Variation and Adaptation

Today in our Biology class we worked with variation and adaptation and in pairs (I worked with Serena Braun) had to do the following activity:

  1. What I learnt today. Question it.
  2. Mind map
  3. Sources, author, bibliography
  4. Links to other subjects

 

  1.  What is variation? What is adaptation? Why and how organisms change throughout time? What is the difference between variation and adaptation?
  2. presentation.
  3. The video’s authors are called Steve Pratt, Mr. Pollock, and Mr. Fox. They are all teachers and have a youtube channel to upload videos related to Biology.
  4. Variation and Adaptation are related to History, Chemistry and Biology. They are related to History because in this subject it is very common to study the adaptation and variation of human beings  trough time and how they evolve to adpat to invironment. And also, they are both related to Chemistry and Biology because how they change, variate, adapt and the difference between each organism’s DNA is studied in those subjects.
  5. headline: VARIATION AND ADAPTATION PRESENT IN ALL LIVING ORGANISMS

Fronteras y Límites

En las últimas clases de Geografía estuvimos viendo los conceptos de “límite” y “frontera”. Muchas veces la gente confunde estas dos palabras, pero tienen conceptos diferentes. Un límite es una línea (real o imaginaria) que marca el fin de un territorio o separación entre dos entidades. En cambio, una frontera, es aquella que separa un Estado de otro. Además estuvimos viendo distintos casos en los que dos o hasta tres fronteras se juntan (como es en el caso de Argentina, Uruguay y Brasil) y como es la vida de aquellos que viven allí. Diariamente cruzan la frontera para circular por la zona. Así se genera una relación entre los distintos ciudadanos de cada país de integración de uno al otro, hermandad y amistad.

Invasiones Vikingas

Los vikingos, también conocidos como normandos, atacaban con mucha violencia. Llegaban al pueblo que querían saquear con barcos por el mar. Ellos creían que si morían en una batalla, iban al Valhalla, un banquete con todos los dioses en los que ellos creían ya que eran politeístas. A diferencia de los musulmanes que utilizaban espadas curvas, los vikingos luchaban con hachas, espadas y escudos, y sin armadura. Muchos de ellos tenían tatuajes y el pelo atado o trenzado, generalmente largo. También varios se rapaban parte del cabello con cuchillo. Los musulmanes usaban turbantes por su religión, y tenían una música muy llamativa. Sus mercados estaban por la calle y vendían frutas y cosas muy valiosas. Por otro lado, los del monasterio, eran más simples. Al contrario de los judíos, utilizaban una túnica y se rapaban para que dios estuviera en contacto directo con ellos. Finalmente, los franceses utilizaban espada, arcos y flechas. Se protegían con armaduras.

Scientific Method

QUESTION: What is the most popular lunch option in the cafeteria?

 

HYPOTHESIS: We think that the sandwich is the most popular option.

 

Experiment: We went to junior 5; 6 and 7 and the results were this:

 

sándwich de milanesa 2
empanadas de carne 1
ensalada caesar 1
fajitas 3
pizza 1
sándwich jq 6
empanadas 5
milanesa con papas 3
fideos 2
carne 1
tarta jq 1

 

CONCLUSION: According to our investigation, we found out that we were right, the most popular lunch option in the cafeteria is the sandwich.

 

Literary Devices

In our last Literature class we worked on literary devices and our teacher left us the following activity to work on:

  • You’re sad – metaphor
  • You’re tired – hyperbole
  • You’re cold – oxymoron
  • You want peace in the world – use a symbol
  • Think of a setting to highlight you’re depressed. Give details.
  • A bee is bothering – use alliteration
  • You feel uncomfortable in a room – personification
  • You’re bored – simile

 

1. My heart is broken.

2. My body is killing me.

3. I’m bowling cold.

4. I don’t want any crows flying in the sky, just white doves.

5. I feel as if I was walking on a rainy gloomy day and the drops were my tears.

6. While the bee bothered my boss became mad.

7. I feel as if the walls were staring at me.

8. I’m as bored as if I was in school.

War Article

In our last class of Language, our teacher told us to search for an article about a war and describe the words related to it. Here is the one I worked with:

Beasts of burden

The extent of the logistical apparatus that made the war feasible is almost impossible to imagine. Today, hundreds of tons of armaments remain to be discovered under the former battlefields of Belgium and France. The numbers and weights involved are vast: during the Battle of Verdun, for example, some 32 million shells were fired, while the British barrage preceding the Battle of the Somme fired some 1.5 million shells (in total, nearly 250 million shells were used by the British army and navy during the war). Railways, trucks and ships transported these munitions for much of their journey, but they also relied on hundreds of thousands of horses, donkeys, oxen and even camels or dogs for their transport. Field guns were pulled into position by teams of six to 12 horses, and the dead and wounded carted away in horse-drawn ambulances. The millions of men at the Front and behind the lines also had to be fed and supplied with equipment, much of which was again hauled by four-legged beasts of burden. Because of the deep mud and craters at the front, much of this could only be carried by mules or horses. Even the British army, which could boast that it was the most mechanised of the belligerent forces, relied largely on horse power for its transport, much of it organised by the Army Service Corps: by November 1918, the British army had almost 500,000 horses, which helped to distribute 34,000 tons of meat and 45,000 tons of bread each month. The animals themselves needed feeding and watering, and British horses had to carry some 16,000 tons of forage each month. In total, perhaps six million horses were engaged by all sides. Looking after these animals were specially trained soldiers, who knew how to care for such beasts from their jobs before the war, and who were also trained in modern methods of animal husbandry (although the level of training varied from army to army).

 

vocabulary

battlefield: the piece of ground on which a battle is or was fought.

shell: an explosive artillery projectile or bomb.

barrage: a concentrated bombardment over a wide area.

munitions: military weapons, ammunition, equipment, and stores.

hauled: pulled.

belligerent: a nation or person engaged in war or conflict, as recognized by international law.

forage:  search widely for food or provisions.

husbandry: the care, cultivation, and breeding of crops and animals.