Mini Golf Course
In the beginning of this project, my partners and I had to first create a template of how we wanted our mini golf course to look like. In math class we had to figure out the different ways in making a hole in one. The different strategies we used were the line of reflection, the slope method or the isosceles triangle. After deciding which math strategy would work best, we found the measurements for the boards, terf and felt. Once we got that information we were able to start the building process. The building process was a bit of struggle, only because most of my group didn't know how to use a drill and it required everyone to help out, so when one of us had a task we had to wait on them.
While we were building our course, we also had to research an era in our world geography class where we would later individually split up to learn about a topic we chose within the era. We then had to write an essay explaining the importance of the person or event we researched along with making an obstacle that would represent the obstacles it, itself faced. I chose to research Francis Bacon, a politician, scientist and author. The obstacle I built for him was a gavel because he wanted a position in court. The other obstacles my partners made were a miniature globe theatre, 3 wooden blocks representing The 1601 Elizabethan Poor Laws and a structure attached to the course with two wooden shields you would have to go around.
We also made videos and a documentary for our class and each hole. My group was in charge of creating short videos explaining each groups era. I also volunteered to be the sports caster, Roberto PARR-tida.
Once we were finished with our golf course, attaching our obstacles on to it, revised our expository essays, filmed each group explaining their era, we made the finishing touches for our exhibition. It was a success! The parents loved playing our golf course, even though some of the little children would unpurposely destroy our obstacles. Everyone was intrigued with the history behind our topic and what it represented.
It was overall an amazing project, not just because it's something I haven't done before but because I was able to learn about my classmates even more and was able to become closer with people I had to interact with, especially my teachers. If I had a choice, I would do this project again!
While we were building our course, we also had to research an era in our world geography class where we would later individually split up to learn about a topic we chose within the era. We then had to write an essay explaining the importance of the person or event we researched along with making an obstacle that would represent the obstacles it, itself faced. I chose to research Francis Bacon, a politician, scientist and author. The obstacle I built for him was a gavel because he wanted a position in court. The other obstacles my partners made were a miniature globe theatre, 3 wooden blocks representing The 1601 Elizabethan Poor Laws and a structure attached to the course with two wooden shields you would have to go around.
We also made videos and a documentary for our class and each hole. My group was in charge of creating short videos explaining each groups era. I also volunteered to be the sports caster, Roberto PARR-tida.
Once we were finished with our golf course, attaching our obstacles on to it, revised our expository essays, filmed each group explaining their era, we made the finishing touches for our exhibition. It was a success! The parents loved playing our golf course, even though some of the little children would unpurposely destroy our obstacles. Everyone was intrigued with the history behind our topic and what it represented.
It was overall an amazing project, not just because it's something I haven't done before but because I was able to learn about my classmates even more and was able to become closer with people I had to interact with, especially my teachers. If I had a choice, I would do this project again!