Biology Assessment

For the last Biology class we had to make a project choosing one of the teacher’s projects that she left on her Blog. The day of the presentation we had to assess the groups that presented based on a rubric that the teacher left on her blog. I worked with Manu Carrizo and Lucas Vorbeck. Manu was the one who bought the cake and we made it at his home. We took the information from photos from the internet and the biology book  we use in class. The only problem we had was deciding the size of the cake, but we think it was good at the end.

Here is the assessment that I made:

Group 1:  23/28

Group 2:  23/28

Group 3:  21/28

Group 5:  24/28

Group 6:  22/28

Group 7:  22/28

Group 8:  26/28

History – The Treaty of Versailles

The History teacher left an activity to do in her Blog after watching a video. Here is the activity done

1) For: Germany was the main responsable to the starting of the war because she declared war on Russia, then on France and then invaded Belgium. By invading Belgium Britain will enter the fight to protect Belgium because of the Treaty of London.

Against: Germany was important in the war, but it is not fair to make her guilty for the starting of it. There was also the assassination of Franz Ferdinand. Also the Austro-Hungarians put very hard terms to the serbians and declared war on them on July 11th 1914.

2) The term which followed War Guilt was Reparations. As in the treaty it said Germany was the main responsable for the starting of the war, they should pay the reparations for the ones who got affected. These reparations were not only paid in money, also in resources such as gold. In comparison to today’s dollars, it would costed 400 billion dollars to pay these reparations. These reparations humilliated german people and some people say it affected the german economy.

3) They, the victors, tried to prevent another war with the treaty because they thought Germany would want revenge in the future and cause another war.

4) Germany lost Poland, Alsace-Lorraine, their colonies in Africa and their holdings in the Pacific Ocean and the one in China. Germany lost her colonies in Africa. Wilson disliked the germans losing all their territory because he thought they would want revenge and create another war.

5) The nations that were created after WW1 were Poland, Austria, Czechoslovakia, Yugoslavia and Hungary.

After these, we had to see some conversations the senior 3 students made in 2016 about what the big three could have said. Then we have to choose our favourite.

The one I liked the most was the number 7, this one. I liked it because I think it talked about the most important things the big three wanted and I found it very easy to understand.


Educación Tecnológica

No pude ir a la clase de educación tecnológica del 5/7, así que para hacer la entrada me guié de la de mi compañero Matias Carreira.

En la clase de educación tecnológica repasamos lo que vimos la clase pasada, los procesos para crear un juego, y hablamos sobre lo que vimos que querían los chicos a los cuales les vamos a vender los juegos. Después, nos juntamos con la persona con la que habíamos pensado los juegos de mesa, yo soy con Matias Carreira. Pensamos lo que podíamos cambiar para que el juego sea mas acorde a nuestro publico, lo escribimos en un documento y se lo mandamos a nuestro profesor.

Educación Tecnológica

Este viernes tuvimos un workshop durante todo el día para avanzar con nuestro proyecto productivo de educación tecnológica. Nos dividieron en grupos y cada uno tenía un trabajo distinto. Los grupos 1 y 2 tenían que hablar en los recreos y en las clases con los chicos de primaria para ver qué tipo de juegos les gustaban. Los grupos 3 y 4 tenían que observar que hacían los chicos en las clases y en los recreos. Después el grupo 5 tenía que buscar referentes de los juegos de mesa, marcas, creadores, etc. El grupo 6 tenía que investigar sobre los componentes y sobre la historia de los juegos. Yo estaba en el grupo 5. Después de trabajar cada grupo presento la información que había buscado, los demás grupos marcaban en post-its las ideas principales de cada grupo.

Educación Tecnológica

En la clase pasada de educación tecnológica vino Baby, la mamá de Caro, a explicarnos sobre cuáles y cómo son los procesos para crear un juego de mesa ya que ella trabaja haciéndolos con otras personas en Maldón, una empresa de juegos de mesa. El proceso empezaba por la idea, y luego se hacían varias pruebas del juego. Si el juego les gustaba, decidían empezar a desarrollarlo. Luego venía el proceso que era la parte donde se hacían los tableros, las fichas y las cartas. Eso no lo hacían ellos, sino que lo mandaban a hacer en una fábrica. Después, nos dio muchos consejos para empezar a hacer los juegos, por ejemplo, que los juegos tenían que ser cortos ya que se jugaban en los recreos y que tenían que ser para todas las edades, así los podíamos vender en todo el colegio. Nos dijo que una buena opción eran los juegos de cartas, porque eran más baratos, más fáciles de hacer y se vendían con mayor facilidad.
La visita me pareció bastante interesante y me gustó mucho. Sentí que aprendimos mucho y que estamos mejor preparados para hacer los juegos. Creo que nos sirvió mucho. Este viernes vamos a seguir trabajando con los juegos.

