project is an effective and good way to show our learning in class in an open way.

T: What was tricky for you in this unit?

What I found tricky is that first, when Ms.Jiang explained to me on how to find the original price, I got confused and didn’t understand, but after I flipped my thinking and used another way to think, I understood. Another thing that sometimes tricks me is that I sometimes calculate the tip after the tax is added.
 

What did we learn?
In this unit, we focused on the core skills of dribbling, shooting, and transition play. We learned how to control the ball while moving, how to position ourselves for accurate shots on goal, and how to quickly switch from defense to offense (and vice versa) during gameplay. Understanding how these skills connect helped us see soccer as a fluid, strategic sport rather than just a series of separate actions.

What helped?
Breaking down each skill into small, repeatable drills helped a lot. For dribbling, practicing changes of direction and speed built my confidence with the ball at my feet. For shooting, focusing on plant foot placement and follow-through improved my accuracy. For transition, small-sided games emphasized quick decision-making and communication with teammates. Encouragement from peers and constructive feedback from the teacher also made it easier to keep trying and improving.

What is something you are proud of?
I am proud of how my shooting improved throughout the unit. Early on, my shots were often off-target or lacked power. By focusing on my technique and staying composed in front of the goal, I was able to score more consistently during our scrimmages. It felt great to see practice translate into actual gameplay.

What is something you can work on?
I want to continue working on my weaker foot, especially during dribbling and shooting drills. I tend to rely heavily on my dominant foot, which limits my options on the field. Becoming more confident using both feet will make me a more versatile and unpredictable player. I also want to work on my vision during transitions, so I can make quicker and smarter passes under pressure.

• U: What do you understand in this unit?

During this unit, I understand what a scale factor is and how to calculate scale factors, scales, and whether a shape is a scale copy using the knowledge of proportional relationships learned last unit.

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

I learned what a scale is and how to use it in real-life examples, for example, looking at a map.

• I: What was interesting in this unit?

Something interesting in this unit is that we learned many new math vocabulary and formulas to calculate area and perimeter scale factor.

• T: What was tricky for you in this unit?

Something tricky for me is that when we just started to learn scales, I got confused and didn’t really understand how to calculate them.

In this unit, we focused on volleyball, learning how to bump, set, and serve.

• How did you manage to control the ball during your two-handed volleys when the game was moving fast? What helped you stay focused?

Two-handed volleying during a fast game and ball control include the application of a combination of technique, anticipation, and mental focus. Solid stance and grip are the foundation; loose hands with a tight grip are more in control of the ball. Anticipation is also an ability that helps a lot; seeing the game and knowing the trajectory of the ball, I can get to the right spot, and thus I can react fast. Staying mentally alert and avoiding distractions is very important, and breathing is one technique that I can employ to stay on track when things become tough.

• Describe a moment during the game when you successfully used a two-hand volley to keep the play going. What did you do to maintain control? 

At a critical point in the game, I was right at the net when one of the other team members hit a high ball in my direction. In a matter of milliseconds, I positioned myself for the volley by squatting down to crouch. As the ball came to meet me, I concentrated on striking at the top with both hands and then skillfully pushed towards the net. To keep control, I positioned my body in the same direction as the ball, and I executed my arms, directing it perfectly onto an open spot on the opponent’s side. Not only did this keep me in play, but it gave me a tiny kick of confidence.

• What challenges did you face while trying to perform two-hand volleys in a dynamic, changing environment? How did you overcome them?

Performing two-hand volleys in a dynamic situation has a couple of challenges. The speed of the game creates hurried actions, and mistakes become more likely. Additionally, quick-moving adversaries may get in the way of my reaching the ball, preventing me from setting myself up well. High-stakes pressure also increases anxiety, which works against performance. All these issues are addressed by focusing on habitual practice, acquiring fast reflexes and footwork, and developing communication with partners in a way that there is understanding during fast plays.

• How did your positioning and movement on the court affect your ability to execute controlled two-hand volleys?

My positioning and movement on the court have a significant impact on my performance in controlled two-hand volleys. Being in the right position creates better angles and easier ball management, so I attempt to stay light on my feet and be ready to move my position accordingly. Lateral sprints enable me to reach balls that might be out of my immediate range. Incorporating drills for footwork into my training makes me more agile, with good position change, which is essential in remaining in control in the midst of quick exchanges.

• What strategies can you use to improve your two-hand volley skills when playing in a fast-paced game with teammates and opponents moving around?

In becoming proficient in two-hand volley in fast games, there are some good tips I can use. Participation in specific drills that simulate game conditions, such as rapid-fire volleys with a practice partner, significantly improves my reaction and precision. Incorporating agility and footwork training into practices further enhances my movement speed and positioning. Practice games played at a quick pace build resilience and decision-making abilities in high-pressure situations. Finally, soliciting constructive criticism of my technique and positioning from coaches or peers provides valuable input for continuous improvement.