There were 3 sections in this rubric: Engages in preparation necessary for learning, participates in class & uses time effectively, completes assignments on time and to best ability.
I think I do pretty well in each of these sections. I think I deserve a 3 in engaging in preparation necessary for learning. This is because I often bring my pencil case to class, always review feedback, and when reminded, always review Schoology lessons missed.
For the section about participating in class & uses time effectively, I think I should get a 4. This is because I always participate in class discussions, raising my hand and sharing my opinion when needed. Also, when we are doing classwork in class, I always finish and don’t get distracted by others.
Lastly, in the section for completing assignments on time and to best ability, I think I deserve a 3. I usually submit my assignments on time, and follows most directions in the rubric without needing for reminder. I do always put in good work effort, submitting quality work for me.
To conclude, I think I deserve 10 points. I showcased strength for participation, actively raising my hands in class discussions. I could improve on reviewing Schoology materials regularly if I missed class without reminder.
For the second goal, I chose to work on the statement “I am able to end conflicts in a productive way with family and friends. We are able to talk through conflicts so that it doesn’t continue.”
I note that I wasn’t here during the creation of the goal, and didn’t really work on it as often so explicitly. It is my fault that I didn’t inform the teacher in time and check in with the work when I was away. However, even though I didn’t work on it explicitly, I did very similar things by myself.
To elaborate, my wish is to end conflicts peacefully and productively. The best possible outcome for me was to stop conflicts early on, and peacefully talk through it. Obstacles I thought that could possibly be on the way to achieve my goal could be that I would get too mad that I would be unable to communicate peacefully.
I worked on this even without the WOOP goal. For example, a conflict I got in this semester was about my friend and I in basketball. He got mad at the wrong person, and hit me when he meant to hit someone else. I was really mad and didn’t want to forgive and solve the issue, but I knew I would meet him in school the next day and would have to meet the issue head on. Therefore, I talked and communicated with him in person, and told him peacefully that I felt hurt that he hit me for no reason. He explained to me what happened, and I chose to forgive and continue our relationship. This shows that despite being mad, I still chose to calm down and end the conflict peacefully, even strengthening our relationship further.
I will continue to work on my WOOP goal. I did miss out, and it was my fault for not checking what happened. However, because I also wanted to work on this goal before the Woop goal, I have things to reflect on. Next time, I will check missing work and reflect further.
This unit in health class we learned about mental health. A mental disorder is a state where people cope with the stresses of life with different ways.
Types of mental health
Eating disorders
Anxiety
Depression
OCD
Bipolar disorder
We did a presentation which focused on eating disorders. We conducted research, found statistics, the lomg term impacts, common warning signs, stigmas, myths, and calls to action. This unit really made me understand why mental health is important.
Eating Disorders
Eating disorders, includes anorexia nervosa, bulimia nervosa, and binge-eating disorder.
Long-Term Impacts
Mental Health: Eating disorders often are becuase of some external stress outside of eating, which means that it can often come with other disorders like anxiety, depression, etc.
Isolation: People with eating disorders often commit to social isolation, which means they don’t meet others as often.
Common Warning Signs
Preoccupation with food
Skipping meals
Isolation from society
Stigmas and Myths
Stigma: Some common stigmas are that individuals with eating disorders are weak, lack self control, feel ashamed of themselves, etc.
Myths: Common myths include the belief that eating disorders only affect young women or that simply individuals want attention, which both aren’t true.
Calls to Action
We want to break stigma and call people to action. Only with more education and breaking the bad protroyal of people with eating disorders on social media, can we really help people with these disorders.
These disorders can be treated with proper thearapy and medicine, but we need everyone to take it seriously.
Conclusion and Key Takeaways from this Unit
To conclude, I learned a lot from this unit about mental health, particularly in understanding eating disorders. I now understand the need to promote awareness, reduce stigma, and encourage open conversations to support those affected by these conditions.
Happify is a wellness app designed to help people improve emotional health and build resilience through activities and games. The app has very structured tracks and activities, such as games related to positivity, meditation exercises, and articles about well being.
The app is easy to navigate, with a clean and engaging interface. Users are guided through a setup process to choose their goals, which helps the app recommend tracks. However, I did encounter a few challenges: some features are locked behind a premium subscription, and too many steps to choose tracks,
Basic features include:
Daily activities, such as reflection prompts and simple games.
Progress tracking to visualize your emotional growth.
A personalized feed with suggested activities.
Premium features are built on top of the basic features, while adding a extensive array of more detailed practices and guides.
I try one new feature a day, and I continued for 7 days.
The first photo is a page with all features shown.
The second page shows a feedback page after using a feature.
The third page is a meditation practice that is quick but effective.
