Posted in Other Homework, Reflections, School Stuff, Writing

Valedictory Speech

As a part of finishing primary school, all the year 6 students were required to write and present a valedictory speech. Brynn’s speech was chosen as the best way to sum up 7 years at MPPS, so she got to read out her speech at the graduation ceremony. Here is my valedictorian speech:

Hello year 6s, parents and teachers. Welcome to Year 6 graduation for 2017.

 

I’m Ella, and I’m the Valedictorian for tonight. I’m up here representing every single one of the graduates, saying our thankyous and our goodbyes.

Wow. What a journey primary school has been. We have grown, learned and developed so much within the walls of Moonee Ponds Primary School. We’ve made it from Prep, when we were MPCS, all the way to year 6, where we are proudly representing MPPS. Every single day that we have spent in the classrooms, working hard, has led up to tonight. Graduation.

 

We wouldn’t be here tonight if it wasn’t for the wonderful MPPS community. Teachers, parents, and of course the students! Learning wouldn’t be possible without our teachers. They have taught us everything that we will need to know next year, and have prepared us for life. Pretty much nothing would be possible without our supportive parents. They have put up with us through the years, and given us the support, help and motivation that we have needed. And last but definitely not least, our fellow graduates. Although teachers do most of the teaching, our friends and classmates have taught us so many social skills and shaped us into who we are today. Thank you to the MPPS community for helping us develop and learn.

 

So many memories have been created here. Excursions, camps, there have been countless times when we have just gotten together as a group and had a laugh. I’m sure no one can forget the huge storm on year 3 camp that seemed to come out of nowhere. When we look back on that crazy day at Camp Currumbene, we can share lots of stories and memories.  And when the ‘alien’ came to the school in prep, and how we actually believed it was real!? We can all look back on how small and cute we were, and see how much we have changed. Some more recent memories, for example, Camp Bridgewater. I’m sure that we can all remember the talent show and that long walk up that huge hill that exhausted us.

We’ve had our 3 school fetes over the years, and participated in 3 school productions at the Clocktower.

Loads of memories have been made here. It’s going to be hard to leave.

 

 

Every single one of us year 6s is different, unique and special in our own way. We have all contributed to making our primary school experience different. This cohort of kids is incredible; Indigo, and her passion for reading. Ty, who is so fast and has gotten our school into divisionals and regionals many times. Martin and Nicholas, for their love of computers and technology. It would take way too long for me to name everyone’s unique passion- we could go on all night.

Tonight, we graduate. 7 years of school, all leading to this one night. The night where we say goodbye to this wonderful school, and take so many precious memories of it with us. We have grown so much here at Moonee Ponds Primary School. But as we go to high school, we are going to get so many opportunities to do the things we are really passionate about. So I’m going to end my speech with a quote from Dr Seuss.

‘You have brains in your head. You have feet in your shoes. You can steer yourself in any direction you choose.’

Thankyou.

 

Posted in Other Homework, Reflections, School Stuff

Reflection on 2017

2017 has been the of the best years of primary school. The friendships I have made, and all the fun things that the year 6s have done have made this year unforgettable.

 

The most memorable thing for me was Cape Bridgewater Costal Camp. It was very early in the year, so I had the chance to make friends that I am now very close to. It was a lot of fun; we did surfing, snorkeling, sandboarding, abseiling, archery and lots more. I had so much fun, because I tried lots of new things and pushed myself out of my comfort zone. There were a few bad things about camp; how they put carrot and broccoli on the pizza, and how we were only allowed to go up to our knees in the ocean. But all these things made camp so special, and it was a great experience.

 

One of the best things I participated in was Winter Sports. I played netball with my friends. Even though our team lost every single game, it was still a fun way to become closer with my teammates and we were always optimistic. Another thing like Winter Sports was SEPEP. We played soccer against other teams in the 5/6 cohort. My team lost nearly every game, and we stayed at the bottom of the leaderboard for the whole season. But even though we were the lowest scoring team, we still had fun and it was a good unit.

 

The Public Transport Challenge is an annual thing that the year 5/6s do. We get into groups of about 8 and travel around an area on Public Transport. This year we went around Moonee Valley, and I was in a group with many of my friends. We came 4th out of all the groups, so we were proud of ourselves. Our chances of coming first were kind of jeopardized when there was a road accident and the trams and trains in the area were cancelled. We ended up taking a bus. We had to run back to school from the bus stop, and only made it with 30 seconds until the deadline. But the day was really fun, and we learned lots about public transport as well as teamwork.

