Category: Grade 10

Basket Golf

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Riverside Game Design

Name of the Game
Basket Golf
Objective – What is the Purpose | Goal of the Game
  Objective is to get the most points with your 10 balls within the 30 second time limit. 
Description – Describe Your Game and What it Should Look Like
This game should be played with at least a minimum of 3 buckets to a maximum of about twelve buckets. Place the buckets  at least six feet or more in front of  you on the floor or on a raised surface and at least a  foot or more apart  in a horizontal or vertical manner. The buckets can be colour coded or they can be identified with numbers.The  1st bucket(s) should be 5 points, the second should be 10 points, and the third bucket(s) should be 15 points and so on. For each additional bucket(s) you can increase the point by 5 points. The buckets can be the same size or different sizes, it depends on the player and how challenging you want the game to be.

 This game can be played by anyone of any age but in order to help younger children between the ages of 3-8, with their coordination, you may want to use larger buckets and put them in closer proximity to the children. In order to increase the complexity of the game you can add buckets of the same size or different sizes and lay them out randomly or in multiple rows.

 For example, you can have four small buckets at five points, four medium buckets at ten points and four large buckets at 15 points. You can set the buckets out randomly amongst each other or you can set each size of bucket in a horizontal or vertical row.

You can use soft balls, bean bags, foam balls, kids toy balls, or crumpled paper. 

If players do not have balls or buckets to play the game, the game can me modified by using  plastic cups and crumpled paper instead of buckets and balls
Rules of the Game – Describe the Rules

Any number of people can play this game

This game can be played with each player participating  one at a time or by having two or more players participate at the same time.

If a player gets a point  after the time limit it will not count

During the time of covid remember to adhere to the 6 feet distancing rule

For teens and adults playing the game remember to try and remain at least 6 feet  away from the closest bucket 

Each person should have 10 balls and a 30 second time limit (the number of balls can be changed)
Strategies | Tactics  Progressions – Can it Evolve
A strategy is to try and perfect your aim, you don’t want to throw the ball too far, or too close. You want the aim to be just right so it gets into the bucket.

You can throw your first one, and based on how far it goes, use that to measure how hard or soft your next ones will be.

 To develop your eye hand coordination and to challenge yourself, you can try standing farther away from the buckets.

If a player(s) does not have the required items they can try using  something as simple as  the pockets of a shoe holder or plastic cups

Another idea is to add more buckets so that it challenges you  to move and think faster to get more points within  the time limit. To increase the level of competition for multiple players, add additional buckets  and have  everyone play in a circular manner while trying to score the most points within the time limit.
Equipment – List What is Needed Safety Considerations – Safety First
 10  balls ( i.e.  tennis balls or golf balls), bean bags or styrofoam balls,  

3 or more buckets or plastic cups

One or more players

 A marker (to indicate the number of points each bucket is worth) Or colour coded buckets or plastic cups

 Some method of timing yourself

 Make sure you are socially distancing from the person in front of you.

Wear gloves if you choose to share the balls with each other. Or use/ bring your own balls.

Play the game outside or in an area without any breakable items.

 To reduce safety concerns is to  use soft balls,,bean bags or styrofoam balls

 

 

REFLECTION

I think this project went well. The planning and video ended up good. My role in the project was editing the video and helping with the planning part fill out thing. Overall everything went pretty smoothly in my opinion and it was good. Since I had edited a lot of videos before making this one wasn’t that hard and I knew what to do. We made a google docs so we could all edit the document above, so that went well and we got that finished. To improve for next time, we can fix some things from the feedback we got. Like the time limit may be too short to throw all the balls in, or stuff like if it bounces in but then bounces out would it still count. For our game, they also said that they liked that it was simple enough to understand yet challenging enough to be fun. And also that the video was good.

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Climate Change and Population

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Climate Change and Population ~ By Jessica and Kelly

To what extent has the climate changed?

  • Is there a connection between temperature and CO2 levels?

Possibly. The on the right (blue), you see the Co2, and near the end it is very high. Compare it to the left graph (red), near the end it is also very high. So it means that the more Co2, the hotter the temperature gets.

