Have a look at the drawing I made for the lecture (below) and make a creative project describing the morphology and reproduction of flowers. Include all the vocab that you see here and read the evaluation criteria below
EVALUATION CRITERIA BELOW for the CREATIVE ASSIGNMENTS
Creative response to the practice questions and exercises: out of 20
17-20 You created an outstanding creative response, for example: a inked and coloured cartoon summary or poster of the completed questions or a rap song or a poem or propose your own creative response. including all the vocab words or a video any creative manner to show you understand the concepts. You included all the words and concepts and it is brilliant
14-16. You created an impressive and amazing creative response. It is an inked and coloured cartoon or a song or a video. It needs finishing touches and you included all the words and concepts. It is really good.
10-13. You did a really good start, this is creative! and your cartoon, or rap or video needs some finishing touches to truly complete it. You included most words and concepts, you need to include a few more
0-10. You started this project and it looks promising! You need to spend some time on it to make it complete
I am giving you a handout which is like a colouring book showing the structures of flowers, leaves and fruit. It is from the "Botany Colouring Book", a resource for university level botany courses.
Use this as a reference.
FLOWER LAB IS OUT OF 20 MARKS Go into the school garden and find the following specimens. Bring them back for dissection and observation under the dissecting microscope. Draw each specimen. 2 marks Identify the flower type and label the parts. 2 marks Write one interesting observation you notice 1 mark
Each drawing should be at least a half page. You should have three specimens. If you cannot find the flower, show me a pic from the internet that shows the same kind of flower.
Use a blank paper to draw your observations.
1. Find a small HEAD type of flower (simlar to a sunflower) It ought to have a disk flower and ray flower within the head. Observations: Count the disc flowers in your specimen. What is the advantage of this kind of flower?
2. a. Find a SPIKE type of flower b. Find an UMBEL TYPE of flower
3. Find a BASIC FLOWER. Is it hypogynous, perigynous or epigynous? Draw it and label its parts
CONTENT: YOU COMPLETED THE ASSIGNMENT 15 MARKS (5 marks per question) you answered all the questions with care and you discover something interesting/
CARE IS TAKEN IN DRAWING and observing out of 5 6/5 you make exceptional, careful drawings with clean lines. It is beautifully done and neat, it's in colour. This stands out. Bonus marks 4-5/5 you make exceptional careful drawings. This is beautifully done and neat 2-3/5 your drawings are complete and neat 1/5 you needed more time as your drawings seem a bit rushed and incomplete.
SEED AND FRUIT LAB ALSO OUT OF 35 MARKS
For each specimen, draw it and label its parts. Write a few sentences that describe its role in angiosperm reproduction. Each drawing should be at least half a page and neatly drawn, in colour.
draw three seed specimens 15 marks: Which of these are dicots and which are monocots? How do you know? Label the parts. soybean sprout corn kernel carton of coconut milk
20 marks Fruit specimens: Draw 4 specimens 5 marks each Classify these according to your colouring book strawberry zucchni
pineapple
bean
find one more fruit OR seed specimen in the school garden 5 marks
RUBRIK CARE IS TAKEN IN DRAWING and observing out of 5 6/5 you make exceptional, careful drawings with clean lines. It is beautifully done and neat, it's in colour. This stands out. Bonus marks 4-5/5 you make exceptional careful drawings. This is beautifully done and neat 2-3/5 your drawings are complete and neat 1/5 you needed more time as your drawings seem a bit rushed and incomplete.
CONTENT: YOU COMPLETED THE ASSIGNMENT 15 MARKS (5 marks per question) you answered all the questions with care and you discover something interesting/
Today you will continue with the Plant evolution lab activity . You can finish up drawing the mosses and ferns while observing underneath the dissecting microscope.
Materials:
1. Go into the school garden and retrieve the following materials: Small conifer branch with its cones. (cones might be on the ground under the conifer)
2. Pick a flower where you can actually see the pollen. (be careful! if you are allergic to pollen, then get your lab partner to handle it and also use the gloves which are located in the back room.
3. Your teacher will look for petri dishes (the teacher can perhaps ask Mr. Ho across the hall) so you can examine the specimens under the dissecting microscope.
ASSIGNMENT: Take a picture of the following and upload each as an image on TEAMS.
1. Answer the questions in the booklet. You can answer the questions on the Conifer section by referring to the notes included in the lab activity. For example, the questions on page 11 can be answered by looking at the notes on page 7. Also page 13 asks questions about wood.
2. make a half page clear and coloured drawing of
a. a gymnosperm branch and its cone
b. a flower, including ovule, stamen
c. A view of the flower under the microscope
d. There is a piece of wood located in the class near the windows. Draw this and label the annual rings. Estimate the age of the tree when it was cut down. (count the rings!)
