Month: May 2017

Red-crowned Cranes Infographic

allche22Leave a comment

The Red-crowned Cranes are important in both the Japanese and the Chinese culture. There is a tradition of folding 1000 of Red-crowned Cranes to resemble contentment, peace and the hope of health in the Japanese culture. In the Chinese culture, the Red-crowned Cranes represents auspiciousness and long life.

There are only 2750 Red-crowned Cranes left in the world, estimated by scientists. The Red-crowned Cranes are endangered because of human activities, which mainly creates habitat loss. Examples are the destruction of migration paths, breeding grounds and areas that are cold. The drainage of wetlands are harming the Red-crowned Cranes’ habitat. The development of the humans, like constructing roads, expansion of agriculture, cleaning forest and channelizing rivers are another part of the cause. Their natural habitat, which are marshlands, are turned into factories, rice fields and farmlands. The Red-crowned are also experiencing overexploitation, they being hunted and eaten. Some are encountering harassment by humans. Pesticides that humans put in the farm are really bad to the animals. The pesticides includes toxic chemicals that kills the bugs and insects, which poisons the grains planted in the farm. When the Red-crowned Cranes go eat the grains, they get poisoned.

Fire, that destroys and burns the nests of the Red-crowned Cranes are also harmful.

Here I created an infographic talking about the Red-crowned Cranes.

There are many ways to help save the Red-crowned Cranes. The Wild Bird Society of Japan is a organization that helps save the Red-crowned Cranes and also teaches other people about them. Check out this website to find out more about how the Wild Bird Society of Japan are helping the Red-crowned Cranes: https://www.wbsj.org/en/tsurui/

Bibliography:
1) Red-Crowned Crane. (2013, November 24). Retrieved May 24, 2017, from http://www.ourendangeredworld.com/species/birds-bats/red-crowned-crane/
2) Hones, J. N. (2012, May 12). Asian Symbolism and the Crane. Retrieved May 24, 2017, from http://asianlifestyledesign.com/2012/05/asian-symbolism-crane/
3) (n.d.). Retrieved May 31, 2017, from https://www.savingcranes.org/species-field-guide/red-crowned-crane/
4) (n.d.). Retrieved May 31, 2017, from https://www.konicaminolta.com/kids/endangered_animals/library/sky/rc-crane.html
5) (n.d.). Retrieved May 31, 2017, from https://www.zoo.org/page.aspx?pid=1858#.WS7hIBOGNE4
6) The Problem with Pesticides. (n.d.). Retrieved May 31, 2017, from http://www.toxicsaction.org/problems-and-solutions/pesticides

IT Assignment 6

allche22Leave a comment

In this assignment, I had to make banners with websites next to them using coding. I coded and made two banners. The top banner is positioned across the page with websites on the top. The bottom banner is a square, positioned under the first banner with websites on the left side. This is the screenshots of my finished assignment.

Unit 3 Reflection

allche22Leave a comment

Subject: Individuals and Societies (Year 2)
Start Date: January 2017
End Date: April 2017
Statement of Inquiry: Time, place and space influences the culture and governance of societies.
Criteria Assessed: A and C
Key Concept: Time, place and space

There were a lot of different activities that I did during this Unit. We had levels that we would have to go through. There were 5 posters that indicates where each of us were in. To represent ourselves on the posters/levels, we created our own Coat of Arms. My Coat of Arms looked like this:

Ms. Gilbert created a website that allowed to access documents and directions of what we have to do in each level. In the Introduction, we had to work on our Coat of Arms, upload it to ThingLink and add annotations of why we chose the symbols that were drawn in our Coat of Arms. We were given two websites that consisted symbols and their meanings. After using ThingLink, we had to upload it to padlet. To have bonus points, we had to upload it to three different social medias. I completed that task and got 15 more bonus points.

In each level, we would have questions that we would have to answer. The information would be from the textbook. Each level would be about a certain chapter. There would be activities, like contests, skits and simulations, that would be required to be complete. There would also be different bonus activities for each level. Some are videos, questions, letters or maps. Each of the activities would relate to the topic of the level.

Each block/class was a team. At the end of each level, Ms. Gilbert would set a due date for the assignments, you can still turn it in after the date, but it would not count as class points. Ms. Gilbert would find the average of the points to determine who the winning class is.

I learned about how the transition between the Roman Empire to Medieval Europe and how Medieval Europe ended. I learned that Christianity was the center of the society. During the Introduction, we learned about the location and geography of Europe. It is close to Jerusalem, where Judaism started. Christianity is a religion derived from the religion, Judaism. The religion soon became the daily lives of the people living in Medieval Europe. The Christian religion became so common at the time, “Age of Faith” was the name some historians call the Middle Ages. I also learned about trading, life and systems during the Medieval times. Living during that time was very different from living today.

Some of the challenges that I faced during this Unit was that there were other homework assignments that were also due that was not from I&S, so I would have to plan my time and use my time wisely and not getting off track. During the summative, I had to make sure I have progress each day so I would not have to wait till the very end to finish the whole game board. This is what my summative game looked like:

My favorite part about this Unit was our class winning Level 2. It really motivated me to do other challenge assignments. It also made me really happy. I also liked working on my summative. I was proud of the work I completed. I spent many hours on the game, creating questions cards, drawing the game board, thinking of a fun game that is also educational and would be related to this Unit.

I think the questions were great. It allowed me to understand more about the sections in the chapters.

From the assessment rubric, I feel that I undertook the activities in the Unit pretty good. I tried my best on every assignment. I learned that sometimes I would not be that careful and would make some mistakes. I would improve by rereading more. I also feel that my grammar was not so strong. I would make the answers better by revising it.