Today is the last day we have to prepare for our exhibition and get the whale hung up. So far it looks like we will be ready for tomorrow, and be able to present our work neatly. We are doing our last touches on our infra graphics and our essays. Hopefully we will be seeing you guys there tomorrow! Have a nice day
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The week before exhibition started out with the release of our beloved trout. We worked with some of the elementary students, along with some high school students. We started the release with some hiccups, some fish got to hot and died before the official release, and some got eaten by ducks. We eventually figured out a better spot for release and let our trout go, once and for all. After the official release we did our trout trot, we had a choice to run 1K, 3K or 5K around the lake to raise money for our water bottle refiling stations. On Thursday we decided to have a plarn party for our whale. Everyone got into groups and tied plastic bags together to put on our whale, It was a huge success! Finally we ended the week off by hearing from our guest speaker Tom Hrb, as he talks about carbon taxing. He debated with some of he students, and gave off insightful inputs on the matter!This week during Humanities we did the C.R.A.P (current, reliability, authority) test to learn to check for reliable websites. Some ways that you can tell if a website is reliable or not is if it has date, and if the date is recent. If it has references, facts and/or statistics. And if the references were to someone who is an expert on the subject, if they are from a university, institute, etc...We did this because we were brainstorming different ideas to write about. The ideas had to be related to our group. So for example the media team had to write brainstorm ideas that were relative to the environment and something about what the media team does to effect it in the real world. In math/science we learned about raising levels in CO2 throughout the BC years. We did this by rounding up the levels and years to the tenths so we could have a better idea and plotting it on a graph. We also did The ripple Effect vocabulary. The vocabulary words were relative to ocean acidification. For example mine was "Great Ocean Conveyor belt". That is the cycle that goes through the deep ocean and shallow moving around the salinity and temperature to either shallow or deep waters. Another Exciting thing that we did that week was going on H2o trash patrol field trip. If you don't know what that is, it's when you go on stand up paddle boards and pick up trash throughout large bodies of water. But it was educational because we learned more about Ocean Acidification and things we can do to decrease our carbon footprint. We also now have a better understanding of the Wave PhOx machine and the smart fin which is going to be on the market shortly, how it works and what data it collects. This last week we did another lab that helped us have a better understanding of the Ripple Effect. It taught us about the food chain and how each animal effects it. Also in our groups during project time each group started working on their individual tasks. In maker space we stared to learn about screen printing to help us create our exhibition design and poster. Each team then created a design that related to what team we are on, for example the media team (who is currently writing this blog) made the design of the back of a dlsr camera with an image of a whale and the ripple effect title on it. In humanities we listened to an MPR interview with Jacques Cousteau grandson. It was about how the ocean is changing and what the effects. Also it stated the top priorities of the ocean and what steps we need to take to have control of ocean acidification.
This week we did a Ocean Acidification lab where we got different liquids. Such as Bleach, Soda, and saliva and me mixed them with cabbage water. If the color was pink than it is a strong acid, If the color was green than we had a strong base. In maker space we finished the pipe inside of our trash whale, and we are ready to make the whale a reality. Finally we learned about production and consumption and what happens to a product from when its resources are obtained, to when you pick it up at the store.The trout finally went into the alevan stage, after a few tragedies, they were almost fry. In class we learned about the nutrient cycle, the carbon cycle, nitrogen cycle, and water cycle. We also received these vile that we were to fill with water, and next week they would test it for ammonia, I filled mine with bottled water to see if what we are drinking is actually good for us. Lastly we started to do a lot of labs in class that involve the cycles that we learned about. Also this week we did The Away challenge. The away challenge is where we collected our trash that we produced all week in a garbage bag and brought it in to school on Friday to look at the statistics of how much trash we produce. The average San Diegan produces 5.4 pounds of trash daily, meanwhile the average 8th grade student at HTMNC creates about 4 OUNCES of trash daily. At the very end we collected all the trash we made and shaped it into the form of a whale. Here's the picture we got! (Drone shots are the best) We also had someone from the surfrider foundation come in and talk about Ocean Friendly restaraunts, and the surfrider foundation itself. It was interesting to see how much the surfrider foundation does and how much they give back. We also learned more about where our trash goes which included going to EDCO to learn about recycling.On Thursday was our official project launch. To launch our project we went on a eventful whale watching trip accompanied by the third grade class. We had some inconveniences that caused not to talk about the project but we did get to see a profuse amount of marine life including, two gray whales, one humpback whale, a few seals and a lot of graceful dolphins. Let's just say we weren't the only school there! Here are some of the amazing shots we got during the trip...
The first thing we did to start this project was receiving our trout eggs. When we first got them they came in a cheese cloth and we carefully placed the orange eggs into the small box inside the water. One of our students created a cover for our aquarium out of poster board, in order to keep the fish eggs safe from the lights. We also worked with a 2nd grade class as two 8th grade students were partnered with two 2nd grade students. 8th grade escorted the elementary students through challenging tasks, as they learned skills like how to properly use binoculars, how whales catch and eat using both teeth and baleen, how big a whale can grow to, and how to care for our trout. |
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