By: Kiera Cindric My Stem Portfolio

P OPULATION GRAPH Math class

D ESCRIPTION OF PROJECT In Math class we had to find out the population of a country. We had to find the birth rate and death rate for natural population. The equation we used to find how many people were 309.6(1.006)^2. For the actual population we had to include how many immigrants came here. Our equation we used was 309.6(1.009)^ million was how many people are in the United States. Each table had a different equation. Our tables were assigned different countries. My group was assigned the United States. We were given a packet of all the countries. Then after that we had to graph them on a piece of graph paper. After Mr. Polk checked it, we were handed a huge piece of graph paper. We then drew our graph for the showcase.

P ERSISTENCE We used persistence. We would get confused on our graph, because the numbers wouldn’t match right. Also my group had different numbers. So we had to redo it and make sure all the answers were right. We would get frustrated when we had a day left and we were still trying to make sure all answers were right.

P ICTURE OF THE G RAPH

D O YOU HAVE MURINE TYPHUS ? Health class

D ESCRIPTION OF PROJECT A project we did in wellness and fitness class was to research an assigned infectious disease and create an informational product about the disease. My group had Murine typhus. We started by gathering information about the disease, such as what causes it, the type of disease it is, the symptoms, treatment options, the statistics, the history of the disease and how it relates to immigration, and how to prevent it. We then decided to make a poster about our infectious disease. This project was part of the eighth grade immigration unit. After completing multiple drafts of our project, they were printed. We then had to present our projects in a showcase.

C OMMUNICATION We had to use communication because when my group was working we had to share our ideas, so that we all didn’t have the same information. And we had to communicate which person would research what. We had to figure out if everyone in my group felt good with our project. So when it was time to present we knew what we were talking about.

C OLLABORATION We had to use collaboration because two of us would be working and leave someone out. Also one person would do all the work and the other two would goof around. We had to do homework that we assigned in our groups. And if it wasn’t done we would be behind.

P ICTURE OF MY P OSTER

C HINESE HOLIDAYS Chinese class

D ESCRIPTION OF PROJECT A project that we did in Chinese class was we had to pick a holiday that was important to the Chinese people. Or pick a holiday that American people celebrate. So my team which was made up of four. We had to make a power point, about the holidays. We pick the Moon Festival. We had to research what foods were eaten on this day, when is it celebrated, what the people do, and the legends behind it. Then we had to present it to the class on a certain day. While the group was presenting we had to pick one American holiday and one Chinese holiday that were close and compare and contrast it.

C OLLABORATION We had to use collaboration. It was easy for us to collaborate because we were assigned our own parts. We got to pick our own groups. So we had the people that would work diligently. And get their work done on time. Also we didn’t talk or get off guard. Ad time we had was three people would be working on the power point separate, We would have many different drafts. Also there was time where we would only worry about research and not think about finishing or fixing the power point.

C OMMUNICATION We had to use communication. We had to share the information that we learned about the Moon Festival. We had to talk instead of wondering off and working by ourselves. Also we had to make sure that one part is down and then do the other parts. That’s what our group had trouble with. Two person will do research. Two person would start on the power point.

W ORK Chinese power point

A RT OF WOMEN Art class

D ESCRIPTION OF PROJECT A project we did in art was we had to find a painting of a women. Which was cool because there was many great paintings of women, and it was interesting to see the different styles. We also had to find facts about the painting where it was from, who was the artist that painted it, when was it painted. I did a painting called Virgin Annunciated which was painted in Then after we found information about the painting we had to write a poem about it. Then we had to take blocks that are called linoleum and carved a shape in it from the painting that look interesting to us. After that the last part we had to do as put all of our paintings in order on a 6 by 6 board and put them all together. We had to decorate the board with our stamps that we made.

C REATIVITY I had to use creativity in this art project because I had to think of a poem that would describe how the women in the painting feels, what is going to her head, and also make sense to the person who would be reading my poem.

P ERSISTENCE I had to use persistence because we were using very sharp blades. And we had to take our time and if we didn’t we could of cut ourselves. I also had to use persistence because at first I didn’t have my poem down. It took me about five times to get it right.

P ICTURE OF A RTWORK

F LOWER T RAITS Science class

D ESCRIPTION OF PROJECT A project we did in science was we had to grow flowers. We planted different color seeds. We didn’t know what type of flower they were, but the teacher said they were purple stem or non- purple/ green. When they were being planted we put just purple stem seeds on one a pastry dish. Non- green stem seeds on another dish. Then we mixed purple and no-green stem seeds on another pastry dish. When the flowers of the purple and the non-purple mix had grown. We had to take them and see why they are this color. What we found was the purple stem was more common then non- purple. We then asked the teacher questions like: Why purple stem passed down more than non-green stem? Did the non-purple stem vanish, or where did it go if it wasn’t passed on? After that to support our answers we took pedigree charts and saw that purple stems are dominant and non-purple stem are recessive.

I NQUIRY This is an example of inquiry because I asked why the flower was this color. Why if you take a purple stem and a non- purple you always get purple. I had to search the questions through the papers we did to figure out my questions.

S OME NOTES FROM IT