 

The thing about this year that will probably stick with me the most was the preparation for year 6 graduation. It was so fun to try to trick the year 5s into thinking that we were doing Food Tech instead of learning the dance, but eventually they found out. It was fun to prepare for graduation because it was something that we were all excited for.

 

Saying goodbye to primary school will be very hard. I have spent 7 years at the school and it’s going to be sad to let it go. All the friends that I have made and the memories I have created have made my primary school experience amazing. But when I go to high school, I know that I’ll make more friends and get so many more opportunities to learn and do things that I’m passionate about. This final year has been so good, and I’m thankful for Moonee Ponds Primary School letting me make this year one of my best.

Posted in Other Homework, Reflections

Charles- 5 Facts of Fiction

Charles

The 5 Facts of Fiction

 

Fiction is all about the character:

In this story, ‘Charles’, the main character is Laurie. However, the story is narrated by his mother. Laurie is a young boy who is just starting school. I think that he is cheeky and smart because he is able to convince his parents that there is a boy in his class called Charles. I think that the author made Laurie seem like a very innocent boy because that makes it a more interesting plot twist when the mother finds out that her son has been displaying bad behavior.

‘“We don’t have any Charles in the class.”’

I think that Laurie started being naughty because he was confronted with a new situation like school, and he wanted to be cool and make friends. He is young, and I think he doesn’t know any way to make friends other than rebel against authority.

‘“Today Charles hit the teacher.”’

 

Fiction is all about what your character wants:
Laurie wants to fit in. He wants to be cool, and he wants his parents to be proud of him. He wants them to think that he is totally capable of going to school and that he is not having any problems. He wants them to think this so they have the impression that he is all grown up.

‘“Charles wanted to color with green crayons so he hit the teacher and she spanked him and said nobody play with Charles… but everybody did.”’

 

 

This plot is interesting because Laurie goes to great lengths to lie to his parents, rather than confront them about the issues he has been having at school. Laurie’s parents fall into their child’s trap, and are under the impression that their son is very capable and a well behaved child.

‘My sweet-voiced nursery-school tot replaced by a long-trousered, swaggering character who forgot to stop at the corner and wave good-bye to me.’

I think that if the story were to continue without Laurie’s parent finding out that their son was Charles, Laurie would be even more desperate to make his parents proud. As the story progressed and Laurie saw how happy his parents were with how he was coping, it would be even harder to confront them about his problems. He sort of made the problem harder by lying to his parents.

 

Fiction is all about how the character gets/doesn’t get what he/she wants:

For a while, Laurie gets exactly what he wants. His parents are very proud of him for not being influenced by Charles’ actions, and he gets away with being a really naughty kid. Because of the way that the author ended this story, we don’t actually know how the mother reacts to finding out that Laurie and Charles are the same person. I can infer that she would be mad at Laurie for showing bad behavior, but would also want to help him have a better experience at school.

 “Charles?” she said. “We don’t have any Charles in the class.”

I think that if this story was set from Laurie’s point of view, the story would be very different. You would know from the very start that Laurie was the same person as Charles, and you would know exactly why he was acting that way. However, the plot twist at the end of the story wouldn’t have been very effective. If Laurie’s mother had gone to the school earlier to talk about Charles’ impact on the other children, the story would have ended sooner and in a different way. So, Laurie did get what he wanted for a little bit, but in the end he made his problem worse.

 

Fiction is all about how the character changes:

At the start of the story, Laurie’s mother talks about how her son is growing up and going to school, and from her pint of view, that is how he is changing.

‘The day my son Laurie started school he abandoned corduroy overalls with bibs and began wearing blue jeans with a belt; I watched him go off the first morning with the older girl next door, seeing clearly that an era of my life was ended.’

As the story progresses, you come across other changes in Laurie’s personality. You start to figure out that Laurie, a kid whose mother once saw him to be very innocent and well behaved  is actually very naughty. Then you can wonder and infer why he has changed his personality so drastically.

‘“We had a little trouble adjusting, the first week or so,” she said formally, “but now he’s a fine little helper. With occasional lapses, of course.”

“Laurie usually adjusts very quickly,” I said. “I suppose this time it’s Charles’s influence.”’