The 4th photo is a article to help with everyday experiences.
The fifth page is a weekly survey to update on the user’s feelings.
The 6th page is a useful ballon clicking game filled with positive words to help stay positive whilst playing a game.
The 7th page is a overview/feedback page on the user’s progress/next activities.
The last page is another type of meditation for different types of moods, including savor, thank, aspire, give, empathize, and revive.
WOOP Goal/Usefullness
The Happify app aligns well with my WOOP goal of having honest conversations about my feelings weekly with a trusted person. The app provides tools to reflect on my emotions, practice gratitude, and reduce stress, which makes it easier for me to approach these conversations.
For example, the reflection exercises helped me identify and articulate my emotions effectively. The app’s mindfulness tracks also reduced my anxiety about opening up, enabling me to approach these weekly talks with more confidence.
By promoting positive emotional habits, Happify supports healthy brain function by encouraging mindfulness and reducing stress. It also improves body health indirectly by helping me manage stress, which can lower cortisol levels and improve overall well-being.
Happify uses a humane design by focusing on improving mental health through engaging but non-addictive activities. The design encourages users to spend a few minutes daily on the app without creating having excessive screen time. For example, the activities are short and provide immediate feedback. The long-term impact of using Happify includes better stress management, improved relationships, and a more positive outlook on life.
The purpose of my conference is to explain why I are here and what I want to share with you about you learning journey.
I’d like to share:
What I’ve done and what I still want to achieve
Some areas of growth, struggles, and some of my work
My goals and how I plan to achieve them
My Vision Board
Some of the things included on my vision board are:
Item 1: Sleeping
Item 2: Basketball
Item 3: My Health
Item 4: My word for 2025
These are important because these items are are who I am and what my aspirations are for the future.
My Goals Are:
Sleep Earlier
Don’t be late to school
Try more L4 tasks
Transdisciplinary Transfer Goal (TTG)
The TTGs I chose to reflect upon throughout the year is…
Creative Learners
Effective Collaborators
Core Subject: Math 🧮
I will now share my progress in Math:
In math this year, we studied key concepts in geometry, number systems, and functions while developing critical thinking skills and applying math to real-world scenarios. In Geometry, they explored transformations, congruence, and similarity by applying rotations, reflections, translations, and dilations to geometric figures. We expanded our understanding of exponents, including operations in scientific notation, and solved problems involving the volume of cylinders, cones, and spheres. Additionally, we analyzed linear relationships, studied function notation, and interpreted slope as a rate of change in various contexts.
I chose 2 artifacts to show my learning this year:
This year in science, we focused a lot on writing CERs. Before we did our CER, we had to collect evidence from sources and derive information and statistics from these sources. Then we focused on writing a CER with 2 evidence and reasonings. I did pretty good on it, as I got meeting.
Here is the first artifact I chose. In this unit about analytical reading and writing. It shoes my growth over time, as before I did this, I did not know how to take notes on stories effectively. Now, not only do I know how to do that, I also am able to integrate this into a piece of analytical text by finding deeper meaning through the text.
The next artifact is a video recorded of my motivational speech. During that unit, we focused on multiple aspects of having a engaging speech. From tone to cadence, to hand gestures, we learned multiple ways. I chose this artifact because it can really demonstrate my growth from not being able to give a engaging and confident speech to be able to give a semi-good speech.
This artifact was created by me just before winter break. During this period, I gained a deeper understanding of how to analyze historical events and connect them to future occurrences. I was pleased to receive a score of 4, which indicates that I performed well and met the expectations for the assignment.
I chose this piece to represent my progress because it shows my growth as a writer over time. Looking back at my earlier work, I can see how much I have developed my analytical skills and my ability to express my thoughts clearly. Overall, it represents a significant part in my educational journey.
This artifact was created at the beginning of the year. For this task, we were required to research a topic of our choice, and to achieve an “exceeding” score, we had to present our findings. I was proud to receive a score of 4, which shows my strong understanding of this assignment.
This experience was valuable because it helped me develop my research skills, allowing me to gather and analyze information more effectively. Additionally, it improved my presentation skills, as I had to communicate my ideas clearly and confidently to an audience. Throughout this process, I practiced multiple TTGs, which further enhanced my overall skills.
I chose my grades as a artifact because we didn’t have any work saved for PE this year. As shown, I always meet the standards and often exceed them. I always try my best during every unit, and listen closely so I understand what happens. This is a major reason why I am doing well. In the future, I will continue to meet and exceed standards in PE.
This year in design tech, we did 2 main units, one on creating a box with an art movement, and one with creating a robot capable of doing tasks.
