Conscious Consumer C.

Cs (Term 2 Portion)
ELA
CR8.4- View critically and demonstrate comprehension of a variety of visual and multimedia texts including videos, television broadcasts, informational presentations, dramatic presentations, websites, and news programs to locate and interpret key messages and details, to develop conclusions, opinions, and understanding, and to evaluate the effectiveness of the text. We created a video displaying the defective problems and affects of the item we choose. It was sort of like the Street Sense show that used to be on TV. To do so, we had to do some research to figure out how we were going to get this done. We touch all of different types of visual content, from a news situation to a cartoony situation. We develop our conclusions on every one, used our opinions and understanding then collaborated with our groups. Our groups then built up these videos display how you should be attacking your consumerism on the items we choice. It was pretty much displaying what we have been pushing towards throughout the whole unit, having a conscious mind around the topic of consumerism. This unit and activity, I find shaped our class. You can tell when everyone is getting fair trade or sweatshop free items. Or when you are out with a classmate and they avoid the plastic bag to an outrages extent. It most defiantly changed our mind to the better and while shape the rest of our lives. CC8.3- Select and use the appropriate strategies to communicate meaning before (e.g., plan, organize, and sequence ideas to fit purpose, point of view, and format), during (e.g., use and maintain appropriate point of view for audience and purpose), and after (e.g., revise final drafts and presentations to ensure that the format and patterns within that format contribute to the effectiveness of the composition) speaking, writing, and other representing activities. This connection was also reached with our very information videos. We had to plan every movement out thoroughly to an itch. Just as a really production would have done. Even in the finished project it was evident as we knew what was always going to happen, and I think there was lots of thought put into the whole film including the title. (Our film was called Carma, it was created on the issues cars have throughout our world and ways of having better transportation, of course with a little bit of humor added.) You could really see all the extra work and passion we really put into the piece and really made the piece unique and took it to

its fullest potential. I think if all of these precautions were not in place we would have spent double the time filming, I stand behind this video with a huge amount of pride. Our communication was powerful and strong the whole process. I believe it was only achieved because of the strategies we explored and executed. If anyone would like to see the video my group and I created. Carma, I would love to show you a copy.

Phys. Ed
PE8.4- Utilize, including smooth transitions, complex movement skills that combine locomotor (traveling) skills, non-locomotor (non-traveling) skills, and manipulative (moving objects) skills (e.g., lay-up in basketball, spike in volleyball, hoop dancing, dribbling to a shot in soccer, rhythmical gymnastics movement, gathering a grounder and throwing to a base in softball, stick handling to a shot in floor hockey, ball control while moving in double ball) to enhance personal performance and enjoyment in a variety of movement activities. Our unit was done mostly indoors, as it is our hibernation months and it was cold and chilly. We are not the type to be stuck inside; we loved the outdoors and well physical movement. Sadly, our access to the gym was very limited. That left us to our resort of busing to Main Street and going to a yoga studio. We went to a studio called One Yoga; of course being a yoga studio we hit this curriculum mark with precision. Smooth and complex movement skills could be a young kids definition of yoga. Our yoga classes had traveling posses and non traveling posses, it may have not been laying up a basketball or stick handling but it was done in an engaging, fun and very healthy way. After doing the yoga I had found a new interest, and I really do think classes would benefit from it being taught within their physical education. It some muscular elements it was really hard and holding a few poses started to become enduring on the muscles. I think our provinces students would really strongly benefit off of this type of programming and what it would offer. PE8.11- Demonstrate an understanding of the impact of current and emerging technologies (e.g., computer and video games, fitness equipment such as treadmills, heavy wooden racquets compared to lightweight fibreglass racquets, sports shoes) on fitness, fitness-related career options, and well-being. I think our video that my group was really strong on showing the well-being that you could have in your life. If you really pushed you life-style in the way our video imposed would you not be one really healthy human being. At the same time you would be dramatically saving a very much need resource, our nature. Our nature is everything and really need to be protected, not just thrown to the dirt but made and pushed to its best. The fitness element is

really thrown in with the element of human powered transportation that was presented and suggested throughout the video. We mostly showcase the bad in the new and improving technologies. I mean a car has many huge benefits, and I believe we did not showcase them; we showcased the huge defects that this technology has on us. I found that saving the environment and fitness were our main projectiles throughout our recording and were most defiantly in our end product of our movie.