It is important that the author made Laurie change, because otherwise you would be under the impression that Laurie was Charles throughout the entire story.

 

Fiction is all about the world that the author creates:

This story is set in a school environment. It is an experience that most kids go through so it is relatable. You can understand why Laurie is acting the way that he is acting, and you can relate to being put under pressure to make friends. In the real world, actions have consequences, and that is what Laurie needs to learn. He needs to know that he doesn’t have to be bad if he wants to make friends, and in a real school environment, it is important to make friends. This is a world that is very much like our lives, and I think the reason that the author decided to set the story in this environment is so people can relate to it and understand how Laurie is feeling and thinking. In this world, the good things are how Laurie’s parents and teachers may be able to understand why he is lying. Some bad things are how there is so much pressure on Laurie to make friends, and how that can influence Laurie negatively.

Posted in Other Homework

Joseph Bryant- Themes

Joseph Bryant

Themes

 

Themes are abstract nouns:

I think that the theme of this story is love and loss. There are many instances where the story expresses these themes. One time where the author showed loss and love was near the end of the story, when Joseph had passed away.

‘I would not ever cry more than I did that night. Loving someone that is gone forever is one of the hardest things you can do.’

This passage strongly represents loss and love because the girl loves the boy, but he dies.

‘Joseph Bryant, my fifth grade sweetheart, is the reason why I know the true definition of love.’

These themes are abstract nouns because you can’t see love, and you can’t touch loss, you can only feel them. An abstract noun is a feeling or an idea. The themes of this story are a good combination because love and loss are feeling that most people can relate too. It is more interesting to read a story about something that you can relate to rather than something you cannot.

 

Themes are important human issues:

The themes of loss and love are important because everyone has experienced them and can relate to them. In this story, the theme of loss is linked back to cancer, which is a very important issue.

‘But I soon snapped back into reality once Joseph told me that he had cancer. Being in the third grade, I didn’t really know what cancer was.’

I think when the author wrote this story, they wanted to write about cancer to spread awareness of the disease. People need to know that cancer is a big issue. Connecting a relatable theme like loss to a not as relatable issue like cancer is a good way to get the message across. The author is using this story, with these themes, to make it easier for people to understand the idea of loss in cancer.

I asked my mother, “What is cancer?” and immediately she started crying.

“Oh honey, it means Joseph will be very sick for a long time.”’

 

Stories apply to many readers:

I think that the reason this is a good story is because the combination of the themes is very relatable. Lots of people have had a family member or pet die, and during that time they probably experience sadness because of loss, and realizing how much they love someone. People in different situations would be able to get a different message from this story. For example, someone who has or has had cancer would be able to relate to how Joseph feels when he is diagnosed. On the other hand, someone who has or had a close relationship with someone who was very sick would be able to see things from the girl’s point of view. Most people would be able to relate to the girl, and that’s what makes this such a powerful aspect of the story.

 

Events represent ideas:

When I was reading through this story I made many inferences, but I couldn’t really find any instances where events had figurative meaning. I made an inference when Joseph told the girl that he had cancer.

 ‘I jumped up and screamed and shouted and said “Oh my goodness, congratulations Joey!” but soon after my exclamation, I realized my reaction was inappropriate.’

By her reaction, I inferred that she was naive and would later learn what cancer actually was. I couldn’t really find any figurative meaning in the story. I thought that the whole story was about the definition of love because of the first few paragraphs.

‘Most people don’t understand the actual definition of love. I do, which is why it frustrates me so much when people say that they love each other when they don’t.’

I think that one of the reasons that I can’t find any figurative meaning in this story might be because it is from the perspective of a young girl.

 

Experience evolves in patterns:

Patterns and repetition helps us understand what the author wants to emphasize in the story. An example of repetition in this story is in the first few paragraphs.
‘When we played tag during recess, he always went out of his way to tag me to be it. We would always walk in line together and sometimes when the teacher wasn’t looking, we would hold hands. He always shared his colored pencils and markers with me.’

This example of repetition is trying to emphasize all the great things about Joseph Bryant and why he was a great person. It is more powerful this way, rather than it just saying all these thing separately. I think that the pattern is trying to show that the smallest things count. Sharing coloured pencils doesn’t seem like a big deal, but to this young girl, it makes all the difference.

