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
.
Thursday, May 30, 2019
Tuesday, May 28, 2019
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
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
Wednesday, May 15, 2019
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
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
Thursday, May 9, 2019
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
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
Tuesday, May 7, 2019
Spring Term
http://camosunblog.blogspot.ca/
FULL ASSIGNMENT
1 MAKE A BOG STORYBOOK NARRATIVE INCLUDING ALL 8 POINTS ABOVE
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
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.
CAMOSUN BOG PROJECT
Initial bog visit.
MEET AT 19TH AND CAMOSUN STREET May 14, 2019, 8:45 AM
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.
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.
4. lead a bog tour showing your materials.
May Schedule
bog rehearsal and bog orientation:
Your group needs to make flashcards
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. 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
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
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
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
Monday, May 6, 2019
Musqueam connection to Camosun bog and Methods of Bog restoration
Camosun Bog Restoration Group method for bog restoration
Why Camosun bog is important: Elder Larry Grant
The creation story of the Musqueam people is in Camosun bog
The double headed serpent story
The pole located in UBC and what it means:
Wednesday, May 1, 2019
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
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
Subscribe to:
Posts (Atom)