xʷməm̓qʷe:m Camosun bog

  Take a look at  my  BOG PRESENTATION 

Camosun Bog Restoration Group method for bog restoration:  Watch this video. The teens in this video are my students when I taught at PW.  They learned their plantae unit by joining a work party!  You can also read about the history of camosun bog restoration here.

 https://www.youtube.com/watch?v=SSrEhGSnhiY

Why  xʷməm̓qʷe:m, Camosun bog , is important: Listen to  Elder Larry Grant talk about  xʷməm̓qʷe:m.  By the way, Elder, Larry Grant's parents are Musqeuam and  Chinese.  In addition to being a speaker of the Musqueam language, he understands and speaks Cantonese.

https://www.youtube.com/watch?v=v6K7jASVzl8

Watch Elder Larry Grant's personal story:  He is a language keeper of the Musqueam People.

Watch the creation story of the Musqueam people . Their story begins  in Camosun bog.

The double headed serpent story 

 The Double-Headed Serpent from Deadpixel on Vimeo.

This is a pole carved by a Musqueam artist and related to the fourth video above.  It is  located in UBC and this is what it means 

Transcript of Elder Larry Grant video:

The bog is an integral part of Musqueam. In Musqueam history and the story of Musqueam. So that real connection. When that bog, it’s quite a few things actually when the bog shrinks, that means that people have drained the bog. For urbanization and use of land, removing what western culture called unusable land or unusable space, for I would say non cultural well, to us, non-cultural activity to the Musqueam people. Why would you drain a bog, it carries so much life, if it’s drained it’s allowed to shrink even more. That actually erases all the corroborating evidence of the story of Musqueam and it’s eradicating cultural identity, Aboriginal identity, it’s eradicating Aboriginal identity, in that sense where it removes all traces of any of the stories that we will be able to tell or we can still tell the story, but we won’t be able to say that this is where it originates. And if it’s completely drained, that’s just another step in removing all traces of First Nations People. I would like to see it grow actually but that takes a lot of effort, I would like to see it open up a little more and all those Indigenous plants that are there, allowed to expand a bit because then it becomes a teaching tool for all people. About the value of the bog, the biodiversity that’s in there is amazing, yeah, and it’s set up where people can walk though there and have a look and get very close to all the plants and the mallard ducks are still there. They sit in that center pond and just live be around up there and actually be part of the story of Musqueam. There is a mallard duck in there, there’s actually a little family of mallard ducks in there so. 

BIOLOGY ASSIGNMENT 
DRAW a hand drawn cartoon summary of the  videos which you see above as well as the meaning of the pole above.  You should  make at least three pages, one for each video.  In your assignment, try to write in musqueam!  Tell the story of Elder Larry Grant too, who is a Musqueam Elder (and a Musqueam-Chinese Canadian)

OR 

WRITE an illustrated essay using photos like screen captures of the videos and illustrate your essay with photos.  Remember that if you use a phrase from a source, to use quotations and cite the source. 


EVALUATION 
60 -  your work is outstanding and excellent. It looks amazing and stands out. 
50-55 - your work is excellent showing attention to detail.  You summarize the key points and you don't miss anything.  Your drawings tell the story of the videos and links.  Your writing summarizes the key points in an engaging writing style. You cite your sources and also you have posted your work on your blog, which you send to me. You show creativity.
40. your work shows a high standard of quality. your drawings are beautiful or your writing is excellent and engaging to the reader.  You show creativity. you could have included a few more details or you did not cite your sources. You uploaded and handed this in on your blog.

30 - You have a good start

xʷməm̓qʷe:m plants

 Examine the bog plants that are provided 

1. Draw a clear map of the minibog indicating the location of species

2. Draw the individeual plants on half a page in colour

3.  Make a prepared slide of moss using a glass slide and cover slip.  Draw this sample 

Bog plants on display: sphagnum moss, bog cranberry, labrador tea, bog laurel, round leaf sundew

Nonbog plants on display:

polytrichum moss, huckleberry, blueberry, juncus, salal 

A full list of bog plants are located here 

CAMOSUN BOG WEBSITE 

Plant Evolution Notes

 

Please look at this Plantae evolution power point

fill in this worksheet with the main ideas from the powerpoint and hand it in through TEAMS.  15 marks.

Protein Synthesis

 

Details of DNA transcription and translation

Amino acids are made of a carboxyl group and amine group and an R group.  
they are the subunits for polypeptide chains which ultimately make a protein.

There are twenty one amino acids which correspond to a CODON. This forms the GENETIC CODE

Transcription: mRNA is made from the DNA strand
1.   DNA unwinds and a promoter region is exposed.  There is a SENSE STRAND (TEMPLATE STRAND) of DNA to make RNA.
2.  RNA polymerase synthesizes the mRNA from a 5' to 3' direction.  RNA nucleotides are attached only on the 3' end.
3.  When the mRNA is complete it undergoes processing
 a.EDITING THE mRNA STRAND:  INTRONS are removed and EXONS remain.
b.  A polyA tail and 5' cap are placed on the mRNA in order to protect the strand from exonuclease.  Exonucleases digest and recycle mRNA.  We want them to avoid digesting the mRNA while it is being read by the ribosome
4.  mRNA is now ready for the ribosome.  IN EUKARYOTES, it leaves the nucleus.  IN PROKARYOTES, protein synthesis starts right away

Translation:  mRNA gets read by the ribosome and a polypeptide chain is formed
 Initiation: 
1. METHIONINE is the first amino acid brought by a tRNA.  tRNA has an ANTICODON which is complementary to the mRNA CODON.  The START CODON IS ALWAYS AUG. Meanwhile, the small ribosomal subunit attaches to the strand.
2.  Next the large ribosomal subunit arrives with its P site and A site.

AMINO ACYL T-RNA is the name of the tRNA attached to the amino acid.

the following is excerpted from  mrsdaintreysonlineclassroom. retrieved
january 20, 2016:  

"Elongation
more amino acids are added and connected together to form a polypeptide, as specified by the mRNA sequence.
i. an incoming amino-acyl-tRNA (lets call this AA2-tRNA2) recognizes the codon in the A site and binds there.
ii. a peptide bond is formed through dehydration synthesis between the new amino acid and the growing polypeptide chain.
iii. the amino acid is removed from tRNA1 (bond breaks between aa1 and tRNA1)
iv. the tRNA1 that was in the P site is released, and the tRNA in the A site is translocated to the P site.
v. the ribosome moves over one codon along the mRNA (to the right in our diagram, or more specifically in the 5' ----> 3' direction.)
vi. This movement shifts the tRNA2 (which is attached to the growing amino acid chain) to the P site.
vii. tRNA3 with aa3 can now move into A site and bind with the next codon on mRNA.
viii. THIS PROCESS REPEATS, and the CHAIN ELONGATES as long as there are new codons to read on the mRNA. 

Termination
The process above repeats until a special codon, called a STOP CODON, is reached. There are 3 Stop codons: UAA, UAG, UGA.
i. the stop codons do not code for amino acids but instead act as signals to stop translation.
ii. a protein called release factor binds directly to the stop codon in the A site. The release factor causes a water molecule to be added to the end of the polypeptide chain, and the chain then separates from the last tRNA.

3. the protein is now complete. The mRNA is now usually broken down by exonuclease  and the ribosome splits into its large and small subunits.
   
4. the new protein is sent for final processing into the endoplasmic reticulum and golgi apparatus " 
   

Examine and Identify Vertebrate Skulls

 

   

  

Next we will. introduce the idea of  Using Dichotomous Keys to help identify things. 

We will use this key to do a lab on identifying mammalian skulls.  Be careful with these skulls!  They are very fragile.  We will take two periods to complete this lab.

CLASS NOTES: 
STUDY QUESTIONS TODAY:


1.  What is meant by the word "Adaptation"?
2.  Skull adaptations for predators/prey include the placement of the eyes.  Explain why eye socket anatomy is different in predator vs prey.  Give examples
3.  What teeth do predators have compared to prey?
4.  How are the skulls HOMOLOGOUS TRAITS?  What is a homologous trait?


IDENTIFICATION LAB:

Purpose:
1.  To identify a set of mammalian skulls and determine whether the animal is a predator or prey
2.  Demonstrate an ability to use a dichotomous key
3.  Draw each specimen and demonstrate your ability to observe using the skill of drawing.
4. Make conclusions about what animal this might be.  note that one of the specimens does not clearly fit the key exactly. Just try your best to identify it. 

For each specimen: 10 marks per specimen:
1.  Make a half page drawing where you measure and label parts     
5 marks - your color drawing is in ink, and  half a page and every part is labeled, and you have measured it in cm
3-4 marks, drawing is not in colour, it is in pencil, or less than half a page or some parts not labeled.  or you did not measure, or it is a rushed drawing
1-2 marks - it is incomplete

2.  observe the eye sockets and the teeth and conclude whether the skull belongs to a predator or prey
3 marks - you explain yourself very clearly and give your reasons and they seem logical
2 marks - your reasons are logical
1 - you are correct and need to provide more evidence for your point of view

3.  Take your best shot at identifying this specimen, give reasons for your conclusion.
2 marks - you are spot on!  or, if it is inconclusive, you give your best evidence for what it might be
1 mark- you are making a pretty good guess and you provide some evidence



Some useful information:

Dichotomous key for rodents
 Dichotomous Key for Mammals in the USA
Mammals of Alaska
The following quote is from
https://www.earthlife.net/mammals/teeth.html

"Teeth in mammals come in four different sorts: Incisors, Canines, Premolars and Molars. Not all mammals have all, or even any of them and the roles any particular sort of teeth play in an animal's life can be quite diverse. The arrangement of teeth in any given mammals mouth can be expressed as a 'dental formula'. This formula gives the arrangement of one side of an animal's jaw such that incisors are always written first then canines then premolars and then molars.

For humans 2123-2123 is upper and lower jaws respectively signifying 2 incisors, 1 canine, 2 premolars and 3 molars on each side in both the upper and lower jaw.

In total this adds up to 8 incisors, 4 canines, 8 premolars and 12 molars = 32 teeth in humans. Other mammals have different numbers of each sort of teeth in their upper and lower jaws. Hence Smoky Bats (family Furipteridae) have the dental formula 2123-3133 whilst Hyenas have 3141-3131 normally.

Incisors = Cutting teeth - these are the front most teeth in the jaw primarily used for the initial biting of food. They have a straight, sharp cutting edge and one root. In many Rodents they grow continually throughout the animals life, this is because they get warn down gnawing through things.

Canines = Stabbing teeth - normally only 2 pairs (one each side) per jaw. They have a sharp, pointed edge and are used with the incisors to bite into food and or to kill prey. Like incisors they have one root. The tusks of many animals such as elephants are modified canines. They are missing in rodents and most large herbivores (Perissodactyls and Artiodactyls). The gap where the canines would have been is often enlarged and is called a 'diastema'.

Premolars = Next back from the canines. They are generally similar to molars in form and function in both herbivores and omnivores, but in carnivores some of them at least are slimmer and are used to cut flesh. When they (the first lower premolar and last upper premolar) are modified like this they are called the carnassials. Otherwise premolars are teeth we use to crush and grind our food. Their upper surfaces have a broad, lumpy top instead of a sharp biting edge. These small irregular lumps are called cusps. Premolars are called bicuspids in some books, this is because, in most cases, they have two cusps. The prefix bi meaning two. The first upper premolars normally have two roots. The other premolars have one root.

Molars = These are larger than premolars and extremely variable depending on the animal's diet. Like premolars they are used for crushing and grinding food, and like premolars their upper surfaces have ridges called cusps on them. Molars normally have three to five cusps and two or three roots. In humans we call the third molars, those closest to the back of the mouth 'Wisdom Teeth'. If the jaw bone is not large enough to accommodate all the teeth in it, as sometimes happens with humans, these wisdom teeth can become painfully wedged between the back of the jaw bone and the 2nd molars. This condition is known as 'impacted wisdom teeth'."

Example:  Domestic Cat

a rabbit skull has a rostrom a rostral fenestra is a window or hole(s) in that area of the skull

this picture is from the following website 

https://www.backyardnature.net/yucatan/rabbit.htm

Classification activity

 Read these notes on classification

Answer these questions 

1.  What is classification?  Who invented it?
2. Explain the term binomial nomenclature
3.  What are the taxons of life, in order of largest to smallest?
4.  Define species.
5.  Cell respiration is a universal energy equation.  Where does it happen?  Write the equation.
6.  What is ATP, ADP.  Give an analogy for how this works
7.  Define Heterotroph and Autotroph
8.   What is the definition of
a. Animal
b. plant
c. Fungus
d. Protozoa
e. Monera

TAXONOMY EXERCISE 

There are specimens around the class. Examine each specimen.

1. Draw or photograph the specimen

2. Make observations on colour, texture, etc...

3.  What taxons do you think this specimen belongs to? What *body part* if it is a part of an organism? What is your evidence? 

4. Classify your specimen.

27-30. You did an exceptional job and you completed all the questions and you made careful drawings of each specimen.  You draw in ink and colour.  Your observations are excellent and this work exceeds expectations. Excellent evidence

22-26 you did an excellent job  you draw in ink and colour.  Your photographs are very good . Your observations are excellent

17-20 You did a good job of completing the questions . Your photographs are good.  You made observations 

<15. You have a good start but you did not finish your work.  

Create a powerpoint on the criteria of living things

Create a powerpoint that covers the following topics.  Due date is To Be Announced 50 points

Include photos of any observations you made in class

1. What are the criteria of living things

2.  What is the Energy equations for living things?

3.  Compare and contrast Eukaryotes and Prokaryotes

4.  Classification.  What are the key points of Classification?

5.  Acknowledgements:  let me know who did what if you worked in a group

40-50.  Your powerpoint is creative, organized and covers the topic thoroughly and includes all the key words

30-40. your powerpoint  is creative and covers most of the key words

25 your power point is not complete