These are the 2 artifacts I chose:
These 2 artifacts are correlated. The reflection is for my box project, as shown above. From this box project, I learned how to utilize softwares like Inkscape to create designs for projects. I also learned how to research different types of art movements and apply constraints and demands from our “boss” to a real project. The reflection was created using AI, but AI only helped organizing my thoughts and put it in a more coherent and cohesive manner. Throughout the semester of DT, I showed my growth by learning with real life applications of creating a project, and utilizing AI and creating a self reflection.
In our unit on “En Bonne Sante”, my friend and I created a script to simulate an accident, which allowed us to practice our use of the past tense. This experience was both educational and entertaining, as it required us to think critically about how to convey emotions and details effectively. I learned to structure sentences in the past tense, which helped reinforce my understanding of French grammar. Collaborating with my peers also enhanced my ability to communicate ideas and integrate feedback. Overall, this artifact not only improved my language skills but also fostered teamwork and creativity. The process of acting out the script made the learning experience memorable and engaging.
For Unit 3, I wrote a letter as the mother of a “poilu” in WW1 to her son. This project was a powerful way to connect with historical events while practicing the past tense and vocabulary we had learned. Writing in the voice of a character allowed me to explore the emotional depth of the situation, which deepened my understanding of the impact of war on families. It was essential to incorporate specific vocabulary related to the context, which challenged me to think critically about word choice. We also had to fit the content of my letter to my partner’s content, which made it harder to write. Additionally, we had to learn how to write in the structure of a french letter. This letter not only improved my writing skills but also helped me learn about the past and their way of life. This was a meaningful exercise in empathy and language application/structure.
Throughout this unit, I learned that there are many ways we are affected by chronic stress, both negatively and positively. In addition to that, I also learned about controlling that stress when it accumulates, leading to only negative affects. Today I will be sharing what I learned.
1. Brain Development and Stress
Stress activates the amygdala, which processes emotional responses, particularly fear and anxiety. When faced with stressors, the amygdala triggers the fight, flight, or freeze (FFF) response, preparing the body to react to dangers. However, activating the amygdala due to ongoing stress can lead to anxiety and difficulty in regulating emotions. The hippocampus, which plays a role in memory and learning, can also be affected by stress, leading to difficulties in emotional regulation. The prefrontal cortex (decision-making and self-regulation) can also be affected negatively, making it harder to manage emotions and thoughts.
2. Emotions and Their Connections to Thoughts and Behavior
Too much stress can lead to distress, which negatively impacts our mood and can create a negativity bias, where we focus more/only on negative experiences rather than positive ones. On the other hand, some stress, known as eustress, can motivate and enhance performance. With eustress, we can also make positive performances and growth.
3. The Function of Stress
As explained earlier, stress isn’t always a bad thing. In the case where we are in a very stressful decision, our amygdala triggers the FFF response. This makes our body of alert of what is going on and ready to face dangers. However, when stress responses are triggered too frequently or intensely, they can lead to chronic stress, affecting mental health and overall wellness.
4. Strategies for Building Stress Resilience and Self-Regulation
During our health presentation time. We learned many new techniques to build stress resilience and cope with stress. From doing Yoga to experiencing nature, there are many ways to cope with stress. The way my partners and I explained was Yoga. We showed that Yoga could regulate stress by affecting both the body and the brain. It lowers cortisol and strengthens areas like the prefrontal cortex, which helps with focus and decision-making. It also calms the amygdala, which processes fear. This strengthens our stress resilience.
To conclude, this unit really taught me how important stress is for myself, and I will always make sure to cope with stress and build resilience.
This was a project where we tried to estimate our time for the race closest to a 1:1 ratio. The math we did were things like calculating each of our rates, then calculating the average rate. If I could redo this race, I would have gotten more trials done, because, after all, we walked too fast in the beginning, and walked too slow in the end. When we did the timed trials, we used meters per second. If that wasn’t on our paper, then we wouldn’t have known if it was feet, yards, and other units, and it would be hard to compare.
This is my end of the unit assessment. The task was to make a somewhat poster-like board to persuade the audience using graphs and reasoning that McDonalds is not unhealthy. I think I did well on the color contrast. I also did well on finding a source to prove why my points are correct along with my evidence from the graphs and reasoning. The last thing I think I did well on was using the 5 number summary to prove why this part of McDonalds was healthier than the other fast find restaurants. I think I would improve on putting a little more time on writing the reasoning and less time on CARP. I think I did well with CARP. This is because I matched the colors of McDonalds with my colors. I also didn’t put any figures, shapes, and text in the corner. All of these shapes and text are evenly spaced out. I like these types of performance task more than regular tests because that way, I can have more critical thinking with these types of tasks. This makes the test more fun and thoughtful, rather than the traditional test being so dull.
