.

.

Monday, June 5, 2017

Final Project guidelines all due June 15 for evaluation. Note the tour must be done by the day of the tour,

You prepared cards for an ecosystem: You will get self evaluation, teacher evaluation and peer evaluation using the following guidelines

ALL THE ASSIGNMENTS ARE DUE ON YOUR BLOG.
CARDS ON AN ECOSYSTEM: 50 marks 

A PICTURE OF YOUR CARDS OUGHT TO BE UPLOADED ON YOUR BLOG  10 marks

1. USER-FRIENDLY: 10 marks
9-10 marks: the cards are playable and they are fun.
6-8 marks: the cards are playable, they could be more fun
0-5 marks:  the cards are confusing or not playable.
             
CONTENT: 20 marks
18-20 marks:  the content of the cards are accurate and correct.  There may be minor spelling errors but they were corrected.
12-16  marks: the content of the cards have some major mistakes which were corrected
0-10 marks: the content has major mistakes

PRESENTABLE: 10 marks
9-10 marks: the cards are colourful and look professionally illustrated or the photos are good quality
6-8 marks: the cards are colourful. There are a few pencil marks showing
0-5 marks: the cards are in draft form in pencil or they are messy



2.  TOUR OF THE ECOSYSTEM  total:  50 marks
STORY 10 marks
1,  Tell the story and history of this place.  How have people used this place in the past.  For example Central park, the trees were felled by the British Navy for masts.   And many of the stumps were hand logged...  Habitat island was formed to replace shoreline.  out of 10marks based on 
a. it is accurate    out of 5
b. it is on one page and beautifully presented   2
c.  clearly written    3

SPECIES IDENTIFICATION  25 marks one page
2.   What are the native species in this place.  Name at least 10 native plant species in 10 minutes.  Identify them.
10 marks for at least 10 or more species

3.  What animals use this site and what is the evidence of their presence. Show photographs of the animals that live there and tell the story of their habitat.
at least 10 photos or drawings of animals    10 marks
 The drawings are complete and ready to show the students   5 marks

4. ECOLOGICAL INTERACTIONS 15marks one page
a.  What ecological interactions are there (they can play your card game!).  Who eats who? Who lives where?  5 marks
b. . Are there invasive species were?  Identify and describe.   5 marks
c.  presentation: this content is one page, waterproof and in colour and finished 5 marks.



COMMUNITY OUTREACH 20 MARKS
10 MARKS YOU ATTENDED A COMMUNITY EVENT and have pictures of each member of your group at the event

10 marks: you wrote a description of what you learned at this event


DICHOTOMOUS KEY  30 marks
1.  Your key is logical going from general to specific 10 marks
          if your key needs a few edits to make it more logical 7-8 marks
          if your key needs many edits to make it logical  0-5 marks

2.  Your key uses pictures to help people understand the pathway 10 marks
         if your key uses pictures which are not accurate and needs some editing to make it better 6-8
         if your key uses wrong pictures and needs much editing to make it better 0-5

3.  Your key is published on the blog  10 marks
         if your key is in paper format 6-8
         if your key is not published 0 marks

GROUP EVALUATION HERE

INDIVIDUAL RESPONSE HERE

Friday, June 2, 2017

dichotomous key possibilities

Some people are using a blog platform and others are using
https://creately.com

Your Tour of an Ecosystem

You will be taking a class on an ecotour of a local ecosystem.

The requirements for this assignment are as follows

1.  You attended the rehearsal of the tour by going with the class when we did the rehearsal/preview
2.   You wrote a lesson plan consisting of at least two pages and this lesson plan includes all requirements.  This lesson plan is due a week before the tour.
3. You completed a dichotomous key for this ecotour

4.  You received work period marks for class time working on this project (5 kms/class)

Tuesday, May 30, 2017

Tour of the Ecosystem details


FILL THIS FORM TO TELL ME YOUR GROUP   ECOTOUR GROUP NAMES


total:  50 marks

STORY 10 marks
1,  Tell the story and history of this place.  How have people used this place in the past.  For example Central park, the trees were felled by the British Navy for masts.   And many of the stumps were hand logged...  Habitat island was formed to replace shoreline.  out of 10marks based on 
a. it is accurate     5
b. it is on one page and beautifully presented   2
c.  clearly written    3

SPECIES IDENTIFICATION  25 marks one page
2.   What are the native species in this place.  Name at least 10 native plant species in 10 minutes.  Identify them.
10 marks for at least 10 or more species

3.  What animals use this site and what is the evidence of their presence. Show photographs of the animals that live there and tell the story of their habitat.
at least 10 photos or drawings of animals    10 marks
 The drawings are complete and ready to show the students   5 marks

4. ECOLOGICAL INTERACTIONS 15marks one page
a.  What ecological interactions are there (they can play your card game!).  Who eats who? Who lives where?  5 marks
b. . Are there invasive species were?  Identify and describe.   5 marks
c.  presentation: this content is one page, waterproof and in colour and finished 5 marks.



