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The Ocean is Out of Breath – Climate Change Project

Media Piece 1: Infographic

Infographic (page 1)

Infographic (page 2)

Media Piece 2: Sticker

Design Piece/Technological Solution: Fertilizer Calculator/Calendar


1. Now that it’s over, what are my first thoughts about this overall project? Are they mostly positive or negative? Be specific.

In reflection, I believe that I have mostly positive thoughts about this project. While I did struggle to finish the art installation, which resulted in decoration for my first media piece, I learned a lot about climate change, in particular nutrient pollution. This gave me a deeper understanding about the dangerous impacts of the rising Carbon Dioxide levels in our atmosphere.

2. What were some of the most interesting discoveries I made while working on this project? About the problem? About myself?

Some of the most interesting discovered I made regarding climate change and ocean oxygen depletion were stilling waters, suffocating animals, and nutrient pollution. For stilling waters, since there is so much CO2 in the air, the ocean absorbed excess  amounts of the greenhouse gas, heating both the upper and lower layers of the ocean. In turn, this slows ocean circulation, preventing cooler water to sink, no longer cycling oxygen to lower levels. As a result, marine life in lower regions of the ocean suffocate, running out of ‘breath’.

As for nutrient pollution, I discovered that the leading cause of chemicals generating algae blooms that deplete upper region oxygen levels, is fertilizer runoff. This is what inspired me to create my fertilizer calculator to spread awareness about the dangers of excessive fertilizer and how the runoff contaminates bodies of water. After reflection, this is what further encouraged me to explore environmental science, such as the ESS class I will be taking next year. I found it interesting to learn about complications and issues occurring in our environment.

3. What were some of my most challenging moments and what made them so?

Some of my challenging moments during this project was that I did not have enough time to create and finish my art installation. This forced me to have to create a sticker as a last minute second media piece, and move the art installation to become a decoration, hopefully catching the eye of the audience. This was challenging because I did not have enough class time to complete the laser cutting and blowtorching process. I had underestimated the time needed to complete the media piece.

4. What were some of my most powerful learning moments and what made them so?

The most powerful learning moment I experienced was when I discovered we were entering another mass extinction period, similar to the one 252 million years ago that killed off 95% of all marine life. This was important to me because I realized that a singular person’s actions could influence and impact more than I thought. This caused me to start being wary of my surroundings, such as when someone supports or  does something to generate CO2. In addition to this, I also informed my mother about the importance of restricting her fertilizer use.

5. What is the most important thing I learned personally?

The most important thing I learned personally was that I need to be cautious about what I do and how I can perform alternate activities that do not harm the environment as much. For example, I could bike more than calling a DiDi to take me somewhere.

6. What most got in the way of my progress, if anything?

The thing that got in the way of my progress was definitely my habit of procrastinating. The issue was, I had an outline for my infographic created early on in the project, but I could not bring myself to start putting my research into the poster.

7. What did I learn were my greatest strengths? My biggest areas for improvement?

I learned that my greatest strength was being able to evoke emotion in younger students because of the art installation smelled bad and made them feel guilty about killing marine life. My biggest areas for improvement is analyzing the graphs that I had in my infographic and connecting them to climate change, especially the energy cycle I focused on.

8. What would I do differently if I were to approach the same problem again?

If I were to approach the same problem again, I would not assign me a project that was too much for me to handle in such a short amount of time.

9. What moments was I most proud of my efforts?

The moments when I was most proud of my efforts was when younger students seemed genuinely concerned about my issue after I explained it to them.

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About Me

Have you ever told yourself, “I’ll achieve my dream someday.”? Well, as Jenna Kutcher once said, “There are seven days of the week, someday isn’t one of them.”

Ever since I was young, teachers had constantly asked me, “What do you want to do when you grow up?” I’d always replied with the little kid answer of policeman, firefighter, etc. Now, as a sophomore, I finally know what my passion is – Biology. Unfortunately, just like any other dream, you have to work for it; study, study, study. Despite my whole family being generations of teachers, I have never been able to find the correct ways to effectively learn materials and that’s why I joined Tutor Training last year. Now, being in my second year as a student of the Tutor Training course, I have realized that enjoy helping others learn and the look on their faces when they figure out a problem is inspiring. Last year, I often found myself struggling to think of new and different methods of achieving my goals in tough classes like math, science, and even orchestra. While working through this course, I learned new materials that helped me become a better tutor. Taking these processes and integrating them into my foundation as well, I decided to join the Peer Tutoring Center. At first, this was because I needed to fulfill my hours. However, rejoining the tutoring center for my second year, I discovered an enjoyment in becoming a resource for my peers and younger students.

Have you ever been asked for help and didn’t know how to explain the problem but could solve it? I have always felt guilty on not being able to share my process to my peers and Tutor Training is the perfect way to practice. This course will be able to teach me how to demonstrate concepts and solutions clearly without having to pause or taking time failing to explain. Through Tutor Training II, I hope to learn how to better communicate to my students and learning about the complexity of tutoring relationships and lessons.

As for some personal information, I like to take some time off and play team sports such as rugby, basketball, and softball because I believe that not only will working with a team help build leadership and collaboration skills, but it also helps with time management. I am also involved in Aperture Photography, Children of Africa, and Nightingale Charity Club.


I am excited for working as a tutor this year! 🙂

Posted in English 9, Uncategorized

6 Reasons Why Feminists Would Dislike “The Summer Dragon”

  1. Females of the arie families (dragon raising farmers) are not allowed to be Broodmaster (owner/in charge of arie).

The Broodmaster is always the son or father, never the daughter or wife. Even if there is no son to run the arie, the daughter’s husband will become the next Broodmaster. Who says girls can’t be the owners?

2. The protagonist, a female lacking a husband, is shunned because she has seen the rare and mythical beast of legend, the Summer Dragon.

The Summer Dragon is the sign of luck. However, everyone believes that because she’s a girl, it does not count. But hey, her brother was with her when she saw it but he didn’t see it…

3. …so the government says her brother saw it and that it’s super lucky.

Since the protagonist’s brother is going to be Broodmaster when he comes of age, the government wants to let everyone know that because an arie boy has seen the sign of luck, luck will come to the dragon farm (arie).

4. The government and temples of Asha are all run by men. No girls allowed. 

The Temple, the central government run by men, believes that women taint the sacredness of the Asha (their high god) and sends an over controlling male general who changes the story to claim that the protagonist’s brother, Darien was the one who saw the dragon. The general believes that females cannot see signs of Luck such as the Summer Dragon.

5. Female dragons are not allowed to go out and hunt, instead, they are only allowed to stay inside the pens and breed. 

The background is that each child of the family that owns the aries (dragon breeding ranches that breed dragons for the military), is allowed to bond with a dragon qit (baby) and grow up with them, creating a strong bond. Each female dragon that is part of a bond in the family must become a breeder, while the males go out to hunt and fly.

6. Girls are not allowed to go train and fight in the military.

Men believed that women could not fight because of how weak most of them were, along with their dragons. Due to women only bonding with female dragons, men could not spare any female dragons to go fight. They also thought that female dragons would slow down the group and not fight as hard.