EVOLUTION TEST coming up. Make study notes on the following materials

THURSDAY, Dec 19
Multiple choice questions based on the following materials
intro notes on evolution, 
and also we went over
How evolutionary change occurs
and these slides which show illustrations
natural selection

And this presentation on evolutionary timeline
 this online fossil lab here

plus the videos in this post.

antibiotic resistance graphics from WHO

Also a video on antibiotic resistance below

CREATE STUDY NOTES ON THIS MATERIAL AND SHOW ME YOUR NOTES.  IN TWO COLUMN FORMAT OR FLASHCARD FORMAT.

5 marks

FIELD TRIP TO BEATY MUSEUM IN JANUARY 10

Our field trip to the beaty museum has been postponed to JANUARY 10:

Details are:

10am meet at the museum for attendance. 
10-11am visit the museum collection
11am.  regroup and visit the museum of the Earth
11:30 . dismissal to go back to school

Travel time and lunch time will be third block
Fourth block back at school. 

ADDRESS

Beaty Biodiversity Museum

Vancouver Campus

2212 Main Mall

Vancouver, BC Canada V6T 1Z4

HOW TO WALK THERE FROM THE BUS LOOP AT UBC

In Class Fossil Lab IN THREE STATIONS

USE THE DRAWING PAPER AND MAKE COLOUR AND INK DRAWINGS OF SPECIMENS

Station 1 . Three drawings  
Draw two samples of Sandstone rock and one sample of shale.  Answer the following questions
1.  How is sandstone formed?  Explain how a fossil might be formed in Sandstone
2.  How is shale  formed?  Explain how a fossil can form in shale

Station 2.  Known Fossils 14 drawings . 
A.  COMPARATIVE TEACHING COLLECTION
Draw 7 fossils and also draw their 7 modern day equivilents.  Label the drawings with the descriptions shown

B.  FOSSIL BOX . 
Draw 7 fossils from this box and also draw the organism it came from using an internet search.  Tell me what era it came from as well as its environmental conditions.  for example, if your fossil is a SHARK TOOTH, then the organism it comes from is a SHARK and it's environment is marine.

Station 3.  UNKNOWN FOSSILS 7 drawings
CHOOSE 7 fossils to identify.  Draw them and give evidence that you can identify the fossil using the known fossils.


This fossil lab is due Friday Dec 13

On line fossil lab, please work through this

Here's the presentation from today



Photosynthesis from purple sulfur bacteria here:

Please do this online fossil lab here

EVOLUTION REVIEW: WRITE A SUMMARY OF SPECIATION

These are your intro notes on evolution, 
and also we went over
How evolutionary change occurs
and these slides which show illustrations
natural selection

TODAY, DO TWO TASKS
1. WRITE A SUMMARY OF HOW SPECIATION OCCURS, WITH ILLUSTRATIONS.
Review THE BIRD video on the steps of speciation and take notes on this, outlining the steps.  You will be given a work period mark out of 5 for making notes in your own words for "How evolutionary change occurs" and also for the Speciation video below 

2.  NEXT, write a summary of the human evolution video
https://www.nationalgeographic.org/video/human-origin-101/

Read this article about Neanderthals:
https://genographic.nationalgeographic.com/neanderthal/






Here's the crash course discribing Darwin's journey on the Beagle

your test is on thursday Oct 7 - multiple choice and after the weekend long answer

Multiple choice plantae test based on the material we went over in class! 

Don Rix Info . Oct 24, 2019

Go to Vancouver Convention Centre   1055 Canada Pl, Vancouver, BC V6C 0C3

IMPORTANT INFO FROM GENOME BC

Where is room 220-222? North-east corner of Vancouver Convention Centre west building, on second floor map. You should see signage once you enter the main lobby to help with wayfinding.

Why do I need to provide student names? 

Main reason is that alcoholic beverages are served at reception. Students receive a coloured badge that distinguishes them as minors.

Can I bring photo release forms to event? Yes. Hand them to Alex when you arrive.

Do we need to prep students for the Q&A? 

 it would be great if students have some idea of what they would like to ask Claire. Our event page might spark some ideas and Alex will bring prompt Q’s to hand out to get things going.

Where will we sit? We’ve reserved the entire left side of the room for students. Alex will help you direct your class to sit and encourage students to plug any gaps. We’re expecting a full house!

Our field trip is postponed to beyond next week. Today you will learn more about plant evolution

1.  Have a look at this plant evolution Powerpoint   And take notes on it.  A worksheet on this is located on the side bench under the windows.  Please do this worksheet.

2.  Begin to take notes on the study materials given out in preparation for a test coming up.  (don't worry, I always give at least a week's notice for this...and I will make sure I answer any questions to clarify any confusion.
3.  Our field trip to Central park is likely going to take place after next week is done.

4.  To all the DON RIX DISTINGUISHED LECTURE people. CONGRATULATIONS, all who signed up from my class are going!   You will need to fill in a photo consent form and you will need to get to the VANCOUVER CONVENTION CENTRE by 3:40 so I will give you and ED for that.
The guest speaker will meet with you and do a special Q AND A just for you!  Furthermore, Genome BC would love to take your handsome and beautiful picture with the guest speaker!

Her bio:
"Inside and out, our bodies host trillions of microscopic organisms comprised of bacteria, archaea, fungi, and viruses. This is the human microbiota and your microbiome is all the genes your microbiota contains. We share a symbiotic relationship with these organisms and they play an important role in our health and disease.

A pioneer and global leader in genomic medicine, Dr. Claire M. Fraser is one of the most highly cited investigators in microbiology. In 1995, Dr. Fraser was the first to map the complete genetic code of a free-living organism — Haemophilus influenza — the bacterium that causes lower respiratory tract infections and meningitis in infants and young children. She helped launch the new field of microbial genomics and revolutionized the way microbiology has been studied. She and her team also sequenced the bacteria behind syphilis and Lyme disease, as well as the first plant genome and the first human-pathogenic parasite. Her work also helped identify the source of a deadly 2001 anthrax attack in one of the biggest investigations conducted by U.S. law enforcement.

Genome BC is pleased to present Claire M. Fraser as the 2019 Don Rix Distinguished Keynote speaker. Join us as she discusses the structure and function of the human microbiome and the role it plays in health and disease."

FIELD TRIP POSTPONED TO NEXT WEEK AFTER THANKSGIVING!!! Webquest for Plant Evolution

Announcing:  our field study to Central Park is moved to next thurs!!! Meet IN CLASS for this week!

We will do this webquest for plant evolution 

Also, watch this video below and take notes on it!  This slide show covers many of the important topics we have been covering in class!

Study Questions For Plantae- Quiz on Friday! lecture in class on Tuesday. field trip is postponed to next week after Thanksgiving

Our schedule for the next little while:
Friday, Oct 4:  Lab and Quiz

Tues, Oct 8:  Lab part 2 or lecture on plants
Thurs, Oct 10:  lab part 3

FIELD TRIP POSTPONED TO NEXT THURS.

Friday QUIZ QUESTIONS BELOW
1.  What is the definition of a plant?
2.  Write the equation for photosynthesis
3.  Glucose can be used for three purposes for plants.  What are these three purposes?
4.  Review how sexual reproduction occurs in multicellular animals and explain the meaning of the words "haploid" and "diploid"

5.  The earliest plants in evolutionary history were bryophytes.  What are bryophyte characteristics?
6.  Explain Alternation of Generation
7.  What characteristics of tracheophytes help them survive on land?
8.  What is the order of evolutionary history:   fern, flower, moss, cedar tree...what is the correct order?

plant evolution notes

Kingdom plantae evolution notes

And a Plant evolution lab activity which will take us maybe two periods. Read this resource.    Take your own notes on this and highlight the key points.  You should show your notes to the teacher.

Plants alternate their generations.  If humans did this, it would be something like this (see below)

Don Rix Distinguished Lecture Oct 24, 2019

Please apply to be part of the Gladstone group of honoured guests at this lecture

APPLY HERE

an example of Dichotomous keys and our first lab using one

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?
5.  What is an analogous 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.

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 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

Biology intro to Classification Lesson

Key ideas: Note that there is a quiz next day.:




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

9.  Make a careful drawing of at least 7 specimens around the room.  Classify them with as many taxons as you can find through an internet search. 

How do you know Something is alive?

Today we went over our first notes in biology class. They are here
How do you know something is alive?

Co-Designing for a Sustainable City - demonstrating co-design

Today you will become familiar with the work of retired architect Stanley King whose co-design process allowed people in Vancouver to reshape their city as a walkable, pedestrian city. Next we will read the work of Jan Gehl who is a fan of Stanley King.

Read Cities for People and summarize chapters 1 and 2. OR 2. and 3 .  And analyze Vancouver for the qualities of a good city as described by Jan Gehl. 


Watch this video and take pictures of robson square and find out where some of the features were made

Cities for People

 Now we are going to explore how to make the urban environment better.   Watch both videos below on your devices or on a computer connected to the projector if this is available.   After your watch the videos, you may choose to do EITHER question 1 or question 2. You do not need to do both.

1.    Watch this video and write down the 4 ways to make a city walkable.   Write a one page summary of this lecture and tell me whether you think Vancouver is a walkable city.  Give examples of where Vancouver is successful and where we can improve.  Write a one page written response to the video exploring these ideas.  Write legibly in ink.    out of 10 marks

2. Watch this video  and write down the 7 principles of great cities.  Does Vancouver have these principles?  Give examples of where Vancouver is successful and where we can improve.  Write a one page written response to the video exploring these ideas.  Write in ink. out of 10 marks

You may choose to  answer the questions above as a cartoon in ink and in colour.

This assignment is due at the end of the class

bog stations on bog buddy day

Bog Groups Biology 11 2-3

STATION 1
Allison
Gabby
Elizabeth
Cala
Francesca

STATION 2
Faith
Rasmey
Jack

STATION 3
Melina
Faire
Amy
Keith

STATION 4
Sebastian
Ian
Riley
Gerard

STATION 5
Julie
Sophia
Richie
JP
Achaia


Bog Groups for 2-1

YOU WILL START AT THE FOLLOWING STATION
STATION 1. Nathan - will lead a pair of students

STATION 2 DCP, Clara

STATION 3 Mady, Karen

STATION 4a Monica, Charleen, Yaren,  Jas, David

STATION 4b . Brian, Alice

STATION 5 Lily, Krystal, Richard

STATION 6  Matthew, Rosa, Joshua, Evelyne, Sohta



      Kevin aand Parker will do the artifacts station, station 4b

bog history

http://camosunbog.ca/history-and-ecology/

MAY 14, Camosun bog Rehearsal. Take the #25UBC to Camosun Street, walk to 19th ave 845

You will come to Camosun and 19th avenue at 8:45 and go through a bog rehearsal.  You will hand in your consent form for the bog rehearsal.

consent form 10 marks
attendance and on time: out of 20
20 marks:  your entire group is there
15 marks:  most of your group is here but you have a few members missing

You demonstrate your knowledge of bog plants to me 10 marks


Bog Groups Biology 11 2-3

Allison
Gabby
Elizabeth
Cala
Francesca

Faith
Rasmey
Jack

Melina
Faire
Amy
Keith

Sebastian
Ian
Riley
Gerard

Julie
Sophia
Richie
JP
Achaia


Bog Groups for 2-1

YOU WILL START AT THE FOLLOWING STATION
STATION 1. Nathan - will lead a pair of students

STATION 2 DCP, Clara

STATION 3 Mady, Karen

STATION 4a Monica, Charleen, Yaren,  Jas, David

STATION 4b . Brian, Alice

STATION 5 Lily, Krystal, Richard

STATION 6  Matthew, Rosa, Joshua, Evelyne, Sohta



      Kevin aand Parker will do the artifacts station, station 4b

CAMOSUN BOG PROJECT

Spring Term

CAMOSUN BOG PROJECT

Initial bog visit.
 MEET AT  19TH AND CAMOSUN STREET May 14, 2019,  8:45 AM

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:

1.  form groups for Camosun bog project: two to four per group.  Your group will eventually lead a group
of elementary kids. 

2.  Begin the draft of your project.  You will make learning materials to show elementary students during a tour of camosun bog. You will lead a tour at the bog. 

3.  Go to a bog rehearsal.
4.  lead a bog tour showing your materials. 

May  Schedule

bog rehearsal and bog orientation: 
Your group needs to make  flashcards 

bog story and games  for peer review.

Entire group comes. Bog Buddy program rehearsal.

Day of the tour with a class

DETAILS/TASKS:  YOUR GROUP MUST MAKE THE FOLLOWING:

1. STORY: Create an illustrated narrative using colour photos or drawings,  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 (bog laurel), the one with purple flowers

         4. arctic starflower

          5. pinus contorta

          6. round leaf sundew  Drosera rotundifolia
         7. cascara
        8. saskatoon berry

          

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

1 MAKE A BOG STORYBOOK NARRATIVE INCLUDING ALL 8 POINTS ABOVE

2. MAKE FLASHCARDS of native bog species . AND Forest species which encroached on the bog.
 Make flashcards about the bog. Create a game

for the flashcards. Include both invasives and native species.

3. BOG REHEARSAL:  14th of May Day 1   8:45 - 10:30   t
Take the 25 UBC bus going west. After passing Lord Byng, stop at Camosun Street and walk south. 
Go to the bog stations rehearsal and familiarize yourself with the bog stations. 5

minutes per station.

4. BOG BUDDY TOUR .  23rd of May during double blocking

Present your learning materials during the bog buddy tour.

flashCARDS ON AN ECOSYSTEM: 50 marks 

make some kind of game out of it.

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

Musqueam connection to Camosun bog and Methods of Bog restoration

Camosun Bog Restoration Group method for bog restoration

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

Why Camosun bog is important:  Elder Larry Grant

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

The creation story of the Musqueam people is in Camosun bog

The double headed serpent story 

https://vimeo.com/157540577

The pole located in UBC and what it means:

https://fnel.arts.ubc.ca/the-musqueam-s%CA%94i%C9%ACq%C9%99y%CC%93-qeq%C9%99n-double-headed-serpent-post-dedicated-at-ubc/

Camosun Bog Project. Start this on Friday. The TOC will assign work period marks

On friday, please show the teacher the work that you are doing on the Camosun bog project.  She will make a list of names and assign you the following marks:
20/20   you worked diligently on some part of the camosun bog project and completed some part of it
15/20   you worked on some part and rested during class too
10/20   you worked maybe half of the time and the other half, you did something else
0/20    you did not work on this project

You will be doing the Camosun Bog Project where we will learn about bog species, and the story of Camosun bog and then we will create a bog tour for elementary students.  Why is a bog important?

Here is the full assignment.  
CAMOSUN BOG PROJECT

Get to know the story of the bog here:
A Brief History of Camosun Bog

Draw or photograph  the bog species.
These are divided up into Bog Species and Forest Species.  We will examine bog species in class.

Bonus marks And This is heavy reading (university level):  read and summarize the main points this article in your own words. OR illustrate the main points in a cartoon
Reflections on the Nature of An Urban Bog, by Hermannsen and Wynn

WE ARE MEETING AT THE AQUARIUM (NOT SCHOOL) TOMORROW APRIL 16th. BLOCK 2-1 MEET AT 9:30AM, BLOCK 2-3 MEET AT 11:30AM.

WE ARE MEETING AT THE AQUARIUM (NOT SCHOOL) TOMORROW APRIL 16th.

 BLOCK 2-1 MEET AT 9:30AM,

BLOCK 2-3 MEET AT 11:30AM.

Teacher and Unit Evaluation

https://docs.google.com/forms/d/e/1FAIpQLScmbMvdwjsRZySI4Ry432bZILSmMyhivRUNz8hL3NucYQ2IKg/viewform?usp=sf_link

Review/Summary of Unit Slides

https://docs.google.com/presentation/d/1Ae1Tsqy5z8R5lDtu7wl41N3E3cVJ6nYcUPRpNYFzmcE/edit?usp=sharing

Phylum Echinodermata Slides

https://docs.google.com/presentation/d/1ITp9Hf2_kg_EHtyvzBxCqEs-ddZ2XtJoqZi74mQlhD8/edit?usp=sharing

WHAT'S GOING TO BE ON THE UNIT TEST? CLICK HERE!

3 specimen identification questions
    - You will be given 3 specimen and you will have to identify which phylum each of them belong           to and give one general characteristic of each of the those phyla.

22 multiple choice questions
    - 7 questions from phylum Porifera to Platyhelminthes
                - 2 phylum Porifera questions
                - 2 phylum Cnidaria questions
                - 1 general Bilateria question
                - 2 phylum Platyhelminthes questions

    - 15 questions from phylum Annelida to Echinodermata
                - 2 phylum Annelida questions
                - 4 phylum Mollusca questions
                - 3 phylum Arthropoda questions
                - 4 phylum Echinodermata questions
                - 2 general Animalia questions

3 Short Answer Questions

   - 1 drawing/labelling question from either the bivalve (clam) and gastropod (snail) comparison
      activity or the insect (cricket) and crustacean (shrimp) comparison activity.

   - 1 compare/contrast between two phyla within the Bilateria

   - 1 cladogram question, where you will be given a blank version of the cladogram we have been
     building throughout the unit and you will have to fill it in with the 7 phyla in the correct order,
     include all of the major evolutionary changes that have taken place (the hash marks will be
     provided for you) and indicate which phyla belong to the Bilateria.

Crustaceans Vs. Insects Slides

https://docs.google.com/presentation/d/1a-eQIIqPC1AkZwUdCYRWf37PpU4dIXjW7tqEMF_joVU/edit?usp=sharing

Phylum Arthropoda I Slides

https://docs.google.com/presentation/d/1oYjRxhkpsN2SiVp3RY1q1peTFKjkipiK70i-YkfOa4E/edit?usp=sharing

Phylum Mollusca I Slides

https://docs.google.com/presentation/d/1k1vW4DeWw3oW_mVrhMeb_H6l8RworaMrbj8UGYRbZdo/edit?usp=sharing

Annelid Diversity Information (from stations in class)

Sabellidae (Feather Duster Worms)

Feather duster worms live in tubes made of a protein material secreted by the worm and the tubes are attached to solid substrates. They can often be seen attached to the submerged sides of floating docks. The head appendages of sabellids are called radioles. The crown of ciliated radioles, each with 2 rows of short side-branches (making them look like two-edged combs), is held into the water and used to capture suspended phytoplankton. Sabellids are suspension feeders. They also use their radioles as gills (for breathing) and they have little eyes all over them so they can “keep an eye out” for trouble.

Terebellidae (Spaghetti Worms)

Many terebellids live in tubes made of sand grains cemented together by secretions from the collar area of the worm. The common name of ‘spaghetti worm’ comes from the many long, spaghetti-like tentacles that arise from the head. Each tentacle has a ciliated groove running down its length. Individual sand grains and small living organisms are picked-up by cilia and mucus within the tentacle groove and are carried to the mouth by beating of the cilia or by muscular contraction of the tentacle. Some particles are used for tube construction, whereas others are eaten. Terebellids are selective deposit feeders. A second type of tentacle-like appendage arising from the anterior end of terebellids function as gills. These are shorter than the feeding tentacles and are typically coiled and red in colour.

Nereididae (Ragworms)

Nereids are free-swimming and burrowing worms. Nereids have a pair of parapodia arising from most segments of the body that act like a paddles during locomotion. The parapodia also function as gills. Ragworms have a pharynx that can shoot out of their head like a sock being pulled inside out. The pharynx is armed with jaws, which are used to capture animal prey or to grasp and shred kelp. Many species of ragworms have sensory structures associated with the head such as eyes, tentacles, and/or palps (function like a blind persons walking stick). These sensory structures allow the worm to monitor its environment while it actively forages for food and avoids potential threats.

Siboglinidae (Hot Vent Worms)

Siboglinids such as the giant hot vent worms are benthic, tube dwelling marine worms. Instead of a digestive tract, they have a non-structured mass of cells called a trophosome. The cells in the trophosome are filled with bacteria that are able to turn the toxic gas that the hot vents spew out into food! The red plume that sticks out of the tube are gills and are red because like our blood, the fluid inside their gills has hemoglobin.

Clitellata (Earthworms & Leeches)

The Clitellata are a class of annelid worms, characterized by having a clitellum - the 'collar' that forms a reproductive cocoon during part of their life cycles. Clitellates live on land, in freshwater or in the ocean. Earthworms mostly live on land, burrowing in damp soil and leeches are mostly aquatic, a few living in the sea but mostly inhabiting freshwater locations, particularly the sediments on the bottom of lakes, ponds and sluggish streams. Earthworms are deposit feeders, meaning they digest organic material in sediment (they eat dirt). Leeches are either ectoparasites or predators. Although the predatory species typically ingest prey whole, the ectoparasites pierce the skin of their prey and suck-in body fluids and sometimes tissue of their victim. Leeches have an anesthetic in their saliva, which numbs the area where they are feeding so that their host does not notice them.

WHAT IS GOING TO BE ON QUIZ #2?? Read this!

The quiz will be 10 multiple choice questions that cover Intro to Bilateria, Phylum Platyhelminthes and Phylum Annelida. The quiz will NOT have any questions on the parasitic roundworms.

There will be one short answer question that asks you to compare and contrast annelids and flatworms.

There will be one drawing question where you will have the choice of drawing one of two options (just like the first quiz).

Annelid Diversity Slides

https://docs.google.com/presentation/d/1ApYoJwCacJAliM2aV6AaLwBiSqewmnbQYKBQJPbUCKg/edit?usp=sharing

Phylum Annelida I Slides

https://docs.google.com/presentation/d/1i_XILb9ttCr_IbzIYdOJ3tnR_eHiosr3EDRWk_lV4TI/edit?usp=sharing

Roundworm Parasites Slides

https://docs.google.com/presentation/d/1FqX7q4Jndt1wlRfZ8jZYdgdMoZ5g4tzJnnT0taihVio/edit?usp=sharing

Phylum Platyhelminthes (endoparasites) Slides

https://docs.google.com/presentation/d/1F5hWBVRjvWpLtIAlrGoXypgCBJb5RgOtdthQCM6BqQA/edit?usp=sharing

Phylum Platyhelminthes (Flatworms) I Slides

https://docs.google.com/presentation/d/1mo0UOEpRXvNPbwn85lUgoQGH1KJh6ny9KypXlMrgJ3E/edit?usp=sharing

Introduction to the Bilateria Slides

https://docs.google.com/presentation/d/1vK7AvUIcuRqkQBz2HY0tF7prc4qv6eZAy3FDbrBFOFg/edit?usp=sharing

Coral Reef Lesson Slides

Slides:
https://docs.google.com/presentation/d/1pbMZ0xRYFvmZJghLfNGQ98abEqkGrf1XMGfQxtAhFtY/edit?usp=sharing

Coral Reef Bleaching Video: https://www.youtube.com/watch?v=5cr8S5tTiz4

Blue Planet Coral Reef Video (we watched from 0:00-15:00 and 40:00-43:00):  https://www.dailymotion.com/video/x6rv1s6

Phylum Cnidaria I Slides

https://docs.google.com/presentation/d/1vtC83AYHcG5xAlVH2qtUfom4riTryev9nDNBrp2fuqo/edit?usp=sharing

Phylum Porifera Notes

https://docs.google.com/presentation/d/1z7vWpVusU2vW0ugyI0aYD6-OvnGG-KeQDggq55nv5K8/edit?usp=sharing

Animal Field Guide Project Rubric

Animal Field Guide Project Rubric

Objective: Create a field guide in the form of a book, where each page includes information on
the physical characteristics, habitat, diet, and behaviour of one species of your own interest from each
of the major phyla that we studied in this unit.

Project goals:

• Undertake your own study of the diversity of animal life
• Finding a species that interests you within the phyla that you are studying
• Identifying the phylum that species belong to based on their physical characteristics
• Identifying unique changes to phylum level characteristics that are adapted to/for the lifestyle

of your species

• Describing the habitat and lifestyle of different animal
• Researching interesting behaviours
• Citing the sources of the information you used in your field guide

Scope:

Create a book, where each page contains an image and specific information for a species in each of
the major animal phyla that we are studying in this unit (we are studying 8 phyla, so your book should
have 8 pages).

Create a title page that includes your name, block, a creative title for your book, an image of
your favourite animal (drawn or image taken from the internet or photo taken by you!) and a couple
of sentences about why it is your favourite animal.

Each page of your book should include the following:

1. An image of the animal species. This can be in the form of a drawing, an image from the internet or even better, a picture that you have taken yourself.

2. The common name, the species name, the phylum and the class that the

species belongs to.

3. Habitat information about the species. This includes where they are found in the world,

any specific geographical ranges (ex. Along pacific coast from northern California to southern
British Columbia), and the type of habitat and be as specific as you can (ex. They live under
logs in coniferous forests above 100m in altitude).

4. Diet and lifestyle information about the species. This includes what your species eats, how

it finds and eats its food, and how it survives in its habitat (ex. Is your species nocturnal? Is it
a predator? How does it avoid being eaten by other animals?, does it use camouflage?, is it
poisonous? etc.).

5. General characteristics of the species. What characteristics does your species have that

allows you identify it as belonging to the phylum you are describing?

6. Unique characteristics of the species.  What are the unique and identifying characteristics

of your species? Describe your species so that someone who had never seen one before could
identify it.

7. Interesting Fact(s) about the species. Provide at least one fact that you find interesting

about the species you have researched.

8. List the Sources you gathered information from (websites, books etc.).

Evaluation:

Criteria      Scoring

Overall Formatting

• Book format 1
• Be creative with your presentation 5

                                                                                6 (total)

Title Page

• Your name and block 1
• Creative title 2
• Picture of favourite animal 1
• Why is it your favourite animal? 2

                                                                                 6 (total)

Evaluation for each species (must include one species from each phylum we studied (8 total)):

Image of the animal species 1

• +1 if you took the picture yourself

Common name and taxonomy

• Common name 0.5
• Scientific name (genus and species) 0.5
• Phylum name 0.5
• Class name 0.5

2 (total)

Habitat information

• Location 2
• Range 2
• Type 2

6 (total)

Diet and lifestyle information

• Diet 1
• How does it acquire food? 2
• Lifestyle information 3

6 (total)

General Characteristics 5 (total)

Unique Characteristics 5 (total)

Interesting fact(s) 3 (total)

Total per page (species) = 28

Project total = 236

• 8 species
• Title page
• Formatting