During math, we are learning about box and whisker plots. And our task was to make our own box and whisker pots by looking at temperatures for different countries. So then, I chose the average high of Yokohama, Japan’s temperature(in fahrenheit) of the three months december, may, and january.
By looking at the result, I can see that the temperature for december and january is very different. I can also see that the lower quartile for january is close to the lower extreme because the statistics show me that the lower quartile is 48.8 and the minimum is 48.7.
I also looked at the temperature for San Paolo, Brazil(same month as Yokohama). The third one(january) looks similar to the first one in Yokohama Japan. For december, you can see that the temperature didn’t really change in San Paolo.
Introduction: Our current unit in technology is “Fair Game” and our task for this unit was to create a theme park on mine craft related to our given theme. Our given theme was “Space station.” The unit question is “What does cooperation and collaboration look like?” and the significant concept is “How we solve problems depends on the conditions of the environment and group dynamics.” The video below will guide you to our theme park: Skip to 3:38 to see my part of the theme park.
Criteria A-Investigation: I think this part of the design cycle was the most longest out of all because we investigated how we could use mine craft to create the theme park. We then researched “What makes a good theme park” based on the information from the internet. And the building I was responsible for was “Space Museum” so I had to research space artefacts. After researching, we had to create questions for our target market and test them. I think I put a lot of effort because I was detailed and coherent.
Criteria B-Design: I think this part of the project was my favourite. We developed three designs of what our map should look like. We couldn’t just make a map, it had to be detailed and include small notations on the map to explain more of it. Our group created three designs first, but we decided to make a forth design which was a combination of the three designs. After planning out the map, we compared and contrast stating the pros and cons. The final map was the best out of the three ones because it included all of our desirable specifications. One thing we could improve on for this part of the design cycle is to include everyone in the group so no one would be left behind.
Criteria C-Plan: This part of the project was the most challenging part for me because we had to create the steps of how we make our building. We shared our steps with our peers and see if they were detailed and accurate. My result didn’t turn out that well, so I had to be more specific in my steps. Even if this step was challenging, it was a good experience for me because I knew what I had to improve on. One thing I would do differently next time for the plan is to use more detailed steps so that people can actually build it.
Criteria D-Create: For this part of the design cycle, I put a lot of effort because I wanted to make my building the way I wanted it to be. During the first week of working on this design cycle, my group was way behind every other group because we weren’t really communicating well and not listening to each other. But as the week went by, we stared to get things done and started discussing more and come as a group.
In conclusion, I learned that it was challenging to work with my friends and I could have improved my role as a peace-maker by asking my group members if they wanted any help or if they were struggling with some parts of the design cycle. Overall, I enjoyed this unit because it was a very different unit as the previous one and it was a great opportunity to make a different world from ours on minecraft.
For the first part of the unit, we visited the Japanese music class which they teach koto, instead of western music like blues, rock, etc. Mr.Patterson played the whole grade wonderful Koto music using different techniques which were Ato-oshi(play the koto, and press), Shan-shan(play two strings two times), Kororin(onomatopoeia for the notes you play on the koto), and Shan(play two strings one time). Our task for the unit was to create a 16 measure japanese melody using one of the two pentatonic scale. One is called the “Hirajoshi” and another ones “Insen”. Out of those two scales, I used the “Insen Scale” because I really liked the sound of it. The techniques that I included in my melody were “Kororin” and “Shan”. The notes that are used in the scales are D-E♭-G-A-C.
Our unit question was “What makes music sound like it belongs to a particular part of the world?”. For Japanese music, I think the different composition elements makes listeners recognise the music more because you don’t really hear “Kororin” or “Ato-oshi” in western music, so you know that it’s Japanese music. And I also think that the scale that are used in Japanese music makes them special because it is different to other countries.
This is my melody that I have created during class. One thing that I realised after creating the piece was that the major changes towards the end because the note is supposed to end by C, but instead it ended by F. What I like about my melody is that they are connect well together and not all over the place. What I liked to improve on next time is to use more techniques and to challenge myself into more complex melody techniques.
We just finished the book “The House On Mango Street” by Sandra Cisneros that we read in class. Ms.Clifford gave us new books but this time, we were separated in groups so she gave each group different ones. Here is a short fotobabble that I created which I talk about my first impressions of the book “The Clay Marble”