image by jjpacres

1. Summarize your learning experiences in Integrated Writing and Technology.

First I learned a great deal more about using a computer. I only new a few basics, like saving a file and downloading sometimes. But after I started Integrated Technology and even Integrated Writing, I started to learn how to export files to different devices. Later on at Integrated Technology, I learned how to do basic programming on Scratch. I learned how the different backgrounds and sprites worked, and how you could draw the backgrounds and the costumes for the sprite. When we worked on Integrated Writing, and worked on the Remix of Alice, I learned even more about Scratch. I also learned how to work the app called Garage Band. With the sounds I made from Garage Band, I learned how to move it into the scratch project I was working on.

2. Analyze your experiences

a. How have you grown using technology and as a writer?

I have grown using technology by using it while writing. I barely write on paper now, and I always type in my writing into a document. Even the writings like the How To project needed an iPad to make on Snapguide, which let me use both technology and write with it at the same time.

b. What projects and writings did you enjoy most? Explain.

I enjoyed the How to Writing the most because it didn’t eat too much time trying to think of the procedure to write. Also, Snapguide, the app I used, is a really easy app to use.

c. What projects and writings did you find the most challenging? Explain.

 I found the Remix of Alice story the most challenging because I had to choose a scene of all those many scenes which I had to think about a lot.

3. What learning can you transfer to other subjects and beyond school?

I think I could transfer the learning from Scratch beyond school, because maybe in some of my academies, when I learn something new, I could make a Scratch project out of it.

4. If you could change one thing in Integrated Writing and Technology what would it be?

If I could change one thing in IW and IT, I would change the amount of projects we do on one app or one programming company. Like we used scratch for about two or three projects, when we could’ve explored more different kinds of apps or programming companies to explore more with.

5. What else would you like to learn about?

I would like to learn more about Snapguide, because I think doing Snapguide was the funnest writing project we did.

Summary

First, I brainstormed five different ideas for the How to project. They were all topics that were easy to make procedures in steps. Out of the five, I chose “How to make fresh watermelon slush”. I made up the steps in my mind, and wrote them down. Later, I wrote the paragraph along with it. The day right after I finished writing everything down pretty much like a final draft, I made the slush myself and took pictures on the way to post on snapguide. After I downloaded the pictures from my phone to my netbook, I sent emails to myself to download the pictures into the ipad, where I could work on my snapguide. Finally, I finished downloading the pictures to the iPad too, and started making a guide with the snapguide account I had made before. I basically just made the steps I made before a little simpler, to fit the text boxes in snapguide, and I published it after I checked with Mr. Appino.

Analyze your learning 

What did you do well?

I think I did well in using time. 5 days before the pictures of ourselves doing the project was due, I had them, and I started downloading them right away. I also finished publishing right on time. Just the internet wasn’t helping, so it slowed me down a bit.

What was challenging?

I think organizing the procedure was challenging, because I didn’t know if I should add a lot to one step, or add it really simply. But afterwards, as I started the guide, it got easy to measure how much text I needed, since there was a limit to how much text I put in the textbox.

What could you improve? Identify 2-3 areas that you could improve on.

I think I could improve on maybe not hurrying on taking the pictures, so that I could’ve gotten less blurry and better quality photos out of my phone. Also, I think I could’ve improved on making the procedures a little easier to understand.

Learn

I learned from this learning activity that even if you think something is very simple when you do it just mentally, it is actually very complicated. If you exported all the procedures that you knew somewhere inside of you, it would look way more complicated. Even though this particular topic I did was still very simple, it is more complicated than when I do it mentally in my brain without thinking too much.

Hey, I’m the sixth grade Eun Sol, the past you. I know if you are reading this you might think I’m crazy, but just read it anyways.

I learned a lot in sixth grade science, but forgot pretty much most of it already! We had four units. Biology, Physics, Chemistry, and Earth Science. Our first experiment at science was the spitting contest. If girls or boys could spit further. To describe it in just one word; disgusting. Mostly the girls were to shy to spit, and so the guys spit further as the conclusion. We had many experiments to do, and different group members for each semester. I just wish that we had different group members each quarter, so it gives us a chance to work with different people.

