In history class, after reading abot the New Deal Roosevelt presented in the 1930s, Julia gave us the task of creating a poster about it. I worked with Azul Sequeira, Renata Marty, Marina Castagnino, Catalina Vidal and Nina Fischer.
After discussing A View From The Bridge’s characters, we were asked by the teacher to write a letter from a character to another. Nina & I have chosen to write one from Catherine to Eddie.
I’m writing to tell you everything I can’t say to your face. Please do not take this the wrong way, please don’t get mad.
I’m going to be straightfoward to you here; i’m in love with Rodolpho.
Rodolpho, he loves me back, if not as much, as more. He is a gentleman and a loving man beyond compare to any man I have any encountered in my life. He loves me for my mind, soul and who am I as a person, and not my body. He is a complete man, he pleases me and cares about me like no other. I love him.
So, Eddie, he is not after the papers, he’s after me. Please back off, we just want a quiet normal life. We want no trouble, so please do not call it on us. I know you still want to have an influence in my life, but I’m not a kid anymore, I’m a free agent.
You have to understand I’m more than just your niece, I’m more than just a kid, I’m an adult now, a woman, you have no say in my life, wther you can accept it or not.
“Working in pairs, you watch the videos on the entry and take notes, brainstorming, using bullet points, etc…, to answer:” I have worked with Nina Fischer
What did I learn today? Question it.
I have learnt that variation is the differences between the organisims from the same species, intraspecific, or between different species, intervariation. The causes of variation may be by genetic, like meiosis, mutation or fusion of gametes, or environmental, which affects how genes are expressed, influence. When living organisms reproduce themselves, their offspring are not the exact copy of them, they are different from their parents and from the other offsprings. Each offspring gets a different combination of genes from their parents and thats why they end up being all different.
The variations that make an animal or plant more likely to survive in an environment are called adaption. Adaption makes the organism succesful, which means he is able to survive and pass on those characteristic that helped him survive in that environment.
Link it to other subjects.
History, because we could think about how did we end up being who we are now, and thats our history.
Questions 4 and 5
4 i) That there are more people with free earlobes than people with attached earlobe, according to the gender, the number vary in that sense.
iii) That still, not all of us have attached earlobe because not all our parents had that characteristic, so it wasn’t passed on to many of us. The people that have an attached earlobe will pass it on to the following generation and with time, evolution will ocurr.
5a) A special leg to be able so that it’s easier to stand on trees. Feathers, to be able to fly and protect themselves from cold times. Beak, to be able to get insects in the ground, having a large span of beack to reach them.
b) There are many birds and according to their body size, the wings will always be different.
c i) As we can see in the table it says that birds with a wing lenght of 66-67 mm survived 346 and 349 days, while the other ones did not even get to 300.
d) Because the ones more likely to survive are those birds, so they are the ones that will be able to reproduce passing on their characteristics, while the other ones will not have that big chance to survive , as well as the chance to reproduce and pass on their characteristics.
Here you can find the answers of the questions on pages 40 & 41 of the booklet. I worked with Olivia and Nina.
What do you think the poet means by “the art of losing” and how serious is she about this idea?
We think that by “the art of loosing” she means loosing something and be able to move on from it. She starts with silly things to more complex subjects and so as the poem progresses she gets more serious.
How important is the poem’s form to your reading of it?
It affects you differently depending on who or what you have lost. It affects you differently the fact that Elizabeth Bishop starts talking about less severe things to loose and then she moves to more important ones, as a continent or even a person, this structure shows that one can get over loosing whatever they loose.
What effect does the refrain have upon your understanding of the poem’s tone? How does the meaning of this single line change throughout the piece?
The refrain is “The art of loosing isn’t hard to master”, it means that it is not difficult to loose
What are we actually meant to believe about the poet’s reaction to her losses?
That, no matter what we lose, it’s size, shape, significance, we have to get over it, because we need to keep on with life. Because we all lose something, we all remember that one thing that makes us sad every time we remember, and think to ourselves that we should have kept it more safe. So, we have to get over the losses, getting through it and striving through the situation like a champion, in a a way we end up as the bigger person.
How honest is the poet with herself? With her readers?
The writer, Elizabeth Bishop, in our belief, isn’t being completely honest with herself, she is telling herself that it is easier to get over over someone, while it sound that she is trying to convince herself more that us, readers. At the end, she can’t keep on lying to herself, she decides to admit, and says that, indeed, losing something or someone, is hard.
The poem follows a villanelle structure , here you can see how those structures are!
On July 5th we prepared a flask with cotton , a piece of paper and 4 seeds. They had been soacked in water the previous night. We worked in pairs, studying variables (temperature, water, sunlight, covered and uncovered flasks)
I worked with Azul and Nina and the variable we studied was water.
Here you can take a look on my germinated seeds on day 11
This is the table of results I have been completing day by day sbout the germination of my seeds.
My seed had all the variables, which is not the case of Azul, a member of the group, who studied the growth of her seed without water. I watered my plant everyday when needed and I realized that if the cotton was still wet, I should not water it yet. On the weekends, my seed was not watered but luckily the cotton kept my seed wet for those days.
The 75% of my seeds germinated. (3/4)
Seeds without water | results
None of the seeds grew (0%) and instead they went black. They were dry and harsh.
Azul provided the seed sun, good temperature, oxygen, and an uncovered flask)
Conclusion: After comparing the results that my partner who did not water the seed and my results, I got to the conclusion that seeds without water can not germinate and can not get out of their dormancy, they stay dormant all the time. A seed needs water to grow, and that is obligatory.
In Biology class, after revising seed germination we had to answer the two questions of the activity 3 of page 210
i) The age of seeds to make a fair test, if not you would not know if the results are different because of the age of the seed or because of the different conditions.
ii) Room temperature and the presence of water.
Then, we had to make this test on seed germination with Nina we got 10/10
In class Pat gave us the task of creating a comic about how did we imagine the story would continue. I worked with Lucy and Nina, hope you like it!