Literature – “For Heidi with blue hair”

In literature we were reading a poem called “For Heidi with blue hair”. Pato, our teacher showed us a presentation with some questions we had to answer. Here are my answers:

  • The poem is about a girl who dyed her hair blue. Her name was Heidi. One day she went to school with her blue hair and the school headmistress sent her back to home. She was very upset. When her father got to know this, he defended Heidi and went to talk to the school to make them comprehend Heidi’s situation, that her mother died, she moved to a new school and that she wasn’t having a good moment. One of Heidi’s friends, a black girl, went to school with her hair dyed in the school colours the next day to support Heidi. The fact that she had her hair dyed in the school colours was ironic, as the teachers couldn’t say anything to her.
  • Adcocks intentions seem to be to show the school disconformity and to make people see that we always make prejudices because Heidi did not behave like a punk, she only look like one.
  • What reflects that the poem is written in a narrative style is the dialogue that shows up in some parts of the poem. Also, it is written in third person and in second person, that also shows the narrative style.
  • Many stanzas of the poem are unfinished, that is called enjambment. This is what keeps you reading, this makes you want to finish the poem. Also, the stanzas have like an open end, that also makes you want to know what will happen.
  • Heidi’s father is shown as a very ironic person in the poem, he makes jokes about the school rules and about what they made to Heidi. For example, in one stanza he says: “You wipes your eyes, also not in a school colour”. This is an ironic comment, it makes the school rules sound ridiculous.
  • The tone of the voice is the tone in which the poem is written, it the tone the author gives when writing the poem. I can recognize the feelings and the mood of sadness, oppression and gloom. Also, empathy and irony. I can recognize the feeling and mood of sadness, oppression and gloom because at first, the poem is sad because it shows Heidi in a bad situation. It also talks about Heidi’s mother death. I can recognize the feeling of empathy because throughout the poem, the author makes us feel empathy for Heidi by describing her in a bad situation, giving her father a humorous and ironic personality and by showing the school as a cold and sad place. I can recognize irony because of Heidi’s father personality, he makes jokes about the school rules and defends Heidi.
  • It highlights the social institutions by showing the school as the main problem at the beginning of the poem, then the one who helps Heidi, which is in the middle of the poem and it is very important, is her father. He represents the family. At the end of the poem it comes the solution, which the author get to know that by saying, “The battle was already won”. At the end, one Heidi’s friends comes to school with her hair dyed in the school colours, this represents friend relationships and also shows irony, as the school couldn’t say anything to her, because it was dyed in the school colours.
  • Heidi dyed her hair blue, the colour blue represents sadness and oppression, the symbolism is used to show how Heidi felt. Adcock uses the irony and symbolism, the irony to show Heidi’s father and the symbolism, for example, when Heidi dyed her hair blue to represent sadness.
  • Because the ‘rebel’ rebelled from the school, and in the poem, the school is described as a cold and an empathetic place which didn’t comprehend Heidi. So this ‘rebel’ is shown as a good one. Heidi is supported by her father and by her black friend a day after this incident happened.
  • The ‘battle’ is being fought against the school, as they didn’t understand Heidi’s problems.

Biology – Animal Cell information

In the last Biology classes we were learning more about the cells. We were divided into groups and each group had to choose between doing an activity with animal cells or plants cells. I worked with Manu Carrizo and Lucas Vorbeck. We had to choose between the activities Ceci, our teacher, left on her Blog.  Before doing the activities we had to post information about animal cells or plant cells.  We had to show what they have and how they work.

Here is a drawing I made of an Animal Cell.

The Animal Cells are multicellular and Heterotrophs. They do not have cell walls or chloroplasts. They also do not have chlorophyl. They have a cell membrane, a nucleus, mitochondria and cytoplasm. Sugar is produced in the mitochondria. Also, the nucleus contains chromosomes. The nucleus contains the DNA of the living organism too. That is the basic information about the Animal cell.

Educación Tecnológica

En la clase pasada de Educación Tecnológica presentamos nuestros proyectos de juegos de mesa. Cada pareja pasaba al frente y explicaba su juego. Algunos juegos estuvieron bastante interesantes y creo que podemos hacer un buen juego. En la segunda hora hicimos un trabajo práctico relacionado al video que vimos la clase pasada llamado “Objectified”. Luego seguimos presentando los juegos que faltaban.

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