Eddie 7B Bullying

Posted on January 30, 2013 by Eddie

What is bullying?

Bullying is a form of hurting other people mentally or physically. Bullying can also occur online and offline. Their are many different types of bullying, cyber-bullying and verbal-bullying being the most common type of bullying. Over 1,000 students commit suicide due to bullying. 1 in 4 students are bullied in all schools.

Strategies to cope with bullying would be to tell your parents and explain what is going on. Say how you can’t take it anymore and would like help. They would give you advice on what to do, or contact a teacher.

Another way to deal with bullying is to ignore them, not answer or fight back. They want a expression, but if you ignore them, they will get bored and pick on someone else (hoping they wouldn’t).

Eddie 7B Minecraft Buckingham Palace

Posted on January 18, 2013 by Eddie

Recently, we have been using “Minecraft” in humanities class. I think it was a great idea to use Minecraft in class, because it was easy for us to replicate real-life monuments, but also in a fun manner. I think this project went very well, and was highly successful. However, we did experience problems when building. Structures were vandalized by anonymous players and it delayed some groups to finishing.

Judging by my creation, you can clearly identify the British Empire was powerful and had the resources and architects to build such buildings. Not only that, you could tell the British Empire was organized, as the building is symmetrical. I would change some sections of the east-front to make it more realistic, because it does not look the same, but also odd.

I learned new techniques for building on Minecraft, but also many facts about Buckingham Palace. It was hard building Buckingham Palace, but we experimented and all agreed on a design.

I think the idea of using Minecraft was a great idea, as it is both fun, but we can also learn a lot of things by researching. I think my collaboration with my group was good, as we all agreed on different designs and did not argue. I would like to use Minecraft instead of paper or drawing, because we can design each building in a 3D form. I think Minecraft would connect with other projects, if it involves architecture, because we can use Minecraft to replicate buildings.

Mise en Train

Posted on December 10, 2012 by Eddie

Questions:

1. What is the relationship between the teenagers in Qu’est-ce qu’on prend?

They are friends.

2. Where are they at the beginning of the story?

At Chloé’s house
3. Where do they decide to go?

A Cafe

4. Who has trouble deciding what to order?

Chloe

5. What is the problem at the end of the story?

They didn’t bring their wallets.

Questions: Putting the statements in order from what happened in the beginning to what happened in the end.

1. Cécile commande une menthe à l’eau.
2. Thomas demande l’addition.
3. Chloé invite Sébastien à aller au café.
4. Chloé ne retrouve pas son argent.
5. Le serveur dit «Bon appétit!».
6. Chloé commande un jus d’orange.

Answer:

3, 1, 2, 6, 5, 4

Questions: Mix n’ match

1. On va au café?
2. Qu’est-ce que vous prenez?
3. C’est combien, les coupes Melba?
4. Qu’est-ce que vous avez comme jus de fruit?

a. Nous avons du jus d’orange, du jus de pomme…
b. Je vais prendre une menthe à l’eau.
c. Désolé. J’ai des devoirs à faire.
d. Trois trente-cinq.

Answers:

1+c
2+b
3+d
4+a

Questions: How do you…

1. give an excuse for someone?
2. ask if someone’s ready to order?
3. order food?
4. ask what kind of fruit juice the restaurant serves?
5. ask how much something costs?
6. ask for the check?

Answers:

1. Il a des devoir à faire
2. Vous avez choisi?
3. Je vais prendre
4. Qu?est-ce que vous avez comme jus de fruit?
5. C’est combien,… ?
6. L’addition s’il vous plaît.

Eddie 7B Health, Fitness and Wellness

Posted on October 11, 2012 by Eddie

During the weeks in Physical Education, we have been learning about Health and Fitness. To find out how fit we are, we ran a variety of different tests, to find our strengths and weaknesses. Running and circuit training were two of the main tests we did in this unit.

Recording our progress helped. We were able to look at how we improved, but also checked areas we needed to improve. We learned and tested types of fitness: Cardiovascular Endurance, Muscular Endurance, Muscular Strength, Flexibility and Body Composition. Socially: Friendship and being supported by other beings.

Health: ‘A state of complete mental, physical, social well being’. Physically: Good heart, lungs and blood system. Mentally: Staying strong with stress and controlling your emotions.

Cardiovascular Endurance: Cardiovascular Endurance is used to measure how long you stay active and have your heart keep pumping without getting tired. The better Cardiovascular Endurance, the easier it will be for marathon runners, swimmers and long demanding sports.

The first few classes of our unit, we ran. Our first run, was a long distance run, starting from our school and then circling around a nearby park, then heading back. This run was approximately 3.0 km.

Our second run, was a cooper test. Cooper tests is a run with a time limit, and record how far you can run. Our time limit was 12 minutes, and our track was 121 metres. I ran 2,238.5 metres. This is a total of 18 and 1/5 laps. I stopped a few times, but kept going.

I am currently twelve years-old, and this chart starts with the age thirteen. I would be in the ‘average’ category. I am happy with my results and think I did a good job. My partners Toshi and Francisco helped me by encouraging me. I was pleased and kept going.