Art
CH8.1- Research and share insights about arts expressions that incorporate social commentary. We research an artist with Nicole; in fact it was one of her favorite artists. The artist turned practical things into art. The art all revolved around social issues, which are right in front of our human society. It was a way to sort of give us ideas for future projects and the project we were stating called recycled art. It was neat what we could make out of trash. CP8.10- Create visual art works that express student perspectives on social issues (e.g., poverty, racism, homophobia, sustainability) We were given the chance to create a conscious consumer reports. We took on several social issues for example like, pollution, slave labour, child labor and sweatshops. One of my favorite creations throughout this year would be our conscious consumer report, Carma. We made Carma about Cars and their pollution were being lazy is really coming back just like karma does when you are mean. It was not only an informing and an eye opening video about what you cause without even thinking of it. It also somehow ended up being hilarious. It is for sure one of my proudest accomplishments.

PAA
Well filmmaking, I learned it to a powerful degree. Judging by my interest, and the few videos I have already created. I could see more video coming even once I am out of school, all the techniques going to a good use for many years to come. Or even the lesson we had taught through our video. I try to practice them at the moment and I believe the effort will continue into my adulthood. That not only helping my fitness but also my environmental foot print, which is also something to improve upon. I even think the yoga will be sticking with me as I

stretch every day, and am noticing an increase in my flexibility. Which most defiantly is aiding my hugely in my sports.

Religion
I think the thought of this whole unit was made out of many religion outcomes. We had experienced a sweatshop environment to get a first hand understanding. From just simply understanding what we are doing to the world, and how we are abusing his wishes. From the slave labour to the plastic bags in our oceans. We really became conscious with his wishes. In most cases they are not given a second thought, but during this unit we really examined them without really the textbook, it just came with the teaching we received.

Health
USC8.1- Analyze and establish effective strategies of support for purposes of helping others increase health-enhancing behaviours. With our consumer reports, we analyzed and searched for an issue to tackle, as there are so many out there. We had hit the issue of the pollution cars make, mainly when they are sitting their idling. Within the video we showed several effective strategies to help increase our air. Not only will it help clean the air, but it will also give you the much needed exercise. Instead of being lazy like what our cars sort of push us into, we can be active. Active and in good shape is way better than fat and rolling, I guess. I video should the man ways to exercise and save the environment, I believe that completed this one perfectly. USC8.5- Assess how body image satisfaction/dissatisfaction and over-reliance on appearance as a source of identity and self-esteem affects the quality of life of self and family. We address this really every day, we practice no judging and all as equal. Personally with this group I dont have to worry about body image, which is how I imagine almost every kid within our class feels too. We dont even really rely in our appearance within our classroom; we are so close that it does not even faze us. The quality of life within our room is always pretty positive; you rarely ever hear sad and depressing comments but happy and exciting comments. I imagine this energy is carried back into the places every kid comes from creating a happy joyful household. A household proud of themselves, not ashamed of themselves.

SS
RW8.1- Analyze the social and environmental consequences of living in the Canadian mixed market economy based on consumerism. We have seen how consumerism kills other peoples lives just save a few bucks. We make people work in sweatshops and commit child labour. We let them be treated in unfair conditions and be treated very unequal just to save a few dollars. That is the problem with Canada everything revolves around money. Wreck a whole countries lifestyle and contaminating them as if the recyclable. We want everything cheap and dont want to know what was done to get it that way. We are some of the most pathetic people that I can think of. A price on a life, that price being worth a few cents. Sometimes I wonder do we just want to watch the world burn and crumble or do we want to save the lives we are screwing up? O we have to always show off or try to prove we are better? Why cant we all just be equal, oh right because we live in a money driven society. I strong dislike our society. RW8.2- Assess the implications of personal consumer choices. Everything we want has to be as cheap as possible, all that we have to save our money. We will completely kill a culture just to save a few dollars. No one get fair trade or sweatshop free as it costs too much for their liking, it costs what an item should be costing. The problem with our society is how it is all money driven, we dont care what had to be done to get these items here but it is sure worth a few cents. I wish people would realise how they are killing people. That is completely true these guys work really hard, just to get pollutants added to their already weak bodies. Of course that means they are dead. They just grab another person and do it again. All to save us a few cents, we wreck lives just for a few cents. How can we justify this but not murder and rape?

Science
I did not find any parts of the science curriculum that we hit with the last few weeks of Conscious Consumers.