 

Fiction is instructional:

One of the messages or morals that I found in this story was to never take things for granted. Joseph Bryant was a normal, healthy kid until his life changed when he was diagnosed with cancer. I think that the story is trying to tell us that we shouldn’t waste our life and to understand how lucky we are.

‘But I soon snapped back into reality once Joseph told me that he had cancer.’

Another perspective that I looked at the moral from was the perspective of the girl. Her life also changes when she finds out that her best friend has cancer. It would have been very hard for her to deal with the sadness at only around 8 years old. Again, the message in this is to not take things (like friends) for granted.

‘What did Joseph ever to deserve this? He always shared with others and he always did his homework! He was also my best friend and I thought at the time, he would be my future husband as well.’

Posted in Other Homework, School Stuff

Read Like a Reader

‘Little Ania”

Read Like a Reader

 

Prediction:

My first impression of this story was that it was going to be a little bit sad, but have a happy ending. After I read this story, I realized that most of my prediction was correct, but there were aspects of the story that were, for me, quite unexpected. At first I thought this was going to be a story that was realistic, or something that would actually happen to people. But in the end I found out that Little Ania was a girl who liked to eat lampshades and flowerpots and slept under the bed with no covers or blankets, and rode a broomstick for fun.

‘”I would like to eat that lampshade.”

“I would like to eat that flower pot.”

“I would like to sleep under the bed, with no pillows and no blankets.”

“I would like to fly on a broomstick.”’

When I read this story I knew that it was fictional, and that my prediction wasn’t entirely right. There was a happy ending (as I predicted) where mother and daughter find out that they are alike in many ways.

Why did my brain suddenly think of ‘Little Ania’ as being a sad story, when it was quite happy?

 

Questioning:

After I read ‘Little Ania’ there were some immediate questions that came to mind. For example:

Why was Zbyszek (the old man) in hospital?

Why was Ania so stubborn about not eating, even though she knew her life depended on it?

Why are Ania, her mother and her great great great great great great grandmother all so strange?

But after thinking about it, I had some other questions about the story. Those questions were about the author, rather than the actual story.

How did the author come up with the idea for such a strange and fictional plot?

Did the writer of ‘Little Ania’ come up with the ideas for the story because they had known a child who was unusual?

 

Infer:

While reading ‘Little Ania’, I had to make inferences about how the characters were feeling. I didn’t have to infer about what was happening in the story because everything was explained pretty clearly. At some points in the story inferred that Ania’s mother was sad and worried about her daughter. Even though the mother knew what her daughter was going through (as she had gone through it herself) she was still not sure what to do about Ania or how to tell her that she was different.

‘“I guess I will finally have to tell her,” her mother said to herself. “Poor little girl! It only gets harder and harder to be unusual in this world! I wish for her sake that she could have learned to be a normal little girl.”’

Another inference that I made was that Ania was a stubborn child. I made that inference because even though her life was depending on it, she would not eat her food.

‘“I don’t like eating meat, fish and vegetables! I’m never going to be a normal child, so I’m going to die now.”’

A question I still have about this part in the text is why was she so accepting of her fate? She knew very well that she would live if she would eat normal, so why is she so stubborn?

 

Connect:

A connection I made had to do with Ania’s unhealthy objection to food. I know that many kids don’t like to eat vegetables, but they don’t turn down food to a point where it becomes life threatening. At the start of this story where Ania is introduced, I had the impression that Ania was just incredibly stubborn, and that was the reason that she would not eat. But as the storyline progresses, you learn that Ania is very special. Another connection that I made while reading this story was about Ania’s want to fly a broomstick. She didn’t want to play with dolls like normal little girls. The part of the story made me think of witches and wizards, and how they have powers and do very strange things too. This makes me wonder if Ania is sort of like a witch too.

‘”What will she think of me, eating up lampshades and flower pots, sleeping under the bed with no covers or pillows or anything, and flying all about the night on a broomstick?”’

 

 

Feel:

While reading ‘Little Ania”, I experienced many emotions. At the start of the story, I felt sad and sorry for Ania, as she didn’t fit in and didn’t understand her place in the world. Then in the middle of the story, when Ania was in hospital due to her objection to food, I felt frustrated. Ania knew that her life was in danger, and she had complete control over that. Yet she was too stubborn to do anything about it.

‘”I’m never going to be a normal child, so I’m going to die now.”’