After our runs, we have been doing circuit training. Circuit training is a variety of different movements. We did many pushups, sit-ups and burpees. These were the few things to find out our Cardiovascular Endurance.

Flexibility: Flexibility is how flexible you are. Flexibility means to move our body joints and bend our bodies. Girls are known to be more flexible then girls. Gymnastics is a good sport for flexible bodies.

We recorded how flexible we are by doing the ‘Sit and Reach’ test. We used a special tool , and the task was to see how far you can lean forwards with our arms forwards. I am not flexible and achieved a poor 20 cm. To reach your feet, you will need to extend your arms 23 cm.

Girls in our class are flexible, and one managed to extend her arms 43 cm.

Body Composition: Body Composition is how your body is built. The amount of fat, muscle and bones. Everybody is different, and there is no right or wrong.

Muscular Strength: Muscular Strength is used to measure how long you can use your muscles without taking a break. Having good muscle strength, it will help you with pushups , weight lifting and sit-ups.

We used circuit training to measure how long we can use our muscles and how much we can carry. We did pushups and sit-ups. We also used weights, ranging from 2kg – 16kg. There was a variety of ways to hold the waits, and also pushups. We used the spiderman pushup a lot during the last classes of our unit.

While holding the weights we did all of these positions:

- Standing, weights in each hand, and arms extended at both sides, we had to raise our arms slowly and then bring it down.

- Lying, weights in each hand, and arms extended at both sides, we had to raise our arms over our body, and then bring it down.

- Walking, we had to weights in our hands, and a step in front, we had to carry the weights and then step onto the step, and then come down again.

These are the few weight positions we did in class.

Muscular Endurance: Muscular Endurance is used to measure how long you can use your muscles without taking a break. Similar to Muscular Strength, Muscular Endurance is used to measure how long you can use your muscles.

Why: I think it is important for people to know there body and how fit they are, because it will help them know whats wrong and what they will need to improve to have a better body, but also to test and see what you are and not good at.

I am not generally fit, but not fat. I do not have good Cardiovascular Endurance, as I need to stop for long distances runs, and I cannot maintain a good position for pushups. I either collapse or change. I am a sprinter, not a long distance runner. I like to sprint, and I am generally fast.

I do not play any sports out or inside school. I like field hockey and I am a aggressive player. I can play for long periods of time, however after I get tired, I start panting won’t be as aggressive.

I think Cardiovascular Endurance and Muscular Strength are the most important, because everyday you walk for long periods of time and use your muscles all the time. I think Body Composition is not as important, because it is how you are made, and it is hard to change. Flexibility is important for sports and dancing.

I think Cardiovascular Endurance is the most important to me because, I think to have a strong heart and blood system, it will increase your life expectancy and a lower chance of getting diseases. Not only for a longer and safer life, having good Cardiovascular Endurance will help people to do more demanding things for a longer period of time.

My ‘SMART’ goals for the next three months is to improve my Cardiovascular Endurance by doing pushups and sit-ups at home everyday. I will also improve my flexibility by stretching after taking a bath or shower. My last goal is to improve my Muscular Strength and endurance. I will do this my holding heavy items for short periods of time.

Eddie 7B CV, Flexibility, Power, Muscular Endurance

Posted on September 25, 2012 by Eddie

Judging by the title, we did many things in P.E today. Push-Ups, Sit-Ups, Power and Flexibility tests.

Eddie:

Jump: 32cm

Push-Up: 14u

Sit-Up: 31su

Flexibility: 20inches

Eddie 7B Cardiovascular Endurance

Posted on September 17, 2012 by Eddie

What is Cardiovascular Endurance?

How long you can exercise.

Level 8/9/10	My Cardio Vascular Endurance is strong I run very often and do not get tired. I am very motivated to do CV fitness during the week at least 4 times. I feel very strong in my chosen sports from a CV perspective. I feel great after I run I think I would score very highly on a CV endurance test.
Level 6/7	My CV endurance is good. I run regularly outside of school. I am usually motivated to run and feel good afterwards. When it starts to hurt, I dig in deep and find that extra stamina to keep going.
Level 4/5	My CV endurance could be better. I can run for a small distance without getting tired but then want to stop. Maybe my motivation drops or my heart hurts and I get out of breath. I don’t really do much for my CV endurance fitness outside of school.
Level 1/2/3	My CV endurance is not very good. I get out of breath easily. My heart hurts, my head hurts and I get dizzy. My body struggles to cope with the demands placed upon me. I feel very bad after doing CV endurance exercise.
MY OWN Level	I think my level is 4 because I like to run, however I do not run out of school. However, I have good stamina for sprinting, and when I finish, I feel good!

Eddie 7B What does it mean to be healthy?

Posted on September 13, 2012 by Eddie

Enough rest and healthy foods along with physical exercise will keep you healthy. However, too much food, the excess will turn into fat. Sleep is vital for the body, as it repairs the body, but also give you energy for the next day.

Dictionary Definition from ‘New Oxford American Dictionary’: In good health: I feel fit and healthy | figurative : the family is the basis of any healthy society.

Chapitre 4, Sports et passe-tempse

Posted on August 30, 2012 by Eddie

During French class, we had to complete an activity which involved a lot of questions. Because there are so many questions, I will only list and show you the first section of the questions. The whole thing is about a girl named Emilie in Quebec, Canada who sent another letter to her friend Leticia in California, America. The first set of questions are about whats in Emilie’s letter.

Q. What is in Emilie’s letter?

A. Photos, Brochure and a Video Cassette.

Q. What are Emilie’s hobbies and pastimes?

A. Horse riding, Tennis, Ice Skating and Mountain Biking.

Q. What would she like to know about Leticia?

A. What sports she likes, and whats sports there are in San Diego.

Q. What does Emilie tell Leticia about Quebec?

A. Its fun and a super place!

G6 Tokyo Ueno National Museum Reflection

Posted on May 14, 2012 by Eddie

On Tuesday, May 8th, 6th grade visited Ueno Zoo and Tokyo National Museum.
This Museum displays many historical artifacts and art work from Ancient Japan and
other Asian countries.

The front of Tokyo National Museum

We left the school at 8:30am and went on the JR train to Ueno. The museum is located walking distance from
the station. This was my first visit there. (http://www.tnm.jp/?lang=en) During the train ride, I was wondering what the
museum would look like, and what it displays. I thought it would be a modern museum with lots of different
screens and explaining what the item comes from and other historical things. Instead, the outside of the building was
an old fashioned Japanese building design, with a huge roof and a pretty large entrance. However, inside the building,
it had an European design staircase and had large rooms containing the artifacts.

I chose to study about the Japanese kimono because I sometimes wear it when playing the koto and
was interested in the history because it is so different from modern wear.

The kimono is a Japanese traditional garment worn both by men and women. Its shape is like a “T”.
The earliest kimono was influenced by the Chinese Han clothing and this was as early as 5th century AD.
The kimono is made of silk, wool, cotton, linen, or synthetic material. The silk is very colorful and usually
has interesting Japanese designs. There are many Kimono’s that have gold and silver lines over the design.
Designs on the Kimono were hand painting back in the old days. Kimono is complimented by using the Obi,
or belt. The Obi is also often made out of silk. The obi supports and holds the Kimono which is tied around the
person’s waist.

Although the kimono was everyday to formal wear in the old days but more convenient Western clothes
replaced Japanese clothing as everyday wear. Now, kimonos are only for special occasions or by certain
people. I read that after the 1923 Great Kanto earthquake, kimono wearers became victims of robbery
because they couldn’t run very fast. I have worn hakama (male trouser version of kimono) for Shichi-Go-San
and when playing the koto – and I know how difficult it is to walk in those special sandals and how limiting
each step is in a kimono. I can easily understand why people shifted to European styled clothes.

When I spotted the kimono, I was surprised about how big it was. The ones I saw was made in silk with
beautiful intricate design. As I can only “see” this, I can only wonder how heavy it is. But then, all of the kimono
looked the same in size… Why? I have looked it up and I have learned that size does not matter
too much – kimono is made from rectangular pieces of fabric sewn together and held together by the obi
so height or body shape does not matter! On top of that, old kimonos can be recycled in various ways -
to make into different form of jackets (haori, hiyoku) or used for children. Damaged kimonos can be
taken apart and resewn. So versatile and economic!

The kimono would definitely fit into our humanities class on the Silk Road. From the name “Silk Road”,
silk was an important commodity in trade and I am sure silk was introduced to Japan during this time.
That is probably the reason the early kimono look very similar to Chinese style garments.

Japanese Kimono

Drama reflection

Posted on May 6, 2012 by Eddie

In drama class, we have been making different and creative dances.
I teamed up with Arunansu, Johan and Yudai. Three of my really good friends.

We were assigned to make a dance, and we were allowed to make any dance with any theme.
Our group decided to make one that is related to Medieval theme. We used ribbons as wands and we wanted to make a rhythmic dance.

Couple of weeks ago, we presented our Medieval dance. It was not our finished one, but all our ideas into a small one. We got lots of positive comments and very few negative ones. Our dance had rhythm, patterns and we were well organised. However, our dance was too short, and that was one of our negative comments.

We used the feedback given by our class and the teacher, and we changed and added parts we never thought of. For example, we added a more scary and “On-guard” introduction instead of starting the dance by a big “Woosh” created by the group. We used the idea given by the teacher to make a more Medieval feeling by adding more expressions at the beginning.

We also added a “Switching wand” scene. We did this by throwing our wands in the air and then catching your opponents wand. Then we would do it again to get our original wand back. Not only that, our original fighting scene was short and did not have a variety of moves. Instead, we added more moves and made it longer by fighting your opponent longer.

At the end, we agreed to do a final and big attack by spinning the ribbons then attacking each other. After we did that, we would throw our wands straight into the air, and then act dead.

I think we did a very good job, and I thought our dance was creative. However, I would of liked to make it longer.

E.P.M.R

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