PARTICIPANT FEEDBACK 20 MARKS
5.  FUN:  10 MARKS
Did your participants have fun?
CONTENT 10  MARKS did they learn about your content.  WE WILL evaluate them!
Your participants will fill out an evaluation form telling us how this went for them.

  You will also evaluate them.

Wednesday, May 3, 2017

If you are doing a Pacific West Coast Rainforest, here is a starter species list

FOREST AREA

Trees: Conifers:   Douglas Fir, Western Hemlock, Western Red Cedar, Yellow Cedar,
   Douglas firs are home for douglas squirrels and bats.
Western Red Cedar, Hemlock, Douglas Fir and Yellow cedar are home for barred owl.

Deciduous:    Alder, Vine Maple, Big Leaf Maple, birch
              All the deciduous trees are home for the flicker and the bushtit and chickadee

Bushes:     Salmonberry, Huckleberry (vaccinium parvifolium) , Blueberry (vaccinium ovalifolium) ,  Salal, red elderberry, holly (invasive)  blackerry (invasive) 
These berry bushes provide habitat for insects, caterpillars and spiders which are eaten by chickadees and bushtit

groundcover:  mosses      (mosses, and lichen and spiderwebs are gathered by bushtits to make nests)
                       ferns :  swordfern, bracken fern, deerfern,
                       OTHER ground cover : skunk cabbage,
vine English Ivy (invasive)

Animals:  Mammals:  coyote, douglas squirrel, flying squirrel, little brown bat, grey squirrel (invasive),  raccoon,  rat (invasive),  
coyotes eat the small rodents

Birds:  black capped chickadee,  crow,  Northern Flicker or sap sucker, bald eagle, mallard duck, canada goose, Barred owl, sawwhet owl, hummingbirds, bushtit , Heron, more about their diet etc here 
     hummingbirds eat blueberry nectar and also eat mosquitos. 
bushtits eat spiders and use their webs to mae nests
Sapsuckers eat insects

invertebrates: spider, mosquito, bumblebee, honey bees, dragonfly, dragonfly larvae eat mosquito larvae

Reptiles:  garter snakes eat tree frogs
Amphibian:  pacific tree frog eat mosquitos and are eaten by invasive bullfrogs 
Fish:    Salmon (are eaten by eagles and their dead bodies feed trees).

 NURSE LOG - Dead tree which supports plants

FUNGI:  bracket fungi, lichen (found in west coast rainforest), WETLAND AREA:  
cattails, juncus, yellow flag iris, alder,  Beaver, duck

Assignment:
Make a new set of playing cards based on Pacific West Coast Rainforest ecosystem OR BOG

Thursday, April 27, 2017

sign up for a community event and write about your experience

May Events (registration time sensitive)
VSB sustainability conference link here

Global Rewind at Science World
Most Exceptional Escapade in Science (limited seats!)

Ongoing Events: 
Camosun bog restoration Work Party

ECOKIT project

for your ecosystem
Make a blogspot using a gmail account.   
You will create a website using blogspot.

SPECIES INVENTORY
      WHAT SPECIES LIVE HERE AND  create a field game to LEARN 20 SPECIES IN 20 
       MINUTES.  MAKE A DICHOTOMOUS KEY that is specific to this ecosystem
CARD GAME
MAKE A GAME THAT CAN BE PLAYED BY YOUTH TO LEARN MORE ABOUT THIS ECOSYSTEM
STORY
WHAT IS THE NARRATIVE OF THIS ECOSYSTEM?  WHICH ANGLE
WOULD YOU FOCUS ON? WRITE A STORY THAT CAN TELL THE NARRATIVE OF
THIS ECOSYSTEM IN ONE PAGE.  an example of a narrative
TOUR

            ORGANIZE A TOUR OF THIS ECOSYSTEM 


section 1-1  HABITAT ISLAND
section 1-3  BOG AND CENTRAL PARK 
section 2-4  CENTRAL PARK

Wednesday, April 19, 2017

Vancouver Aquarium Reminder NOTE THE MEETING TIMES!!!


We will go to the Vancouver Aquarium to do the wet lab and explore the galleries. Please fill out the paper consent form.  Cost of this trip is $17  Students will meet at the Vancouver Aquarium Marine Science Centre at the following times .  NOTE THAT bus #19 Stanley Park on Kingsway takes you to the Vancouver Aquarium.






Please meet at the entrance of the Aquarium FOR ATTENDANCE. BE ON TIME!!!!

11:15 AM     SECTION 2-4 - LEAVE AFTER FIRST BLOCK
12:45 PM      SECTION 1-1 - LEAVE DURING SECOND BLOCK
1PM              SECTION 1-3 - LEAVE AT LUNCH BELL

Teachers, the following students have an early dismissal.  please let them leave early at 11AM  during second block if possible to give them time to arrive at the aquarium at 12:45 via the Stanley Park Bus on Kingsway. Thank you.



AFTER THE PROGRAM, you may eat lunch and hang out at the aquarium until 230 at which point you will be dismissed.

Thursday, April 13, 2017

Biology 11s, opportunities for conferences

Dear Biology 11s,

There is opportunity for attending a couple of conferences related to biology.  These events are not school events but they are enrichment opportunities. Thus, if you choose to attend and write about it, you may ask me to include your report in our term for credit

This is the Most Exceptional Escapade in Science Conference where you will meet world renown biologists and spend the day at UBC
http://www.bioteach.ubc.ca/portfolio/escapades-conferences/

This is the VSB sustainability conference, a conference run entirely by students.  Some of our Gladstone students are involved as facilitator artists
https://vsb-sustainabilityconference.com


Wednesday, April 12, 2017

Sustainable Design - Create your Ecosystem - Due Next week

THIS PROJECT IS DUE NEXT WEEK!
2-4 - Thursday, April 20th
1-1- and 1-3 - Friday, April 21

SUSTAINABLE DESIGN - Ecosystem in a shoe box
WHAT WILL YOUR ORNANISM DO?

Your group is to create a model of a sustainable ecosystem for your favourite animal inside a shoebox. There is no limit or guidelines regarding the materials you can use.

Are you providing everything that your organism needs to survive? 
- Shelter
- Food
- Reproduction

What you need:
1. A shoe box - your model should be self explanatory since it WILL be displayed in the library for everyone to see
2. Your ecosystem should be in a Vancouver neighbourhood - tell us why you decided to focus on that neighbourhood
3. Your model should take into account and demonstrate elements of (THINK ABOUT THESE WHILE YOU ARE BUILDING YOUR MODEL) - You can also use the outside of the box to explain the items below

SOCIAL SUSTAINABILITY
ENVIRONMENTAL SUSTAINABILITY
ECONOMIC SUSTAINBILITY
What will happen to the surrounding community 20 years after the creation of this habitat?
Zero in – zero out
NOT THE MAIN FACTOR
What kind of people will you attract?
Are there any resources depleted?
What will happen to the waste? If any is created?
Are there any direct/indirect economic benefits of having this habitat in this neighborhood?
Who (in the community) will benefit from creating this habitat?
Will this new habitat benefit or hinder any other ecosystems?
Is its maintenance economically sustainable?


Grading Criteria: 
- Does the model meet the social, environmental, and economic criteria?
- Does the model clearly show how the ecosystem will sustain the desired organism?
- Does the model clearly show the reason of its location?
- Does the model show resourcefulness in the use of materials?
- Is the model attractive to the eye?
- Does the model show the group's understanding of the social, environmental, and economic impact of creating a new ecosystem?

Tuesday, March 28, 2017

Field study to the Vancouver Aquarium April 25


We will go to the Vancouver Aquarium to do the wet lab and explore the galleries. Please fill out the paper consent form.  Cost of this trip is $17  Students will meet at the Vancouver Aquarium Marine Science Centre at the following times .  NOTE THAT bus #19 Stanley Park on Kingsway takes you to the Vancouver Aquarium.




Please meet at the entrance of the Aquarium FOR ATTENDANCE

11:15 AM     SECTION 2-4
12:45 PM      SECTION 1-1
1PM              SECTION 1-3

AFTER THE PROGRAM, you may eat lunch and hang out at the aquarium until 230 at which point you will be dismissed.