When it was nearing the end of the plot, I felt happy because Ania finally felt like she fit in. She found out that her mother was also like her and that gave her a sense of belonging.

 

Evaluate:

I thought that ‘Little Ania’ was a well written story, but personally, I didn’t really enjoy the type of story that it was. I felt that the concept was too childish for my liking. I like sad and intense books, and this book, although it was good, was not really my taste. Halfway through this story I realized that I wasn’t really enjoying it, but I still wanted to continue through the ‘Little Ania’ so I could see what turns the storyline would take.

Posted in Other Homework, School Stuff

Read Like a Writer

‘Eleven’

Read Like a Writer:

 

Ideas:

This writer uses ideas that most readers can relate to easily. The story is about a shy girl put in a confronting situation at school, and that relates back to being 11 years old. She wants to be older in that situation so she would have the experience to handle the situation.

‘Today I wish I was one hundred and two instead of eleven because if I was one hundred and two I’d have known what to say.

It is an interesting idea because even when you do turn a year older, it doesn’t feel like a huge difference because all your knowledge doesn’t come to you on the first day you turn an age, you get smarter gradually and understand this better when you get more mature.

How did the author come up with the idea for this text?

Why did the author decide to write a story about something so simple but I interesting and relatable?

 

Organization:

The way that the author has set out this story is very interesting. The text starts out kind of in this girl’s mind, where she is explaining her thoughts that will connect to the story. Then it moves on to an explanation of what had happened that made her think this way. It explains how this ugly sweater was placed on her desk by her teacher, and she is too shy to explain that it does not belong to her.

‘If I were 102, I would have known what to say when Mrs. Price put the red sweater on my desk. I would have known how to tell her it was not mine.’

The organization of this piece is interesting because throughout the story the author connects you back to the thoughts and the feelings that the girl, Rachel, has inside her head.

How did the author come up with the idea for this story’s organization?

Why the author did chose to swap between telling the story and going into the girl’s mind?

 

Voice:

Judging by the voice that the author uses in this text, I think that it’s directed at people aged 10-12. It uses concepts that children can relate to, but young kids might find the concept of swapping between the story and the girl’s mind confusing. Older children can understand the idea of how when you turn an age, you do not feel very different at all. Older kids get that because they have more experience so their minds can relate.

‘You open your eyes and everything’s just like yesterday, only it’s today. And you don’t feel eleven at all.’

How old is the author?

Does the author relate to what they are writing?

 

Word Choice:

This text uses a lot of similes and metaphors to explain the concepts in the story.

 ‘Because the way you grow old is kind of like an onion or like the rings inside a tree trunk or like my little wooden dolls that fit one inside the other, each year inside the next one.’

I think they use similes and metaphors because the concept of the story is hard to understand. You have to think hard about things to relate to what the writing is trying to get across. I think that it makes sense to use similes and metaphors in this text, because it is a deep piece that goes into the workings Rachel’s mind.

There are many ways the author could have portrayed the ideas in thing text, so why did they chose a deep concept instead of a much easier thing to understand, for example, in 3rd person?

 

Sentence Fluency:

In this text, Eleven, there are both long and short sentences. While some sentences take up less than half a line and some take up 3 lines, in a paragraph, they all express the same idea.

Short:

‘Maybe she’s feeling three.’

Long:

‘And maybe one day when you’re all grown up maybe you will need to cry like if you’re three, and that’s okay.’ 

I think the author used a combination of short and long sentences because in this story the idea can be made stronger with this technique. In my opinion, lots of short, fast sentences make me interpret the storyline as a very sharp and angry idea, and long sentences make the text sound more relaxed and flowing. It is good that the author used a combination of both because this is a gentle concept, but there are some parts where Rachel is sad and angry at herself.

What made the author include harsh parts in the story when everything is very gentle at the start?

How could the writer have changed the story to either give it an angry or relaxed tone?

 

Conventions:

Punctuation:

In this story, the author mainly used full stops and question marks. I think this is because Rachel is a calm and shy girl and for her speech to be written with exclamation marks would not really be sticking with her character and personality. Even at parts where I (as a generally loud person) would have spoken loudly, the author makes Rachel stay calm and be sad, rather than angry.

‘”Not mine,” I finally say in a little voice that was maybe me when I was four. “Of course it’s yours,” Mrs. Price says. “I remember you wearing it once.” Because she’s old and the teacher, she’s right and I’m not. Not mine, not mine, not mine.’