The first unit of science class was Biology. In this unit we learned about living things and classifying different species of animals. We did a lot of experiments about this, and we started using microscopes in this unit. One of the experiments we did were about tadpoles. This is a video that shows us busy doing our own things with the tadpoles!

The second unit was Physics, which seemed easier than biology in a way. In physics, we made a Rube Goldberg machine. It was just so frustrating! The machine would work sometimes, but just wouldn’t work at other times. I’m sure you might remember! Right?! So as a conclusion, we didn’t finish the video, through lack of time. We also learned about different types of pulleys, and did some experimenting with that, too. Other things we studied about physics were investigating the simple machines of ancient Egypt, which we were currently learning in humanities!

The third unit was Chemistry. I was very excited for this unit, but it wasn’t exactly what I was hoping for. The experiment that I remember very clearly is the International Boiling Point Project. It was very challenging, and basically, the distillation apparatus just didn’t work at all almost. At the beginning, it seemed like it was starting to work, but the plastic cups started to slowly melt. This was what we were afraid of, and it really happened! But it is really fine that it didn’t work, because that’s how we learn from it, and how we’re ever going to learn at all. This is my group’s Distillation apparatus. Here is the blog post to it that I wrote before. We did a summative lab to see if food coloring dissolved faster in different temperatures of water. This lab was fun and exciting to do. 

The final and last unit was Earth Science. We finished this unit very recently. It was one of those topics that I got a lot of stress in. I was afraid one  of the quizzes might lower my grade, and if any labs might lower my grade too, but now I won’t have to worry about it! Since we’re finally done with science! We learned about fossils, rock layers, human evolution, different kinds of rocks, and how sediment size affects erosion. Personally, I think remembering the names and properties of the rocks were the hardest, because we just had to memorize all those names of these rocks, and a lot of them looked similar! We also talked and presented about how humans evolved from primates. Here is a short blog post that talks about it too. Very recently we learned about beach erosion, and how the waves always erodes the sand away, and how this could be stopped. Of course, if you just keep pouring more sand, it would work for a while, but it would soon erode away again. So we experimented with a milk carton, sand, pebbles, and rocks, to make a model, and made waves in the water to see if the rocks and pebbles helped hold the sand. The conclusion was yes, and so we sent an email to a beach resort somewhere in Vietnam explaining how you could stop the beach sand from getting eroded away. Here is a blog post that shows the information about the experiments we did with a different model.

So, what I’m trying to tell you, future Eun Sol, who is probably about 19 or 20 years old then? I don’t know, but just don’t worry too much about your grades, but still think about them, cause you don’t want to start getting really low grades in subjects right? Anways, whatever college you went it to right then, I hope when I know, I’m proud of it!

First, I want to talk to the first pig and the second pig. I was very hungry, so I ate you younger pigs first. The pig that built a house with straw, was the most easiest to blow apart, then the house built by wood/sticks.

Now, I want to talk to the oldest pig. After I finished eating the two pigs, I was full enough, so I just wanted to make friends with the oldest pig, that built his house with bricks. When I told you I knew a place with good turnips, I just wanted to cook something with you, and eat breakfast together, but you thought I would eat you, and came earlier than we promised, to take the turnips and run away. After that promise, we promised to meet in other places, but you almost scared me to death with that barrel., and I got really mad and impatient, so I decided to eat you too, by going through the chimney to your brick house, but you thought better and put a pot of boiling water right under the chimney, and ate me instead. I wish you didn’t eat me, and just talked with me, and got it over with, and became good friends, that ate together everyday.

P.S. Right now, I too, am living in a house that is built by brick, because now that I think about it, I think it is a really good material to build a house with.

Sincerely, your maybe wolf friend, Wolf

Once upon a time, there was a family of three wolves. One Little Wee Wolf, one Papa Wolf, and one Mama Wolf. Every day, the wolve’s family’s breakfast was the same, Barbeque. But one day, nobody was able to eat the barbeque.

“This barbeque is TOO HOT!” Papa Wolf yelled, after trying half a kilogram of barbeque in one bite of his big plate.

After the nice warning, Mama Wolf thought, ‘maybe my plate of barbeque would be a little warmer, because I have less on my plate.’ She tried a tiny nibble, and she too, thought it was too hot.