Field Study to Habitat Island APRIL 6

We will be visitng Habitat Island at Olympic Village. We will take the skytrain down together.

 April 6.  839 to 1130

Please organize your field study teams, select a team leader and  fill out the paper consent form

Monday, March 27, 2017

Animal Kingdom UNIT TEST and Camosun Bog Presentations

Here are some animal notes


IMPORTANT DATES! 
Animal Kingdom Unit test:
Block 2-4 - MONDAY, APRIL 3
Blocks 1-1 and 1-3 - TUESDAY, APRIL 4

The test will be divided into 3 parts:
Multiple choice questions - 10 = 10 points
Short answer questions - choose 4 of 5 options = 8 points
Long answer questions - choose 2 of 3 options = 10 points
Here is the UNIT PRACTICE TEST
Here is the ANSWER KEY to the test

CAMOSUN BOG PRESENTATIONS
Block 2-4 - FRIDAY, MARCH 31
Blocks 1-1 and 1-3 - WEDNESDAY,  APRIL 5
NOTE: Presentations are between 5 and 10 minutes long geared to visitors of the Camosun bog.

Monday, March 13, 2017

Camosun Bog Project

Here is the document of the UNIT PROJECT with the details of the project, how you will be graded and the self/peer assessment.
The self/peer assessment is 15% of your project grade.

Quick outline of the project:
You are an expert BOTANIST that will be conducting a guided tour of the Camosun Bog (www.camosunblog.blogspot.ca) to a group of tourists.
Your Brochure will be used as a key piece of information for visitors; it must be attractive to the eye (colours, font, images, etc.) and easy to read (simple language).
- You can create your brochure using templates from MS Word, or MS publisher.
- Your brochure can be a trifold type or a single letter sized page with appropriate designs (attractive to the eye).

Your presentation (5 to 10 min) should focus on the key points that you would want to get across to the Camosun Bog visitors in order to make your plant memorable (WOW factor) and create a sense of urgency in preserving this unique environment. (Focus on why it is important to conserve this ecosystem).
- For your presentation you can:
  - use the brochure you created as an aid to the presentation (electronic brochure through the projector)
  - create a prezi, power point, haiku, etc.
  - create a voice over video

NOODLETOOLS (www.noodletools.com)
5 sources required, at least 1 printed (book, peer reviewed article, magazine, etc.).
You do not need to print your resources, but they do need to be entered into noodletools.
- Steps: 
 - create your source file
 - you may use the notecards option for organizing your information. Once you have created your source, once you create a new notecard you can choose your source from the drop down menu.



Monday, March 6, 2017

Whoever is interested in helping out at the VSB Sustainability Conference as an artist, sign up below

Do you Doodle in Class? Care about Sustainability? The VSB Sustainability Conference wants you!




Do you doodle in class, during meetings? Can't stop drawing if you tried?  We have once again been requested to do youth artist training for youth to draw for other youth at the VSB Sustainability Conference! on May 5, 2017. We need to find at least 20 youth artists to draw for their peers.

The first of two co-design youth artist training sessions will take place on a date to be announced.
We will also warm up on the morning of the conference so you'll be ready to draw for the planning session!  APPLY TO BE AN ARTIST HERE.

What you will learn:
  • Fast visual storytelling techniques that can be used for planning
  • Sketching warm ups
  • Fundamentals of co-design drawing
  • How to draw fearlessly in front of peers
We will take you step by step to draw for the conference!
Ready, set, DRAW!

Sunday, February 26, 2017

Discovering the Animal Kingdom

CLASS NOTES:
Here is the mind map we created during our first lesson. 
Us and them? how are we (HomoSapiens) related to a tapeworm and all living animals? what gave such large diversity of species? 

Always keep handy your phylogenetic tree of the animal kingdom, we will be using them every class as we move forward from simple (primitive) organisms to more complex (further evolved) organisms. 

PORIFFERA - CNIDARIA (RADIATA) - PLATYHELMINTHES - NEMATODA - MOLLUSCA
→→→→→→→→→→EVOLUTION→→→→→→→→→→→EVOLUTION→→→→→→→→

ANNELIDA - ARTHROPODA - ECHINODERM
→→→→→→EVOLUTION→→→→→→→→


INTRO SLIDES
Porifera, Cnidaria & Platyhelminthes slides
Nematoda & Mollusca slides
Annelida & Echinoderm Slides
Ms. Ng's arthropoda slides

IMPORTANT! - What is a coelom and why we need a coelom? WATCH THIS VIDEO!
Up to minute 7:30, the rest is fun facts.


