Food Truck Menu Reflection

I can form new ideas to create new things. I can also build on the idea of others as seen in the example above where I used a template already created by Canva and added my own colours and pictures.

I give, receive and act on feedback to progress in my own goals.

I inquire into and present on topics of interests and topics related to my studies.

Memory Project – MC Leadership

This year in MC leadership I learned that being a leader is not always about being in charge or talking the most. A lot of the time, it is just being reliable and actually helping when help is needed. I got better at working with younger students, being patient, and not waiting to be asking to do something before doing it. I am most proud of the fact that I tried my best to stay consistent while balancing my studies. I helped with events, organizations and clean-ups when needed.

Memorable moments this past year

One of the most memorable moments was spending a whole day with elementary classes, I was dreading it at first, but ended up having lots of fun. It showed me that kids really do look up to older students, so it served as a reminder for how important it is to be responsible. Another big memory was the Grade 5 school dance. I helped with setting up the tables, snacks, the cotton candy machine, and the clean up. It was a long day but very entertaining not just for the students but the volunteers as well. Helping at the book fair is another thing i remember well. I helped with the sales and the clean-up. The clean up was the best part because there was no longer huge lines and loud noise all at once.

How can we inspire others to join MC next year?

To inspire others to join our class, we should show other students that it isn’t just for super-outgoing people. It is just about helping and being a part of the school in a way that shows you care and are trying. We could also post more about what we actually do, perhaps behind-the-scenes stuff, funny moments, or just group photos would be nice. Also just talking to people would help. A lot of students would be great for leadership but don’t think they’d fit in until they try it, so encouraging them would help.

The Crucible

To truly understand characters in the Crucible and their motivation for their behaviour, one must refer to Kollberg’s moral perceptions for explanations. In this essay, Kollberg’s three moral perception’s will be discussed. The three moral perceptions are pre-conventional, conventional, and post-conventional. A discussion will take place with detailed definition of each category and an understanding on how characters from the Crucible fit into these three categories. 

There are characters that are pre-conventional. Pre-conventional behavior is when an individual behaves in a specific way to avoid punishment and obtain reward. The first pre-conventional character to discuss is Tituba. She demonstrates she fits into this category when she admits to telling the devil she has no “desire to work for him,’’ ultimately confessing to having spoken to the devil. She took the responsibly in witchcraft to avoid being whipped to confess, even if it is a lie, she knows it is better to confess now than later. Another character that tries to avoid punishment and achieve reward is Reverand Parris. He does this when he suggests postponing hanging “this sort’’ due to there being ‘’danger for [him].” Reverand Parris does not want to postpone the executions because he believes it is morally wrong, but because he fears people will come after him. He knows that the sort that is set to be executed are seen as good people in the village, he knows that decision would be questioned and challenged by others, and he would be at fault for allowing it to happen. And finally, Abigail Williams. She blames Tituba for making her “dream corruptions.”  Instead of taking responsibility, she claims Tituba bewitched her and made her do the bad things she did. Abigail wants to be seen as the victim rather than the sinner to avoid punishment. She also knows it is easier to shift blame onto Tituba since she is already viewed low status in Salem, and it wouldn’t be questioned by the others. 

Additionally, there are many examples of conventional characters found in the Crucible. Conventional characters behave in a way that allows them to fit in a group. The first example of a conventional character is Mrs. Putnam. She shows her conventional behavior when she encourages the rumors of witchcraft by accusing Tituba of knowing “how to speak to the dead.’’ She knows if rumors of witchcraft are spread, she could place blame of having seven dead kids onto someone else. She does this to avoid being judged by others and be seen as an incompetent mother. Another example of a character that seeks group acceptance is John Proctor. He is reluctant to go to court and reveal the truth about Abigail. While his wife, Elizabeth Proctor, is being taken away by the court, he tells her that he “will bring her home.” John Proctor had the chance to keep his wife safe in that moment but chose not to because he knew that revealing his secret would ruin his name in the village.  And finally, Reverand Parris. Parris claims that when he picked up Mary Warren her skin felt “icy,” he knows that if Mary Warren convinces the court that she was faking fainting, the blame would be placed onto him that Abigail was doing witchcraft in his home under his responsibility. It would make him look bad if people in the village found out his niece and daughter made up lies that caused people to go to jail, so he lied to side with the accusers and the court. 

There are also examples of post-conventional characters found in the Crucible. A post-conventional character has internalized a sense of right and wrong. They have a strongly developed value system. The individual is not motivated by reward, punishment, or acceptance into a group. The first example of a post- conventional character is John Hale. He shows his post-conventional attributes when ‘’ quit[ing] [the] court.” Although quitting court would mean ending his career, and his reputation in the village. Morally, he cannot in his right conscious be a part of a lie he suspects Abigail, and the girls have made up. Another example of a character that has a sense of right and wrong and isn’t driven by reward, punishment, or acceptance is Elizabeth Proctor. She shows this strong moral sense when refusing to say she “believe[s]” in witches. Elizabeth knows that denying witches means denying the Gospel, which was considered blasphemous and seen as a sin.  Elizabeth knows this could be used as evidence for being a witch. But, despite the witch accusations that may come with saying it, she chose to speak her truth. And finally, John Proctor. Despite being told that he ‘’will be hanged’’ if he doesn’t admit to witchcraft, John Proctor chose to deny it. This is a clear example of having morals, he wanted to go out with the good people instead of staying alive with the liars. 

