Category Archives: 1AC2018

History Base Groups Activity

History activity

With the Base Groups, I am with Santiago Guerrico, Felicitas De Simone and Federico San Lorenzo, we had to do some activities that the teacher, Lenny Ambrosini, left on her blog. Here are the activities and down here the activities done.

1) Wilson’s diary entry

Dear diary,

              I am very stressed of what has happened. I can’t believe that no one thinks like me. America voted not to join the league of nations.

       Although I may agree with some reasons I still think that we should be part of the league, despite the fact that I understand the preoccupations of my people, I stick to the idea that it will bring a lasting peace.

      In my opinion, we should have entered the league because we would have had the peace that we all dreamt of. First of all, I had the idea of forming the league of nations, I also created the 14 points. Besides, we all have the same objective, no more European wars.

         I strongly believe that USA has to think again the decision of not getting involved in the league. Hope this problem is solved.

                        Write you tomorrow,

  Woodrow Wilson.


2)  Collage

We did the collage in “ThingLink” where we included text and images. Click the link to see it.


3) “Diamond 9” diagram


4) Human Sculpture

The picture shows how the League of Nations was more worried about their public image and their necessities, than people’s problems. The person in the middle (Nicolas Larralde) represents a balance and how the League of Nations saw the situation. The person in the left (Santiago Guerrico) represents the League’s public image and necessities and the person in the right (Felicitas De Simone) the people’s necessities. This shows how their own necessities and their public image weighed more than the people.


5) Rap

The League of Nations was an organization, with a lot of frustrations,

They sometimes succeeded, but they did not always get what they wanted and needed,

They helped many sick, poor and homeless people, they wanted everyone to be peaceful,

Although they seemed to do the right thing, the justice was not always everything,

They cared more about their image,

than the people’s necessities.


6) Map Bulgaria

“Boy” Activities

In the last 2 weeks in language we had been working in some activities of the book “Boy” by Roald Dahl.

My group is Mora Malenchini, Juana Navarro and Santiago Yezze, and we were asked to work in the chapter “A drive in the motorcar”.

First we made a reflection and a rap:

Then we made a bend diagram comparing the school in that time and the school now:

After the diagram we made a paper in which we explained 5 words of vocabulary, with drawings and with the definitions and also examples:

Biology Activity

Our Biology teacher assigned us to make an activity that explained the menstrual cycle with our Base Groups. We could chose between a song, a rap or a mind map. At first we doubted between a rap or a song, but we chose the song. Also, when we made the rap we realized that it didn’t explain the menstrual cycle very well, so we made it a again. I was absent many classes, so I couldn’t work very much on this activity. Here is the rap:

Inside the ovary, a follicle with an egg is developed, uterus lining repairs like it doesnt care.


Follicle bursts, egg released, fertilisation can occur like a formation.

Uterus lining thickens, ready for embryo if the egg is fertilised, very organized.


Egg not fertilised? Thickness not needed. It breaks down, and it is lost through the vagina.

The Open Boat – Activities

In literature, the teacher, Pato, gave us some questions to answer about the story we read in class called “The Open Boat”. We had to work with a partner, I worked with Santi Guerrico. Here are the answers:


The Open Boat Study questions

  1. The Oiler is given the name Billie because he is the right hand of the captain. The others are only referred to generally because they survive and the Oiler does not.
  2. The Oiler died because he just followed the Captain’s orders and never complained, for example one time the weather was dangerous but he followed the Captain’s orders anyway.
  3. The view of nature presented in this story is that nature is far much superior than humans.
  4. The view of the men presented in this story is that men are not very smart and inferior to nature.
  5. The men in the open boat relate to each other as brothers and equal.
  6. In the story we can find repetitions of colours, such as black, gray or white. Also, the word such as “Fate” which means destiny. The colours can represent the situation of the four men in the boat, as they were near the coast, the colours white and gray were mentioned, but if they were far away from the cost, the colour black was mentioned. So by mentioning the colours, we can get to know their situation.
  7. The narrator uses the Correspondent to intrude in the story. We can see the Correspondent as the critical viewpoint or the philosopher. As he is different from the rest of the men in the boat, he was more critic with the things that happened there, he reflex and think about it. In addition to this, the story is based in Stephen Crane own experience. In our opinion, it is distracting, because it may make you think about other things that happened while you are reading. We think it is effective as this happened to us while reading.
  8. We think the narrator is being ironic as the story ends with the phrase: “…and they felt that they could be interpreters.” This could mean they were the interpreters of the story of this four men lost in the sea.
  9. Crane used this structure because in one part of the story the captain says: “If I am going to be drowned, if I am going to be drowned, if I am going to be drowned, why, in the name of the seven mad gods who rule the sea, was I allowed…” By making seven sections he refers to the seven gods of the sea, and by using the Roman numerals he refers to the gods of the Roman mythology.


Pathways to Interpretation:


  1. The writer is connected to the story because he had a similar experience some years before writing this story.
  2. The story is connected to naturalism and determinism because the men in the open boat believed that what happened was determined to be like that, and they couldn’t change it.


Patterns in “The Open Boat” (Choose 2)


  1. References to Colours: The narrator uses colors to represent the mood of the men in each chapter. An example of this is when the men were near land, he, the author, used the colour white and as they were far from it he used the colour gray and black. This represented their mood, white meaning they were happy because they were near land, and black and gray meaning they were sad or depressed because they were far from land.
  2. References to Animals: In the story the narrator mentions a lot of animals symbolising something. For example at one point in the story a gull flew to the boat, and that meant they had hope of land being near.


8) There are a few clues about the Oiler’s death. This is one clue: The correspondent told a story about a soldier that was the right hand of the general that died because of following his orders. This story foreshadows the death of the Oiler because the Oiler was the Captain’s right hand and he also died following the Captain’s orders.


9) In the story, there is a moment when the captain tries to sleep, but he couldn’t, this can mean he will live as sleeping is the closest thing to death we know and he couldn’t. But there is another moment where the Oiler tries to sleep, and he slept very well, the Oiler died after, so this could be a foreshadowing of his death.


11) The men in the “Open Boat” are spared by nature except for the Oiler that was punished by nature for following the Captain’s orders no matter what and the nature overcame him.

Biology Project Self Evaluation

The biology teacher asked, after the presentation of the project, to post a self evaluation of our work on it.

I was the first one who got the potato, I didn’t like at all at first, but then I got used to it. I took three photos of it and posted them on my blog. After that, I gave the potato to Matias Campion who also took photos of it. We began to have trouble because we were confused when to post the photo of the potato. Matías Campion gave the potato to Matias Hartmann and he posted some photos too. As I said before we didn’t know exactly when to post the photo of it because we lost the count of the days. The potato grew a lot since it was given out to us. The roots are a lot larger and the kind of plant it had is larger to. All of us left the potato on a plastic bowl with water. The first days and the last ones didn’t grew very much, it grew the most when Mati Campion had it. It was an interesting project and it was interesting seeing the potato growing just by putting water in it. At first I didn’t like the potato at all, but at the end I liked the project very much. I think we did a good work, but we failed a little bit on posting the photos, we could have posted more photos and measure the potato to see how it grew in a better way.

Biology Potato Project Last Day

This is the last day of the Biology Potato Project. We took the last photo of it. It grew a lot since the first day, specially the roots are larger. In this photo the roots seem shorter because of the lack of water, but in another photos you could see how they grew. Also, you can see how the plant it had also grew a lot. We did a chart in google documents to show the growing of it in a more organized way. Here is the photo of it: