biology 11 to Camosun bog on May 1 and fill out the form below

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to tell me your 1-1 teacher

Camosun Bog project

CAMOSUN BOG PROJECT

Initial bog visit. MEET AT  19TH AND CAMOSUN STREET 1230   APRIL 25 AND MAY 1

read 

http://camosunbog.ca/
http://camosunblog.blogspot.ca/

April and May

The purpose of the Camosun Bog Project is to learn about Kingdom Plantae in a real

ecosystem and to gain experience with habitat restoration. Students will become familiar with

bog species: examples of bryophytes, tracheophytes, monocots and dicots. They will learn

about the bog as a place where different plants compete and where abiotic conditions favour

one or the other to win the competition. Finally, they will learn how restoration biology can

restore abiotic conditions and bring an ecosystem back to life.

Schedule and Evaluation:

April schedule:

Due:

two one page summaries of observing or taking part in work parties at Camosun bog choose

Each summary is out of 10 marks. The summary shows

what you observed. You are not required to volunteer to do any restoration work.

-form groups for Camosun bog project: two to four per group

-At least two members of your group attend two of the Saturday work parties and write

a one page summary of what you did there.

-Begin the draft of your project

Go to the bog for class leave school during silent reading to get there on time.

May Schedule All of these classes are in the bog. Leave school 1130

and arrive promptly at the bog 1230  for attendance and class work.  The following events will take place in  Late April May:

 bog rehearsal and bog orientation: flashcards due

 bog story and games due for peer review

 Bog Buddy program rehearsal.

first tour with one class

Second tour with a different class

DETAILS/TASKS

1. Create an illustrated narrative about the bog in form of a story book. Include the

following key points:

1. 15000 years ago: ice age

2. 10000 years ago: ice melted, leaving a lake in camosun bog

3. 6000 years ago: sphagnum moss, the keystone species of the bog began to grow

4. dead moss turned into peat

5. peat did not decay due to bog conditions:

      1. high water table

      2. acid conditions

       3. low oxygen

      4. low nutrients

6. more bog plants came and the ecosystem became stable:

        1. sphagnum moss

        2. labrador tea

         3. kalmia

         4. arctic starflower

          5. pinus contorta

          6. round leaf sundew  Drosera rotundifolia

           7. bog blueberry

7. 100 years ago, vancouver was built: drains removed the water from the bog.

Water table went down. Bog plants died and became soil. Invasive plants arrived:
         1.  salal
          2.  huckleberry vaccinium parvifolium
          3.  oval leaf blueberry:  vaccinium
          4.  western hemlock
          5.  polytrichum moss

8. Camosun bog restoration group restored the bog: removed the soil: lowered the

soil level by 20 cm, reintroduced bog plants, removed the invasives.

FULL ASSIGNMENT
MAKE A BOG NARRATIVE INCLUDING ALL 8 POINTS ABOVE

MAKE FLASHCARDS of native and INVASIVE bog species
 Make flashcards about the bog. See file called “bog plants to know”. Create a game

for the flashcards. Include both invasives and native species.

BOG REHEARSAL
Go to the bog station rehearsal and familiarize yourself with the bog stations. 5

minutes per station.

BOG BUDDY TOUR

Present your learning materials during the bog buddy tour.

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

BOG ASSESSMENT 40 marks
1.  Your tour group will be given a chance to assess their bog tour experience. They will assess based on a scale of 1-5
a.   My tour guides were friendly and enthusiastic
b.  I played a game during the tour
c.   I found out the names of my tour guides!  
d.  I learned at least 10 species (we will quiz them on species)
e.   I know who the bog belongs to (Musqueam)
f.  I know how a bog is formed.  
g.  I know at least 5 fun facts that I didn't know before.
h.  Here is my feedback for my group leaders. 

Source:

http://www.camosunblog.blogspot.com

Biology Open Book Quiz: Identify the parasite and draw a cartoon

The photocopy room has blank sheets of paper.  Find these and use them to do the following
assignment:  This is due at the end of class: 30 marks

15 marks:  you answered the question correctly
10 marks: the presentation is neat,  and in pen or ink
 5 marks: you use colour and it is creative

In the following scenarios, write down
1. Which parasitic worm are causing the symptoms and situations. Draw a cartoon of how the parasite infected the host in this situation
2.  Draw the life cycle of the parasite
3.  How is the parasite treated

Use this as a reference
https://www.cdc.gov/parasites/about.html


Watch this video before you do the assignment


1.  Tom drank water that was not sterilized while he lived in Ghana.  Before long, he noticed that there was something strange under his skin.  It looked like there was a piece of string under his skin on his leg

2.  Angie was walking barefoot at a park.  After a few months, she began to notice that she felt weak.  She suffered from anemia

3.  Read this account of a parasite on the playground  https://www.nytimes.com/2018/01/16/health/toxocara-children-new-york-playgrounds.html

4.   Read an account of a parasite from fish
https://www.nytimes.com/2006/08/08/health/08case.html

platyhelminthes and nematoda

Class notes here.

Lab activity:

Draw two preserved specimens:  platyhelminthes and nematoda

draw the following prepared slides or specimens. identify the phylum, the species (common name is fine for this), and brief notes on its life history:

ASCARIS LUMBRICOIDES
tapeworm
planaria

look at and draw

obelia
porifera

Quiz on bogs April 5

Take out a piece of paper and answer these questions. Hand in your responses.  After handing in the questions, take notes on Platyhelminthes and Nematoda from the textbook in the other room

1.  What is a bog?
2.  What are the abiotic conditions which are present in a bog?
3.  The keystone species of a bog is...
4.  How is a peat bog formed?
5.  Why are bogs important to Vancouver?
6.  What other plants are in a bog?