Now, for the Little Wee Wolf, who loved barbeque the most in his family, took the biggest bite he could from his little wee plate, and tried to say, “my barbeque is JUST RIGHT.” But because his mouth was so full, he said, “Ma babakoo is bus bat.”

Now, Papa Wolf thought the Little Wee Bear meant that his barbeque was bus bat, which didn’t make much sense, but took it as ”it’s hot!”

Mama Wolf decided to go for a walk, saying “By the time we come back home, our barbeque will be perfect.” So Papa Wolf grabbed his hat, and Mama Wolf grabbed LIttle Wee Wolf’s hand. Little Wee Wolf fought to reach his plate of barbeque, but Mama Wolf was already dragging him out the door.

As soon as the wolf family was out of sight, a little blue robot came riding a scooter down from the sky. It parked its scooter in front of the house, glided to the door of the house, pounded  on the door, and sang:

“Bee-bee-beep. Won’t you come and ride to the moon with me?”

Since nobody was home, no one answered.

The little robot, whose name was 9467-too-too, flew open the door, and glided into the living room. It saw the three wolves’ chairs, and chanted:

“Big chair, middle chair, little chair too, Somebody’s here to bounce on you!”

The little blue robot changed its gliding gear into legs. creeeaaak. It ran up to the biggest chair and tried to jump. But Papa Wolf’s chair wasn’t bouncy at all.

Next it climbed up onto Mama Wolf’s medium-sized chair, but sank right down inside because it was too fluffy.

Lastly 9467-too-too climbed up on the Little Wee Wolf’s chair, and bounced way up above the ground. When it reached the chair again, the chair broke into 2 pieces with little splinters. But as soon as it saw the plates of barbecue, it forgot about the chair, changed it’s legs back into gliding gear, and glided to the three plates of barbecue.

9467-too-too tasted the biggest plate of barbecue, but spit it right back out. It was too hot!

Next, it tasted a forkful of barbecue from the medium-sized bowl. This one was just a little too warm. “Hmmmm.” It decided to finish that bowl, because it thought the smallest one was way too cold and way too small. “Anyways, the weather’s a little cold today, so I will eat this one” it said to itself.

After finishing the whole plate for itself, it was full and sleepy. “I’ll go for a nap,” it thought.

9467-too-too found the bedroom of the three wolves, and tried lying down onto the Papa Wolf’s great big bed, but… CLANK. 9467-too-too’s head had hit the pillow of the Papa Wolf’s bed, and got a little dent in it. “This bed is as hard as stone!” it said.

Next, 9467-too-too laid softly down on the Mama Wolf’s bed, but it too, like the Mama Wolf’s chair, was too fluffy. 9467-too-too sank into the bed. “This bed is way too soft” it said.

Lastly, it flopped onto the Little Wee Wolf’s bed, and thought it was comfortable enough, even though it wasn’t perfect. But because it was too sleepy, it didn’t care at the moment.

Meanwhile, the three Wolves were just coming back home from the little walk.

When they arrived, Mama Wolf gasped, seeing the little strange scooter like thing. The Little Wee Wolf ran in the house first, excited about eating his barbeque, but cried at the site of his broken chair, but as soon as he saw the half-eaten plate of barbeque, he ran to it and cried, “Somebody ate my barbecue!”

“Someone ate my barbecue too!” yelled Papa Wolf.

“Someone at my whole plate of barbecue!” yelled Mama Wolf, the most shocked of them all.

To check on things, Little Wee Wolf went to his bedroom, but didn’t find his bed broken or ripped up. Instead… There was a little blue robot lying down on it, snoring! “Someone is sleeping in my bed!” cried Little Wee Wolf.

Mama Wolf and Papa Wolf ran up the stairs to the bedroom, surprised by Little Wee Wolf’s cry.

“What’s wrong?” Papa WOlf bellowed, but gasped at the sight of the little blue robot lying on his son’s bed. “What is this?”

At hearing the particularly loud voice, the little blue robot woke up. Surprised at the three bears that were much bigger than it, it glided down the stairs, out the door, and went to its scooter to ride back to the moon.