  • Is there a connection between population increase and CO2 levels?

As the population grows, so does the Co2 level. You can see it in the chats below. The left one is the population, and it is getting higher over time. The right one is the Co2 level, and it is also getting higher. So probably, there is a connection.

Annual world population since 10 thousand bce for owid

  • What are some of the impacts of climate change?

Fire. Climate change causes fire.

Floods. Climate change also causes floods.

Trash. We have too much trash it is even in the waters. Waters we drink and swim in. tRaSh!

Based on the data, what should we do to lower CO2 emissions?

Here is some data about what creates Co2. Some things we can do to lower it, is use less electricity and heat. Electricity and heat is rising according to the graph, and it creates a lot of Co2, and if we stop, or even use less, it can help the environment. For transportation, maybe we can walk more, or use more buses.

See the Climate Causes below, which ones do you have control over?

Traffic jams are caused by people. So if we use less vehicles, it can possibly be helpful. Because using vehicles will use a lot of heat, gas, electricity, etc. and it will add to our climate change problem.

 

There are garbage everywhere. And it is easy to create, but hard to get rid of. The garbage dumps make climate change an issue. Something we can do to control is, us just use less stuff, so it will cause less garbage. Because everything stays on earth anyways.

After a party, parade, or festival, this can happen! Garbage everywhere. This adds to climate change as we start leaving trash everywhere. We can still have fun, but try and not litter, and it will help a lot for the planet.

In what ways does Climate Change become an issue of class?

It seems like as the higher income people have, the more carbon it produces. It is not about how many people there is, as you can see most of the population is middle or low. The high class has less people, though it creates the most carbon.

Co2 emissions by income and region

Synthesis Essay Corrections

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Jessica

English 10

Mrs. Thomasen

Effects of War on Individuals

War can change people, in ways one might not imagine. What effects did the events of World War 2 have on an individual? The movies Schindler’s List and The Boy in the Striped Pajamas are both set during World War 2. In Steven Spielberg’s Schindler’s List, Oskar Schindler initially exploits the Jews just for money, but soon he starts to protect them from death, by bribing the Nazis even if that risks his own life. In Mark Herman’s The Boy in the Striped Pajamas, Bruno is unaware of the horrors of what is going on, and when he goes exploring, he meets a boy named Shmuel. Later Bruno tells a lie to a Nazi Lieutenant, and Shmuel gets in trouble. Bruno and Shmuel later develop a true friendship before they meet their deaths. Therefore, both stories show how during the war, Schindler and Bruno humanize and learn to show empathy towards the Jews, because even in times of war, they saw past the conflicts. Schindler and Bruno learn to view the Jews from a different way, and that is how they became friends with them.

Oskar Schindler and Bruno are both Germans, living in two different perspectives of the war. Schindler is an adult, who moves to Krakow, a southern Poland city, as an opportunity to make money. On the other hand, Bruno is the nine year old son of a general, and moving to a new home means he has to spend his time playing alone. Schindler starts out setting up a factory and hiring Jews:

Three hundred and fifty workers on the factory floor with one purpose: to make money – for me! They won’t soon forget the name Schindler either. I can tell you that. Oskar Schindler, they’ll say. Everybody remembers him. He did something extraordinary. He did something no one else did. He came here with nothing, a suitcase, and built a bankrupt company into a major manufactory. And left with a steamer trunk, two steamer trunks, full of money. All the riches of the world… There’s no way I could have known this before, but there was always something missing. In every business I tried, I can see now it wasn’t me that had failed. Something was missing. Even if I’d known what it was, there’s nothing I could have done about it, because you can’t create this thing. And it makes all the difference in the world between success and failure, (Spielberg).

