My dissection of two squids that were eaten after.
Communication Core Competency
“I can ask and respond to questions to be an active, supportive listener”
While we were following instructions during the dissection, I made sure to listen carefully and follow along with a high level of focus. I did my best to remember everything that the teacher said, so that I wouldn’t have to ask many questions. However, when there was something that I was not sure about, I asked a question about it to solidify my understanding.
Thinking Core Competency
“I can analyze evidence to make judgements”
While examining these squids, I used critical thinking to identify different body parts and their functions, based off previous notes and lessons on cephalopods. For example, I could tell that I had one male and one female squid based off of the colour and texture of their gonads.
Personal/Social Core Competency
“I can show a sense of accomplishment and joy. I take pride in my work and myself.”
I was very proud of myself after this lab for being able to carefully take apart this squid, make precise cuts and remove body parts (without popping the inc sac too early!), and identify different parts and analyze how they look.
By altering the a, h, and k values in this quadratic equation, I made a parabola that looks very different from the parent function when graphed. The a value, -2, made the parabola compressed (more narrow) than the parent function and this function opens downwards because that value is negative. The h value, -3, shifted the vertex of the parabola 3 to the left from the origin. The k value, -3, shifted the vertex of the parabola 3 down from the origin. All of these variables were responsible for how my parabola looks, and why it is different from the parent function.
Self-Assessment
How did you represent the same mathematical idea in multiple ways in this assignment?
I compared two equations of parabolas, one of which is really an altered version of the parent function. I explained why the two are different, and exactly what variables changed each aspect of the parabola that is different from its parent.
2. State the relevant mathematical vocabulary words you used to demonstrate your understanding.
3. How did you use formatting to share this information in a clear and organized way?
I used the graphing calculator from Desmos to show the 2 parabolas on the same graph, screenshotted it and added text to label the vertexes. Then I embedded that image, as well as one I took of the quadratic equations, into this post.
For this assignment, me and my group had to create a survey asking other students the best possible questions to collect data for our hypothesis. We were all communicating with each other, (suggesting things and asking each other questions), and everyone’s ideas made it into the survey. It was a group effort and together we completed the assignment.
Personal/Social Core Competency
“I demonstrate respectful, inclusive behaviour.”
While working in this group, I was always actively listening to my partners when they were speaking. I respected all of their ideas and contributions. I did my part in the project and was grateful for the work they did as well.
Thinking Core Competency
“I can analyze evidence to make judgements.”
A large part of this project was the reflection was examining the responses we got. We calculated the mean, mode, median, standard deviation, and correlation coefficient of the survey results. I was able to look at this data and determine what we found out, and how it compared to our hypothesis.
I give, receive, and act on constructive feedback.
When creating my resume, I went over it multiple times with my teacher before the final copy was made and handed in. We discussed formatting, wording, and a bunch of ways to improve it overall. I made many changes to it after getting feedback, which led to the final product. The resume now looks neat, professional, and the information is concise and useful.
Who I Am Presentation
I can plan ways to make my message clear and engaging for my audience and create communications that focus on a variety of purposes and audiences.
When creating this “Who I Am” presentation to share with the class, my main goal was to make it interesting and fun for the audience, my classmates. I used a variety of different ways of showing information, including using images to enhance my ideas. I included lots of text in my PowerPoint but didn’t read it verbatim; I summarized my key points. I read it in a natural and confident voice and answered my peers’ questions at the end.
Podcast Review Poster
I can describe how some specific choices can affect my well-being and participate in activities that support my well-being.
For this assignment, we had to listen to and review a podcast related to the goal we set. Since my goal was to get up earlier/get to school on time, I chose a podcast about sleeping and how to relax at night. This benefitted me because it not only helped the goal I set for an assignment, but it actually helped with my health.
“What is your strength in group work? How do you use this to actively contribute during group work activities?”
My strength in group work is that I can be both a listener and a leader. I always listen to my group members, watch when they’re solving questions, and ask questions when there’s things I don’t understand or am not sure about. When I am doing questions, I explain my steps as I’m doing them and make sure that my group members understand what I’m doing. I also answer any questions they have.
“What does it mean to be disciplined in math? How do you show you are disciplined in this course?”
To me, being disciplined is being consistent. Showing up to class every day prepared to learn, and doing the homework daily after school is how I can understand all the concepts. I also take the self-initiative to do extra homework questions in the book when I’m not confident in that topic yet and to refer back to the notes posted on teams when I need to.
“Identify and use appropriate tools, technologies, materials, and processes for production”
It is very important when cooking to know all of your ingredients, equipment, and techniques needed. Whenever I am not sure what something is/means, I will first check my recipe to see if it is explained there. If I am still not sure, I’ll ask one of my other group members. On the occasion that no one in my group knows it, I will then go and ask the teacher. Asking questions is a crucial part of learning.
“Decide on how and with whom to share prepared food product”
As much as I love eating the food I make, I especially love sharing it with people I care about. However, this all depends on what exactly I make. Often, we will cook or bake something that is just for ourselves or to split with our partner, which we will eat in class. These have been things like Eggs/Omelets, Breakfast Hash, French Toast Créme Brûlée, or a Grilled Cheese Sandwich. But when we make multiple things such as Oatmeal Chocolate Chip Cookies, Scones, Lemon Blueberry Muffins, Pancakes, Montreal Bagels, Brownies, and Sugar Cookies, I get to eat some and still have others of the product to give to somebody else. My priority when we make things like this is to save some for my parents. If there’s more than enough for them to both try one, then I’ll give some to one of my friends! I can also bring home leftovers of certain dishes like Tomato soup for my family.
Core Competency Reflection
“The ways I communicate while cooking differ from how I communicate at ____ (soccer/ work/ hockey/ piano lessons/ family events/etc) in these ways:”
Communicating in the kitchen takes lots of patience, understanding, determination, and willing to compromise. I communicate quite differently there than when at my basketball practices and piano lessons, for example. Basketball and cooking with others both need similar communication styles, as in both you are working with others to achieve a common goal. With cooking and Piano, things are less full-body than basketball (most of the time) and you are essentially translating written work into real life art (sheet music into music, recipes into food). I would say that lab test days and individual recipes are more similar to my thought processes and amount of communicating when in piano, and recipes with partners are more similar to when I play basketball. However, in all three you need quick thinking, passion, devotion, logical thinking, and some form of communication.
“When I need to work collaboratively with people I don’t know well, I…”
There are lots and lots of opportunities where you will need to work with people you don’t know well. I find the best way to do this is to get to know each other first! Talking with each other, breaking the ice, and learning about the others makes working together so much easier than if you were to jump straight into it. I really enjoy the level of collaboration used in this class and completing any tasks in life are less stressful when you can rely on someone else for certain things, even if it’s just someone to talk to.
“One of the ways I ensure my group is clear on the common purpose is to…”
The way I make sure that everyone is on the same page is to talk with each other before we actually begin to cook. We are always given a few minutes to discuss our plan with our partner before going and grabbing our ingredients, which I appreciate.
“Examples of where I communicate clearly and purposefully can be seen in…”
My goal is to improve on communicating clearly and purposefully more often, since I sometimes choose to just not say anything. To achieve this goal, I will remember that this is my goal and keep it in the back of my mind. Then, the next time there’s an opportunity for my to speak up in a way that may be helpful, I will.