The wolf family never saw an intruder in their house, but there was gossip on the moon about the wolf’s family.

The Greeks had very many beliefs about the Underworld. A few of them are that after death, the souls of the dead would roam around the Underworld. Also, when someone died, they would have to cover their bones or ashes up with earth for them to really go to the Underworld. The Greeks expressed their grief of a dead person by cutting off their hair, tearing at their cheeks, and wearing black robes. When the bones or ashes were in the process of getting buried, they believed that if you buried a coin with the bones or ashes, the soul of the dead person could pay for the ride across the River Styx.

The Underworld had many different parts. It was not just hell, which you might think of when you say the Underworld. It had a kind of paradise, too. It was called the Elysian Fields. In the Elysian fields you could choose to be re-born or to stay. If you got reborn three times and achieved Elysium all three times too, you got to go to the Isles of the Blessed, which is a kind of eternal paradise. Also, there was the Asphodel Fields, where most ordinary people went to, who didn’t commit any crimes or didn’t particularly do any big major good deeds. There were the Fields of Punishment, which was for people that committed crimes especially to the gods. Lastly, there was Tartarus, which was the real part of hell in the Underworld. This was where the Titans were.

Hades was the god of the Underworld, and also, riches. He is the god of riches because the precious riches were all found deep under ground, and all were owned by Hades. His brother was Zeus, the king of all the gods and goddesses of Greece. He was also brothers with Poseidon, the god of the sea and horses. Hades was not the lord of death, but just had a job to run the Underworld. Specifically, he was not the god of the dead, but just the Underworld. Hades had a companion, a three headed dog named Cerberus that guarded the gate into the Underworld and also kept the dead souls from escaping.

The ancient Greeks had many beliefs about the Underworld, and had a lot of beliefs about other things too, such as gods and goddesses. Also, Hades was the god of the Underworld that ran it. Lastly, the Underworld was very different in different parts. It wasn’t just paradise, and it wasn’t just hell, either. It was both.

Bibliography:

Donn, Lin. “Hades & Pluto – Ancient Greek & Roman Gods for Kids.” Hades & Pluto – Ancient Greek & Roman Gods for Kids. Lin Donn, n.d. Web. 13 May 2013.

M – Main Idea What is this source about? This source is about Hades. Does it say anything new that other documents don’t say? Yes, it says something new that the other documents don’t say. It tells in words that are easy to understand about Hades. A – Audience Who is the intended audience? The intended audience seems like it is kid researchers. What is the purpose of this content? (to inform, to sell something, to persuade, etc.) The purpose of this content is to inform. R – Relevance Why is this source valuable to your research about your essential question? This source is valuable to my research because it tells about Hades, which is one part of my thesis. How does the date of this source affect its usefulness? Do not know date published. S – Source Who wrote this content and what makes them knowledgeable (or not)? Lin Donn wrote this content, he is a professional author, and is known for the good information he writes. Does the author use facts or opinions to support their content? The author uses facts, but not opinions to support their content. Who published this content and are they possibly biased? Lin Donn published this content and don’t think is biased.

“Greek Underworld.” Wikipedia. Wikimedia Foundation, 05 Dec. 2013. Web. 13 May 2013.

M – Main Idea What is this source about? This source is about the ancient Greek Underworld. Does it say anything new that other documents don’t say? Yes. It has information of a part in my thesis statement. A – Audience Who is the intended audience? For researchers. What is the purpose of this content? (to inform, to sell something, to persuade, etc.) To inform. R – Relevance Why is this source valuable to your research about your essential question? It tells a lot about a part of my thesis statement. How does the date of this source affect its usefulness? It is very recent. S – Source Who wrote this content and what makes them knowledgeable (or not)? Do not know. Does the author use facts or opinions to support their content? No. The parts I read was just information. Who published this content and are they possibly biased? Do not know who published, and don’t think it’s biased.

Haywood, John. Everyday Life in the Ancient World. London: Lorenz, 2003. Print.

