La adolescencia y la vida en sociedad a través del tiempo

Período Histórico                                                      Características de la vida Infanto-Juvenil

Antigüedad Clásica

Pasar a la vida adulta en la antigüedad significaba poder participar en las tareas de la comunidad. Cuando los adolescentes cumplían 16/17 se realizaba una ceremonia para toda la familia en la cual ellos empezaban a vestirse igual a los adultos y así simbolizaban el empezar a ser ciudadanos.

Edad Media y Modernidad

En esta etapa no se reconocía el período de transición que había entre la infancia y la adultez. Los niños compartían actividades con los adultos, adquirían fuerza física y podían valerse por sí mismos. En el sector popular formaban parte del trabajo como aprendices.


Después de la Revolución Industrial se necesitaron muchos trabajadores y se contrataban no solo hombres sino que tambien mujeres y niños. Con el tiempo las fábricas empezaron a precisar trabajadores capaces de realizar tareas complejas y para eso surgió la escuela que se encargaba y se sigue encargando de preparar a los niños para el trabajo. Así se empezó a distinguir el período de la adolescencia y se diferenciaron en este aspecto las mujeres de los varones.



Comparative Charts Kingdom animals

In Biology our teacher, Ceci Adem, told us to post some charts we’ve done in class all together with information from our book that includes the characteristics of some phyllums inside Kingdom Animals.

They are the following ones:


Class Habitat Legs Wings Antennae Body divided into
Insect Land living 3 pairs 2 pairs 1 pair Head



Crustaceans Wet places More than 4 pairs Absent 2 pairs Cephalothorax


Arachnids Land dwelling 4 Pairs Absent Absent Cephalothorax


Myriapods Land Living 1 pair in each segment Absent 1 pair Many segments


Class Skin Gills or Lungs Limbs Eggs   Ears Warm or cold blooded
Fish Wet and scaly  skin Has gills Has fins Eggs laid in water Lateral line through all the body to sense vibrations Cold blooded
Amphibia Scaleless, moist skin Larva has  gills and adults lungs Have legs Eggs laid in water Present inside the head Cold blooded
Reptiles Scaly dry skin Lungs Most Eggs with rubbery shells that later become hard Present Cold blooded

Presence of beak, has a heart with 4 chambers and scaly legs.

Has feathers Has Lungs Wings (forelimbs) and 1 pair of legs (hindlimb)  Eggs laid on land with hard  shell Have ears Warm blooded

Different types of teeth, have placenta, have mammary glands. Have hearts with 4 chambers.

Has hair or fur Has Lungs they have  limbs (legs, arms, fins, etc.)        ___ present, ear pinnae present Warm blooded



Monocots and Dicots

In our Biology class we are seeing the different kingdoms that exist. One of them is plantae and here is a chart we made in class that compares the Monocot’s and Dicot’s characteristics.


Features Monocot Dicot
Number of Flower Parts 3 or múltiples 4 or 5
Roots Branching root system, fibrous roots Long main root/tap root system
Veins Parallels Net-like/ branching
Shape of Leaf No petiole, narrow The Leaf Stalk/ petiole broad
Number of Cots 1 2


Characteristics of living organisms questions


Today Cecilia Adem, our Biology teacher, told us to answer some questions she published in her blog.

Activity 1

  1. 3 living organisms could be the dog,the trees and the people.
  2. Five non living organisms could be the house, the kettle, the plate, the cooking pot and the backpack.

Activity 2


A motor car is not a living organism because it does not have all the characteristics that a living organism needs (movement, respiration, sensitivity, growth, reproduction, excretion and nutrition). Although it does not have all of them we can say that motor cars have some of them, for example nutrition is something that motor cars need to work, they need naphta. They also need excretion because they need to get rid of toxic materials to work properly. We can say that the have sensitivity because they respond to what the driver wants and what he does with the gearbox. Cars also move, it is actually what they are made for, transporting people, and for that they nee movement.

Activity 3

A- d

B- a



Complete the passage below by choosing the words from this
excretion- growth- irritability- movement -nutrition
organisms- reproduction- respiration
A-Living things are often called organisms.
B-All living things release energy from their food in a process
called respiration, which happens inside their cells.
C-Some of the energy is used for movement, which
usually happens more quickly in animals than in plants.
D-The food from which the energy is released is taken into
the body in a process called nutrition.
E-All living things get bigger as they get older. This process
is called growth.
F-The production of young is called reproduction.
G-Waste substances are removed from organisms by the
process of excretion.
H-The seventh characteristic shown by
all living organisms is irritability, which
means that they are sensitive to things around them.


