Refuse plastic Description

Exploration Name: Refuse Plastic
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Exploration Dates: May 5 – June 17

Essential Questions:
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1. What are solutions to reduce waste?

Learning Facilitator: Max

Number of  students: 12
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Hello! My exploration  about plastic. What happen to the plastic waste. The people threw  the plastic, Burned, Buried and put in the landfill. This four thing is the big problem. One was throwing the plastic. The big problem are the fish when they see the plastic and they eat it they can die and other animals too. When people burned the plastics and it made a lot of CO2. When the world have a lot of CO2 itcould made the climate changed. The climate changed was the problems because when the world have snow and then the climate changed to be very hot,  the snow will melt​​ very fast and the world will have flooding. When we burned the plastic it have a smoke when the peoplerode the motto and the cat theycould crash with the motto. Why they crash with the motto because when we have the smoke  we can’t see everything clearly. The third was the people buried the plastic. When they buried the plastic it was the big problem too. When they bury the plastic it not good for the soil and it not good for the soil because the plastic have a lot of chemicals. When the soil have a lot of chemicals the soil doesn’t have any nutrient. Then we can’t grow the plants. When we put in the landfill it used a lot of the space. Why it used a lot of the space because the landfill needed a lot of land to put the plastic. We wanted to solve the problem. If we want to solve the problem we needed to reduced reused and recycled. Reduced mean use the plastic less. Reused mean we used plastic again. Recycled mean we took the plastic to made the new thing. If all the people used the solution and then plastic will have less than before. Other solutions we need to define, discover, design, develop, and deploy. Define mean we needed to find the problem first. Then discover that mean we researched and got the information to solve the problems.  Then we designed our project what we wanted to design. Fourth are develop we started to make our project. The last one was deployed that mean we went to teach other people what we made. In my group first we found the problems about the plastic. Then we went to BKK Market and we went to lucky market. Then we went to our community. We went to BKK Market, lucky Market and in our community because we want to ask them the question about the plastic. This liked research the information.  Then we thought about reused the plastic. When we thought about that finished we made our designed. Then we started to make our project that we plan. When we did our project finished we will going to teach to other people. In my group we teach by write in the blog. The plastic not just have bad thing it have a good thing too the good thing that the people could took the plastic to carry something. The plastic is very cheap too.


Life on Border

Exploration Name: Life on Border
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Exploration Dates: March 10 – May 2

Number of Students: 15

Essential Questions/Areas:
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(1) What do students know about planning and running Exploration projects?

(2) What are the steps of running Exploration project?

(3) How to keep track ofworking process?
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(4) How to use resources efficiently and transparently?

(5) How is the situation of people living along the border such as: education, health, economic and immigration?

(7) Why do people move there?

(8) What are the advantages and disadvantages of living there?
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In our Life On Border group we learned a lot of  things about border. Students know how to run the Exploration very well. Students know the goal to run their project. The first step that we can run our project is we learn about our goal. Our goal is Project Summary, Project Outcome, Project Mentors, Field Experiences, 21st Century Learning Skills and Core Curriculum Areas. After we learned about our goal we planned and thought. The situation of the people that live along the border is normal. Some people don’t have money so they don’t have work. Some people go to find work at Thailand so when the people go already some of the people can’t come back. People’s health is not so good at the border because they don’t have money to buy their food. They move to the border because if the people have the money they come to border to sell something because the border have a lot of people came from Russia to the Cambodia. So that why people want to make their business there. The advantage to live there is there are not a lot of bad people at there so it safe for people. The disadvantage to live there is if people don’t have money and they don’t have work they will not be safe for their life. We went to the border to learn and we saw some people have a work and some people don’t have work. Some people have a work but it like cart worker it is not easy to get the money. We interview the cart worker and the sellers. We went to casino to visit, but we didn’t get a chance to go in.

Water Description

Exploration Name: Liger Water System
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Exploration Dates: August 12 – September 26

Number of Students: 12
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Description: In our water group we learned about the pH of water. The full words of pH is Percent Hydrogen. That is the kind of scale that people use to measure the acids and bases. The scale of pH is 0-14. From 0-7 is acidic, 7-14 is basic and 7 is neutral. The hydrogen (H+) is acid and hydroxide (OH-) is base. When we learned about pH we did the experiment with 13 liquid things. For ex: the coca-cola and pond water. The coca-cola was 2.0 so it means acidic. If we drink it a lot like every day we would get sick but if we drink in 1 week only 1 it will be good. The pond was 10.0 so it means basic and if it has a lot of basic like this it also not good for our health either. So we can eat or drink only higher than 7 to 9 or lower than 7 to 5, so it not really have many bases or acids. In this class we also studied about algae. Algae is the kind of plants that live in water and it uses the sun as it food. When this plant lives in water it will make water become basic. We studied our own pond at Liger to learn about this. One other thing that we learned was the water cycle. We learned when the sun rises then it does the evaporation with water. When water goes up it is not yet become the clouds but when the temperature is cool then it makes condensation so it becomes the cloud. When the cloud in the sky catches the cool temperature it will become the rain again. To learn about water we went on the trip to RDI. RDI is the place that makes the water filters to sell. One thing that we learned from there is why they made this RDI place because they saw that some people here don’t have the clean water to drink so they can buy it to get the filter and clean for them. Another reason is when they sell the water filter they sell as cheaply as they can to help the people in Cambodia.
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Energy Description

Exploration Name: Renewable Energy in Cambodia (Poo)
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Exploration Dates: Oct 7 to Nov 19
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Number of students: 13 students

Essential Questions:
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1. Are biogas and solar energy sources practical and cost effective in Cambodia?

2. What are the benefits and drawbacks to using biogas and solar energy in Cambodia?

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In our Exploration class we had three things to work on. The first area was the solar system. The solar system is a resource that can create the energy from the sun. Solar has four types: solar panel, solar cooker, solar water heater and solar lamp. A solar panel is the solar thing that creates the energy to run the electricity. A solar cooker is the solar thing that creates the energy for cooking. A solar water heater is the solar thing the creates the energy to turn the normal water to the hot water. A solar lamp is the solar thing that creates the energy to light the house if that house doesn’t have the electricity. The next thing that we learned about was the biodigester. A biodigester is a natural system that can create biogas by using poo from the animals. Cow poo is the best. It has a lot of benefits. Example: (1) saving the money, (2) healthier than using firewood, (3) save a tree. The last thing that we learned was about hydroelectricity. Hydroelectricity is a thing that creates the energy by using water. It usually is built over the river. The biggest dam in the world is in China. Our goal was to make Cambodians know that all of these things can create energy. Also we wanted them to use these three things because they are good and can save a lot of money. We also had a trip too. The trip was to go to Kampong Speu. Our target was to install two biodigesters. We install them in Camkids and the orphanage called HAP because we wanted to make them easy instead of using the firewood. Both of the biodigesters cost $1100. When we went to to Kampong Speu we also taught some students too. We also slept at Kampong Speu too. We had good days when we were in Kampong Speu.
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Crisis Description

Exploration Name: Crisis Management
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Exploration Dates: November 20th-January 17th

Number of students: 11
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Essential Questions/Areas: 1. What is a crisis?

2. How do people, especially  in Cambodia, manage crises?

3. What are natural disasters and how are they related to  crises?
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Description: In our crisis Exploration we learned a lot of things that happen outside in the environment. Crisis is the bad thing that happens to people and is unsafe to people. Example: the cars are crashing or the train is falling. We learned about what is a natural disaster. Natural disasters are caused by nature. Natural disasters are: earthquakes, avalanches, and storms, for example. Then we talked about a volcano. A volcano is the mountain that has magma inside. When it is erupting out, the magma will turn to lava. Lava can make islands when it touches the cold place and it turns to the rock. Crisis management is how the aid workers help people when there is a crisis. One way they help is by evacuating people away. Example: when it has a flood, aid workers evacuate people out to the safe place. We also took a trip to share with the students at the government school at Takhmao City. We chose this school because this is the old school that two Liger students have learned at before. We taught the students who were in grades 5 and 6. We shared some things that we learned like floods, storms, earthquakes, and avalanches. The students werevery smart to answer the questions and understand the information.
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Ecology Description

Exploration Name: Forest Ecology
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Exploration Dates: Oct 7, 2013 – Nov 19, 2013
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Number of students: 12

Essential Questions: (1) What is an ecosystem? (2) What is a natural resource?
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Description: An ecosystem is the living things and the non-living things connecting with each other. The one example is algae. Algae take the sunlight for food and fish eat algae and then people eat fish. This is one connection. In Ecosystems class we had a journey book to take notes or write keywords that we don’t know what that word means. In Ecology class the first topic that we learned was tropical forest. We did not just learn only tropical forests but we also learned a lot of kinds of forests like conifers and others. A tropical forest is the forest that has rain a lot all year. We also learned about ecological relationships. Ecological relationships mean that one organism and another organism connect with each other. Ecological relationships are divided in five parts. They are parasitism, commensalism, predator-prey, mutualism and competition. Our Ecology group went to Mondulkiri province to study there. We spent six days at Mondolkiri. We met a lot of people like Bunong people. On Saturday we came back to our school and we shared what we learned.