M – Main Idea What is this source about? The Underworld of ancient Greece. The beliefs and a little more background information. Does it say anything new that other documents don’t say? Yes, it talks about what the ancient Greeks believed in the Underworld. A – Audience Who is the intended audience? Researchers. What is the purpose of this content? (to inform, to sell something, to persuade, etc.) To inform. R – Relevance Why is this source valuable to your research about your essential question? This source is valuable to my research because it is a part of my thesis. How does the date of this source affect its usefulness? The date it was published was 2003, which is not too long ago, which means the information would not be too much out of date. S – Source Who wrote this content and what makes them knowledgeable (or not)? John Haywood wrote this book, and he is a professional author that has a lot of books that he already wrote, which makes him a reliable and knowledgeable author. Does the author use facts or opinions to support their content? The author uses facts to support their content. Who published this content and are they possibly biased? Lorenz is the publisher that published this content, and is not biased.

James. “The Underworld.” The Underworld. N.p., 11 Feb. 2013. Web. 13 May 2013.

M – Main Idea What is this source about? This source is about the Underworld and Hades. Does it say anything new that other documents don’t say? Yes, it does say something new that other documents don’t say. A – Audience Who is the intended audience? The intended audience is researchers. What is the purpose of this content? (to inform, to sell something, to persuade, etc.) The purpose of this content is to inform. R – Relevance Why is this source valuable to your research about your essential question? This source is valuable to my research because it has information of two of the three parts of my thesis. How does the date of this source affect its usefulness? The date it was published was very recent, so it probably has recent information and not outdated ones. S – Source Who wrote this content and what makes them knowledgeable (or not)? James wrote this content, and it doesn’t seem very knowledgeable because it is not like this person is a professional author. Probably just another researcher. Does the author use facts or opinions to support their content? The author uses facts to support their content. Who published this content and are they possibly biased? James published this content and doesn’t seem to be biased.

How do(es)    sediment size    (independent variable)

affect  erosion     (dependent variable)?

Hypothesis:

If        sediment size is smaller        (planned change in independent variable),

then     it will erode faster         (predicted change in dependent variable).

I think     small sediment will erode faster     (restate relationship above),

because  it would be easier to flow through the water.                                                                                                                                                                                                                                          (include background knowledge AND provide references to support your prediction).

Variables:

Materials List:

Include a detailed list of materials (including quantities) needed to carry out the experiment.

Procedure:

Include an easy-to-follow, step-by-step, set of instructions repeating the experiment.

1. Make a line with masking tape through about 3/4 of the tray.
2. Pour the 4000 ml of sediment in the tray.
3. Start the water from the faucet (from top of tray, and not too strong, because the tray might overflow).
4. Leave the water running for 2 minutes.
5. Collect the sediment that went over the line of masking tape onto a beaker and measure how much eroded away with the lines on the beaker.
6. Change sediment and repeat from steps 1 to 5.

Data:

Graph

Conclusion:

Connect to the Hypothesis – Was it supported or rejected?

Make a concluding statement related to the Problem – Use data to support the statement.

Explain the Data – Provide reasons why the data is what it is and how it connects.

Our hypothesis was rejected because we thought the white sand would erode faster, because the sediment size was smaller, but it turned out that the brown sand, with bigger sediment size eroded faster. In 2 minutes with the faucet running, the brown sand collected 250 ml, when white sand collected 150 ml. Brown sand erodes faster than white sand, because the sediment surface area is greater, which makes it more likely to get eroded faster. 

Evaluation:

Strengths: The experiment was easy to understand, and easy to do. It was simple enough to collect the sediment that went over the line.

Weaknesses: The faucet’s speed and strength was not always the same. Maybe when we were experimenting with brown sand, the water was turned on stronger, and so making the conclusion that brown sand erodes faster. It just was not very accurate.

• What did we do well?

I think we did well in matching the timing and the feeling of the music with the scene. The timing would mostly end when the audience was done interacting and watching the scene. Also, I think the interactions were exciting, such as pressing the space bar and typing out the word ‘save’ to save the dad and bring him back into the car.

• What did you find challenging?

I found thinking of different interactions to do challenging. We couldn’t really think of any more interactions we could let the audience do. Also, trying to get good music to fit the scene was hard, but kind of randomly making a tune, we got to finish the right music.

• What could you improve? Identify 2-3 areas that you could improve on.