SQUID DISSECTION

- For Tuesday, Feb 28, 1-1 & 1-3 blocks must bring with you a list of the parts of a squid with their functions.

- For Friday, March 1, 2-4 block must bring with you a list of the parts of a squid with their functions.

We will be doing a squid dissection, without this list you cannot participate in the dissection.

Dissection Write-up TOTAL 30 marks: 1-1 & 1-3 due on Monday, March 6. 
2-4 due on March 7
The write-up for this lab is individual. Now that you have dissected your squid, you can compare your observations with the parts that you discover through your brief research (homework).
- Did it have all the parts you found before the dissection?
- Which parts do you now see if you compare it to a diagram?
OR Which parts did your specimen NOT have that you found in your research?
- IMPORTANT: How are these parts an evolutionary trait and how is it of an advantage or disadvantage to the animal for surviving?

Homework TOTAL 10 marks:1-1 & 1-3 due on Monday, March 6. 
2-4 due on March 7
Answer the following questions:
What phylum does the squid belong to?
What family does it belong to?
Which other 2 families are the cousins or are related to the squid?
Out of the three families, which one is the most primitive and the more advanced and why?
What is are the evolutionary differences between the squid phylum and the roundworm phylum?





Monday, February 20, 2017

UBC Beaty Museum Passport

This activity was a combination of learning about the visible evolutionary traits across and within species like between different bird species, or how food sources shape the animal's physiology (carnivorous vs herbivore teeth).

If you were unable to make it to the museum, you may most if not all answers on the net.

Page 2 (inside cover) - use your class notes from evolution
Page 3 - enter the bit.ly address on the web for the video
Page 4 and 5: find the skulls of these animals and draw or describe their teeth structures
        Hint page 5-  it's a panda bear - what is the diet of a panda bear?
Page 6 and 7-  choose 2 birds of your liking and complete the tables (for Evol +/-) how are these traits an evolutionary advantage/disadvantage to the animal?
       Find the answers for the kiwi
Page 8 - Find the definitions
Page 9 -
Page 10 - this is your personal opinion on using things you might have seen in the museum to adorn homes or to be used as jewellery, etc.
Page 11 - The answers are in this video : http://www.hhmi.org/biointeractive/stickleback-film-quiz

Friday, February 17, 2017

CDC write up format for our disease simulation

CENTRE FOR DISEASE CONTROL    32 marks                               
    Biology 11
Purpose of activity:

  1. Research different disease-causing agents: Virus and Bacteria
  2. Take notes on disease vectors and different virus and bacteria
  3. In class: take part in a disease simulation

OUTBREAK ACTIVITY:
Rules:
  1. As Centre for Disease Control, you have the power to shut down restaurants, quarantine areas, immunize a group, issue a boil water advisory etc.  Your job will be to gather information about the outbreak and decide what to do.

  1. You may ask any question for which the answer is yes or no.

  1. If you decide to do a blood test to test for the presence of a disease organism, you must be very specific.  For example, you cannot say: ”I want to test for a bacterium.  But you could say:  “ I want to test for Stapholococcus Aureus”.  If you decide to prescribe any medication, you must be specific and state the exact medication.  Also, if you wish to vaccinate, you must name the specific virus to vaccinate against.

  1. Every 2 minutes, 2 weeks will pass.  There will be new victims if your actions were not successful
WRITE UP:

Each person will fill out the outbreak sheet separately.
Bonus marks for the group who correctly names the disease causing organism. AND, bonus for the group whose action stops the outbreak.
CENTRE FOR DISEASE CONTROL             NAME__________________
Symptoms of the disease: ( 5 marks )


Age, sex and other details of the victims: (list victims in order)  ( 5 marks )



Possible disease vector:  (2 marks)              Evidence of this disease vector:                                                                        (10 marks)
        

Food
         Water
         Aerosol
         Soil
         Animal
         Human contact
                  Blood, mucous, saliva,
                  Feces, sexual contact

List the events of the outbreak and the response of CDC in the order that it took place:  List this accurately and completely.  Number the events and highlight the action that eventually stopped the outbreak
(10 marks)