First, we went to the minato no mieru oka park to choose a place to draw. Then, we drew the outlines witha sharpie of the place we chose to draw. After we finished, we colored in our drawings. Before that, we learned 10 skills of water color paints. For example, salt which is a skill that you put the salt in wet paint and you dry it at the same time. We used color pencils too.
Before the last period, we checked each other’s work to give feedback. Ro, who checked mine gave me some feedback to tell me what I should do to make the painting better. One of that was to add more colors and strategies. When I got his feedback, I used different types of green for the tree and different types of yellow/brown/orange for the ground.
If I had more time, I think I was able to finish my painting. However, I think I could have made my painting more better if I had more shadows in it. Also, if I made the outlines more simple, I think it didn’t make the painting confusing so I could have painted more easily and spend more time on it. Even though, my painting had lots of lines, I think that was one of my good points too because it showed detail.
My essentials specifications were:
- It must have pictures about field studies
- It must have some captions
- It must be 3-6min
- It must be school appropriate
When we did the peer assessment, I didn’t have 3 minutes because it was like 2 minutes and 30 minutes. However, I already had some pictures about field studies. It was school appropriate at that time too. When I finished the video, I had captions and before I submitted the video, I changed the captions lots of times until I found the ones I thought it was the best.
My desirable specifications were:
- I’d like to have some pictures of both teachers and students
- I’d like to have music that suits the video
- I’d like to make an interesting video
- I’d like to use pictures that shows what we did
During the peer assessment, I didn’t have pictures of the teachers and I didn’t plan anything on the music. Since, my video wasn’t finished at that time, it wasn’t interesting and didn’t have lots of pictures. However, when the video was finished, I had 3 pictures with the teachers in it and also had music that I liked that fitted the video. I don’t know if my video was interesting but my friend Satono, said it was interesting! Also the pictures shows what we did.
We used the Design Cycle:
During the Investigation, I watched 4 videos that other people made. I found the story structure and key features for each video. I think pretty well on that because I finished it before the due date and also, I had some details.
The second step was Planning. During the plan, we planned on the topics of our stories and which tool we want to use. I think I also did well on the planning because I had quite a lot of topics to choose from so I can find the topic that I am most comfortable with. After I chose the topic, I chose the tool so I know which tool is best for the topic I chose.
The final step was Create. I posted the video I created on my blog here. I don’t really know how I did on my video. However, I like the music and also, I like some pictures I chose. Also I like the pictures of the teachers because I don’t think people don’t really see pictures of teachers enjoying the trip.
I think the answer of the question “How can we use media to communicate our stories?” is…
We can use media to tell our story in another way then using our voice because if we use our voice to tell our story, the audience needs to imagine. However, if we use media, we can use pictures, videos and audio so that it can make the audience understand more easier and enjoy more. Even though it makes the audience enjoy more, it sometimes can distract the audience. For example, if the music doesn’t match the story or the music is louder than your voice (if you have your voice in it), the audience won’t be able to focus on the content of the story.
A percentage is something you learn in math class. You use a sign called “Percentage Sign” which is ‘%’. It is out of 100. You can see how much of something is in something. For example, 50% is half of something. This means 50 % of 8 is 4 becasue 100/50=2 and 8×1/2 is 4. 25% os a quarter of something because 100 divide by 25 is 4. If you want to find out 25% of 40, you need to 40/4 or 40×25/100. It will equal 10 in both ways. Now, I will tell you how to find out the percentage of something. For example, there are 50 marbles in a bag. There are 5 red marbles. What is the percentage of picking a red marble from the bag? To work out-
First of all, you need to make the numerator what you want to find out, and the denominator the total amount. Then you divide it. In this case, the numerator was 5 and the denominator was 50. Then the answer was 1/10 (0.1). Then you times the answer by 100. Finally, the answer will come out. In this example it was 0.1×100 which equals 10. Also, you can divide the denominator with the numerator first. Which is 50/5=10. Then you can just divide 10 by 100 and then that will equal the percentage which is 10%.
Another example is there are 48 markers in the jar. There are 8 green markers in the jar. What is the percentage of picking a green marker out of the jar? To work out-
In this case, the numerator is 8 and the denominator is 48 because we want to know the percentage of taking out 8 green markers from a jar with 48 markers. Then, you divide 8 from 48. This equals 1/6 (0.16666(0.17)). Then you multiply 100 to 0.16666. It will then equal 16.666. If you want to round it up to the second power point, it will be 16.67 because 6 is bigger than 5 so you make the digit on the second power 1 higher. If you want to make it the first power, it will be 16.7 because same as the second power, 6 is higher than 5. If you want to round it up to a whole number, it will be 17% because then, .7 or .67 or .666 is bigger than .500.
The most important thing you need to be careful is that to not make the denominator and numerator opposite because if you make it opposite, you can’t find your percentage. However, if you made that mistake, you still can see if you made it the opposite or not. E.g.:
If you want to find out the percentage of the shaded part, of this, you can see it’s not 100% because 100% is everything and in this one, only 1/3 of the shape is shaded.