In this situation, a loud and outgoing person might have spoken up, but the author stuck with Rachel’s personality.

Grammar:

This story contains long sentences and short sentences. The long sentences make sense because there are conjunctions used to join up short sentences.

‘I put one arm through one sleeve of the sweater that smells like cottage cheese, and then the other arm through the other and stand there with my arms apart like if the sweater hurts me and it does, all itchy and full of germs that aren’t even mine.’

The text is also quite descriptive, and uses many adjectives to make you relate to Rachel more and understand why she is having the feelings that she is having.

‘It’s an ugly sweater with red plastic buttons and a collar and sleeves all stretched out like you could use it for a jump rope.’

Spelling:

The spelling in the story, Eleven, has nothing wrong with it. There are parts of the text where the writer could have chosen different words to describe what they wanted to say, but that relates to word choice and voice. The words that were chosen helped to identify what age group the author was directing it at.

 

 

 

 

Posted in Other Homework, School Stuff

Adaptations Project Reflection

Section 1:

This term our topic work has been focused on desert adaptations. In the past few weeks, we have been working on projects that show our understanding for adaptations. In our class we were put into pairs and were given an animal or plant to make a presentation on. Me and my partner, Jett, were given the Sturt’s Desert Pea. It is a flower that lives in the desert. In our final presentation we had to have a PowerPoint, a diagram, a model and a science experiment. In the end, me and my partner completed all of the tasks, so I would say that we worked well together.

The Sturt’s Desert Pea is a flower that grows in the Australian desert. It has adaptations that help it survive and thrive in its desert environment, even with little to no rainfall. As I said before, this project had to consist of 4 parts, a PowerPoint, a model, a diagram and a science experiment.

For our science experiment we had to test an adaptation of our species. Jett and I decided to test the hard covering of the pea’s seeds. Jett actually brought in the seeds of the Sturt’s Desert Pea so we could test them accurately. We then cut one seed in half and put it in a cup of water, then put a seed with no holes in it in another cup of water. We predicted that the seed that was cut in half would die first, because the seeds aren’t normally exposed to a lot of water when they are in the desert, as the hard covering on the seeds protect it from conditions that it doesn’t need to have to grow and thrive.

Our prediction was not correct, because after 2 day of being in water, both seeds came out of their hard shells that were supposed to protect them. One difference between the 2 seeds was the fact that the seed that we cut in half actually sprouted a tiny bit. We didn’t know exactly why this happened, but that could a be a topic for further investigation.

I learned many things about adaptations during this project, and here are some of them.

Facts that I learned:

  • The Sturt’s Desert Pea only grows in Australia, and can be found in all the main states except for Victoria
  • The Desert Pea has a long vertical root that goes deep into the ground so that it can access nutrients and water stored in the deeper soil
  • The pea has seeds that have a hard covering and have a long viability, so they can still germinate after many years when the conditions are right.
  • When the seeds do grow, the Sturt’s Desert Pea can grow for up to 3 years before they shrivel up and die

Understandings that I now have:

  • If animals and plants that live in the desert didn’t have adaptations, then they would die and the species would become extinct
  • The Sturt’s Desert Pea can live for only 1 year on it’s own, but when a post is put into the ground to help it grow it can live for up to 3 years

A wondering I still have:

  • Do any animals eat the Sturt’s Desert Pea as part of their diet in the desert; if so, what animals, and does the native flower have any extra adaptations that prevent animals from eating it?

Section 2:

Something that I learned during the project was how to work with people that I don’t know very well. When my teacher first announced that we were going to be doing projects, I thought we were going to be able to choose our partners. But when we were paired up with people we didn’t know, I thought it would be hard to work with people who I didn’t usually work with. But during this project I grew more comfortable with people I didn’t really hang out with, and I feel that my social skills got better while I was doing this.

Something else that I think I improved on was my efficiency. When we were told that we only had 3 weeks to complete all the tasks, I thought that it would be very hard to do so in such a short amount of time. During this project, I learned how to manage my time better and that meant that we got all of the project completed in time.

Conclusion:

I have learned a lot about animal adaptations during this unit, and have improved my social skills as well as my knowledge about this topic. After completing this project, I feel much more confident about working with people I don’t know, and after this I feel like I would willing choose someone who is not a close friend to be my partner.