To fully understand why characters in the Crucible behave the way they do, one should analyze them through Kollberg’s moral perceptions. Analyzing the Crucible through Kollberg’s three moral perceptions reveals the reasonings behind each character’s choices. The pre-conventional characters are driven by fear of punishment or desire for personal gain. The conventional characters focus on social approval. While the post-conventional characters are guided by their internal principles and moral beliefs. It is evident in this essay that Kollberg’s moral theory gives a better understanding behind the characters actions. 

Law Debates

The debates:

Main points (pro side): Recording-20250311_143445.webm

Main points (con side): Recording-20250311_144635.webm

Rebuttals: Recording-20250313_125723.webm , Recording-20250313_125737.webm

Core Competency Reflection

Some things I think about before dividing tasks among group members include whether or not they like their topics, and if they want to change anything.

If there is disagreement within the group, I find it helpful to be patient and hear out both sides before resorting to any conclusions.

I am clear on the difference between simple “group work” and collaboration as evidenced by the rebuttals, where instead of doing group work, we split topics we wanted to discuss. Similarly, for the main points, collaboration was evident in our work because there was no overlapping in our discussions.

Textile Arts and Crafts Core Competency Self-Assessment

Core Competency Self-Assessment: Textiles

Critical and Reflecting Thinking

My Artifact: Roll Up Fabric Case

I demonstrated my critical and reflective thinking skills during this project by asking open-ended questions from the teacher to gather information. I used the booklet guide to see what my next step would be in the project, and to see if I am doing everything correctly. An example of something I have spent a lot of time learning about is the sewing machine, I learnt the basics of using a sewing machine the right way, which I then applied to this project. An example of where I built upon someone else’s ideas is shown in this project. I used my teachers sample as an example but chose my own materials, colours of the threads, and patterns to create my own project.

Book Club/Group Work Reflection

Curricular Response:

Something that I disliked about the author’s writing style is the lack of quotation marks, and by ‘lack’ I mean there’s zero quotation marks. I found it quite difficult to decipher between narrations and characters speaking. Besides that, the book was an interesting read and got me engaged.

Core Competency Self-Assessment:

I was able to focus on what we needed to do throughout the process of our task and kept working even when I found something challenging. Although I found the book challenging to read, I still pushed myself to keep up with all the members in the club. So, that way I wouldn’t be behind and confused during book discussions.

I need to work on offering constructive suggestions. Next time I will be more open to discussing things I agree or disagree with instead of just agreeing.

Core Competency Self-Assessment: Textiles

Thinking Competency

My Artifact: Embroidery Art, stitched flowers.

I use evidence to make judgements or decisions as demonstrated in this project. I noticed the fabric was coming apart so, I asked my teacher for some guidance on what I can do to fix that. She advised me to iron the edges. Afterwards, I decided to also stitch around the ironed parts to secure my work. This made my work look neater and more presentable.

I can analyze evidence to make judgements.

I can ask open-ended questions to gather information.

I can give, receive and act on feedback to progress in my goals.

Curricular and Core Competency Reflection

Curricular Core Competency Reflection

When faced with ambiguity or setbacks, I brainstorm and explore different perspectives to advance the development of my ideas. This is seen in my astronomy project where I took an idea from a movie and added my own knowledge and creativity to it. 

One strategy or activity that stimulates my imagination is observing and analyzing different cloud formations and weather patterns, as it allows me to think about how weather changes and affects the climate all around the world.One strategy or activity that stimulates my imagination is observing and analyzing different cloud formations and weather patterns, as it allows me to think about how weather changes and affects the climate all around the world.

An example of something I have spent a lot of time learning about is collecting data based on the weather outside. I learnt how to estimate the temperature, humidity, and visibility by observing the weather outside and comparing it to my previous data as seen in the image below.

Linear and Non-Linear Equations

Linear Equations

Example 1:

y = 2x

This is a linear equation. I can tell from the graph because a linear function forms a straight line when it is plotted on a graph, which is also where one variable changes by consistent amounts as you increase the other variable. I can tell from the equation because the highest power of the variable is 1.

Example 2:

x = 4

This is a linear equation. I can tell from the graph because it is a straight line which shows the relationship between the x-coordinate and the y-coordinate. I can tell from the equation because the highest power of the variable is 1.

Non-Linear Equations

Example 1:

y = x^2 + 1

This is a non-linear equation. I can tell from the graph because it is curved, the slope of the function is continuously changing. I can tell from the equation because it has an exponent of 2 for x.

Example 2:

x^2 + y^2 = 36

This is a non-linear equation. I can tell from the graph because it has a curve, it is a circle and not a straight line. I can tell from the equation because y and x both have an exponent of over 1.

Self Assessment

I explored mathematical ideas using technology when I utilized the interactive graphing tool in the Desmos graphing website to visualize graphs, analyze data, and experiment with equations.

I analyzed data and used criteria to draw conclusions when I identified trends and relationships in the data, distinguishing between linear and non-linear equations to determine the patterns.

I justified my conclusions with evidence when I thoroughly examined the graphs and equations to come up with a conclusion and I provided logical reasoning to validate those conclusions.