He currently has only one thing in mind: to make money from the war and the Jews. Schindler has tried many times before, but there was always something missing. War. Since now there is a war going on, he has a successful business. Meanwhile, Bruno and his family leaves Berlin, Germany. They move to southern Poland, near a concentration camp which Bruno mistakes for a farm. Bruno spends his time in isolation at first, but when he goes exploring, stumbles upon the camp and finds a boy named Shmuel. Later, Bruno’s father hires a teacher for them. The teacher teaches Bruno and his sister propaganda about the war, but the kids believe it. One day when talking to Shmuel, Bruno says, “We’re not supposed to be friends, you and me. We’re meant to be enemies. Did you know that?” (Herman). Even though Shmuel is a Jew, and they know they are not supposed to be friends, they still talk to each other. Bruno finds it hard to understand what is happening right now, because of Shmuel, what his parents tell him, and what his tutor teaches him.

The more Schindler works with the Jews, the more he began to grow empathy for them. The thought of making money, then going home was his first plan; however, he ends up using his own money to buy his Jewish workers, creating the Schindler’s list. He does this after seeing how many other Jews were horribly treated by Nazis. The war was also about to end. Schindler then comforts his Jews: “Now you are finally with me, you are safe now. Don’t be afraid of anything. You don’t have to worry anymore,” (Spielberg). He insures them that no one will hurt them as long as he is with him. He is risking his life for them. All of the people he saved are thankful of his actions, as he has saved all of their lives. Since he now will be hunted down by the Allies, he has to flee. The Jews present to him a gold ring, made from gold fillings with the words “whoever saves one life, saves the world entire” engraved on it as a token of appreciation (Spielberg). It shows that one person can really make a difference. As long as there is at least one person to show humanity in another, it will continue to exist in society. Even if only one who shows kindness and selflessness in the world, means that there is still good in the world. The ring given to him will represent the goodness to others he has done, and know it is him that needs help now. So with the ring, he also receives a signed statement hoping to save him if he ever gets captured by the Allies, signed from every single one of the Jews he saved. Schindler is very thankful and happy.

After Bruno tells a lie and gets Shmuel in trouble, they do not see each other many days later. When they do, Bruno is regretful of the scars and bruises Shmuel had from getting beat up by a Nazi: “I can’t believe I didn’t tell him the truth. I’ve never let a friend down like that before. Shmuel, I’m ashamed of myself,” (Herman). His actions hurt Shmuel, and he knows it. Their friendship grows bigger from there as they forgive each other, and Bruno promises to never do it again. The bond between the Jewish boy and the German boy becomes so strong that Bruno was willing to leave his family to be with Shmuel. He puts on a pair of striped pajamas Shmuel gives him, and digs his way in. Instead of seeing him as, an enemy, he sees him as a human, a friend. They are pushed into a dark room, and hold each other tightly as Bruno says, “You’re my best friend Shmuel… my best friend for life,” (Herman). Bruno senses something is not right; so he wants Shmuel to know how much he cares for him. Those are the final things Bruno says to Shmuel. Words full of assurance, warmth, and love.

In conclusion, war can bring out the best and worst of people. Bruno and Shmuel values their similarities and becomes friends, unlike the Nazis who only see differences in people. With Schindler, he realizes that saving lives and being kind towards another are more important than money. As a result, the war effects Schindler and Bruno by creating a kind-heartedness bond with the Jews; making them realize they are still human, despite the conflict against them from the war.

 

What I’m proud of

  • Quotes
  • Conclusion

What I want to improve

  • Introduction
  • Detail to quote

Works Cited

Spielberg, Steven, director. Schindler’s List. Universal, 1993.

Herman, Mark, director. The Boy in the Striped Pajamas. Miramax, 2009.

Truth and Reconciliation

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I put the Canadian red leaf at the back, and put a First Nations Eagle in front of it, spreading its wings just like how the leaf spreads. And on the sides I put the moon and sun kind of like day and night. This poster can help with reconciliation because it shows some First Nations symbols and how they are here in Canada too. The First Nations helped the Europeans when they first came to Canada, and they are important in our country. Like the Eagle is in the middle showing importance and the sun and moon are like night time and people are sleeping, and the sun is like a sunrise.

The Eagle symbolizes peace, wisdom, power, spirituality and friendship.

The Moon symbolizes transformation and is known as an important protector and guardian spirit.

The Sun symbolizes healing energy, abundant life, beauty and peace