Activity 5

organisms that can fly: eagle, owl, mosquito, house-fly, duck and bat.

organisms that can fly only at night: bat and owl.

organisms that swim: duck, fish whale and seal.

organisms that have feathers: duck, owl and eagle.




The fall of the House of Usher (analysis)

In our literarure class we read  «The fall of the House of Usher»  from Edgar Allan Poe and in pairs we did the following analysis of the characters that appear in the story. I worked with Serena Braun.

The Narrator: He is an old friend of Roderick Usher, the protagonist of the story. One day he receives a letter from him begging him to come to his house and telling him that he needed his help because of a malady he had. The narrator felt the obligation of going, he couldn’t let his friend down in a situation like that one. When he arrived the house he realized the bad condition of his friend, his sister and the house in which he lived, The House of Usher. All of them seemed to be about to break down or die, they had a terrible aspect, actually a similar one. In his time in the house he read books and talked a lot with Roderick, thanks to this the narrator noticed Roderick’s strange behaviours and feelings that were not common and started suspecting that his friend needed to say something but couldn’t. In the story the narrator talks about things that can be real but that can also be hallucinations or dreams, he does not know how to distinguish the rational from the supernatural so we never know what is real and what is not.

Roderick Usher: He is the main character in the story. He suffered from a malady that all his family had before, extreme senses. He also had a very serious mental disorder. He wanted to die because he didn’t want to suffer anymore but at the same time he was scared. He needed to say something important but could not. He always felt things and acted in strange ways. He was completely mad, he decided to put his sister inside a coffin when he knew she was alive. He knew this because of several things like the faint blush upon the bosom of the face that his sister had when they were burying her. In my opinion Roderick buried his sister because of the connection these two had. If madeline died he would die too so he put her in a coffin were he knew she wouldn’t escape and where she would die, but although it was difficult to escape, things didn’t go as he expected. Roderick and his sister used to be part of a beautiful and very rich family that lived in the House of Usher when it was in good conditions, actually it was empressively nice and full of joy before things changed.

Madeline: She was Roderick’s sister. She suffered from catalepsy, an illness in which she seemed to be dead for aproximately two days but in which she was actually alive and woke up after some time. She was mad. Her condition was terrible. It was so bad that once she heard his brother say that he knew she was about to die and that she would die before him. She was buried alive in a coffin and tried to escape for days, she screamed, cried but nobody helped her. The only person that could hear her was his brother because of his extreme senses but didn’t help her to escape because he wanted her to die so that he would die too because of the connection I mentioned before that would kill him too if she died. At the end of the story she escapes from the vault and dies with her brother. After this the house falls down and brakes into millions of pieces. I think that this also has something to do with the death of Madeline and Roderick, the last of the Ushers, and the connection they had with the house.

Character Summary: All the characters in the story are very different in my opinion but have something in common, they all want to break free from the malady. In the story I think that the narrator left the house because he was scared, the only reason why he didn’t go before was because of his friend. Before leaving the house the narrator was also starting to act in a strange way as well as Madeline and Roderick before dying. In my opinion the house was the main cause of their strange behaviour, the malady and it also was what connected Madeline and Roderick and was starting to connect the narrator too. I think this because at the beggining of the story the Ushers were the only ones that were mad but at the end the narrator was starting to act like them too and had a lot more similarities and connections with them at the ending than at the beggining and this is beacause the more time they spent in the house the creziest each of them got.

¿Qué hicimos en Educación Tecnológica el 12/4?

En nuestra clase pasada nuestro profesor nos hizo un dibujo en el pizarrón de cómo funcionaba el circuito de la luz y nos aclaró todas nuestras preguntas relacionadas al tema. Además nos leyó la definición que un grupo de la clase había dado sobre lo que pasaba al prender y apagar la luz más parecida a lo que relamente sucedía. También hablamos mucho del tema de la energía y de las distintas formas por las cuales se puede producir. Nos enseñó que existen distintos tipos de energía: la eólica, la mareomotriz, la térmica y la solar aunque nos contó que también existen otras.

¿Qué hicimos la clase pasada en Educación Tecnológica?

En nuestra última clase de Educación Tecnológica nuestro profesor, como ya terminamos con nuestros blogs, nos preguntó que creíamos que era la tecnología. Después de que dijéramos lo que creíamos que era coincidimos todos en que la tecnología era cualquier cosa que le facilitara al hombre en la vida diaria y que existe desde la aparición del hombre. Después de eso entendimos un poco mejor que era lo que íbamos a ver entonces en la materia. Al final de la clase nos dijo que en grupos respondiéramos a que creíamos que sucedía cuando nosotros prendíamos y apagábamos la luz y le entregáramos nuestra respuesta. La clase que viene nos vamos a enterar lo que en realidad sucede.