.DRAWINGS
EVALUTATION CRITERIA:
22-25 marks : you make slow careful drawings that are IN COLOUR. the drawing of each specimen takes half a page. You label any structures you find! And take note of any animals you find (any bugs?) Your drawings show excellence and care. It is brilliant in how artistic it is. You upload pages 9 and 10 of your plant evolution activity and the answers are in complete sentences.
18-21 marks: you make drawings that are beautiful! These are really amazing artistic drawings. You did not label the structures in the drawings. You upload pages 9 and 10 of your plant evolution activity and the answers are in complete sentences.
12-16 marks: These are beautiful drawings and it is a good start. You need a bit more time to make this complete. You did not upload pages 9 and 10.
0-11 marks: While this is a wonderful start with very beautiful drawings, it is incomplete.
I would like you to watch some intro videos on animalia and then do the assignments.
Your notes introducing you to Animalia are here. Please watch these introductory videos which will try to explain a few of the concepts. I still need to make the one on the primary germ layers though.
See the assignment below:
Assignment 1: Draw a poster OR write a poem that rhymes (not both) to answer these questions and submit them as your first assignment. I want to see that you read the notes and understand the main concepts.
EVALUATION
10 points: poster or cartoon is brilliant, it stands out, it summarizes the main points in a creative format, it is inked and in colour
8-9: your cartoon is excellent and includes all the main points. inked and in colour
5-7 your cartoon is complete it may not be inked or in colour
1-4 your cartoon is incomplete
POEM.
10 points: your poem is brilliant and it rhymes and it includes all key points. it stands out
8-9: your poem is really excellent and it rhymes and includes all key points.
6-7 - your poem doesn't rhyme but it includes all key points.
1-4 your work is incomplete.
I am away on Dec 14. I plan to be back next day. Open the classroom windows. Remember to wear your mask in class and wash hands frequently.
Dec 14 schedule:
TEAMS ASSIGNMENT :MAKE STUDY NOTES:
Make your own one page notes on Kingdom plantae evolution notes slides. Upload your notes on TEAMS with your name on it (5 marks)
TEAMS ASSIGNMENT : PLANT EVOLUTION LAB PART 1 MOSSES AND FERNS: 25 MARKS
Photocopies of this are located in the class. They might be at the back of the room near windows. You will also need drawing paper. Ask the teacher to get some from the photocopy room. Please bring your own pencil crayons.
Here is a Plant evolution lab activity which will take us maybe two periods. For the first day (Monday)...Read over this lab. Answer the questions. For your drawings, use a *separate paper* to make detailed coloured drawings on white paper. Note that the majority of the answers for this lab can be found by carefully reading pages 1-8 of the lab activity.
Each drawing ought to be half a page.
First go into the school garden and bring back some mosses and fern specimens. Do not use the moss growing in the tub in class. There are delicate tiny carnivorous sundew specimens growing there which are too young to be disturbed.
1. Examine MOSSES and FERNS by using the DISSECTING MICROSCOPES located in the back room. These have TWO OCULAR LENSES: two eye pieces, not one.
2. Draw your specimens while observing under low power. Put your specimens on paper towel. if a petri dish is available, try submerging your moss under water. It looks very mich like seaweed. Why does it resemble algae?
When you clean up, wipe the microscopes with hand sanitizer, put the cover on and carefully put the microscopes back into the room between mine and Ms. Mergens.
EVALUTATION CRITERIA:
22-25 marks : you make slow careful drawings that are IN COLOUR. the drawing of each specimen takes half a page. You label any structures you find! And take note of any animals you find (any bugs?) Your drawings show excellence and care. It is brilliant in how artistic it is. You upload pages 9 and 10 of your plant evolution activity and the answers are in complete sentences.
18-21 marks: you make drawings that are beautiful! These are really amazing artistic drawings. You did not label the structures in the drawings. You upload pages 9 and 10 of your plant evolution activity and the answers are in complete sentences.
12-16 marks: These are beautiful drawings and it is a good start. You need a bit more time to make this complete. You did not upload pages 9 and 10.
0-11 marks: While this is a wonderful start with very beautiful drawings, it is incomplete.
.
As you work through this lab, note that we do not have certain specimens. We have no liverworts or horsetails in our school garden so you cannot examine them. Just answer the questions for liverworts and horsetails.
Plants alternate their generations. If humans did this, it would be something like this: I will explain this when I come back to school.
Watch this video and learn about alternation of generation
We will go for a walk to Trout Lake and do a Scavenger Hunt on your own or with a partner.
Photograph the following and compile a 10 slide power point to hand into Teams.
These are your slides in order:
1. TITLE PAGE: A SELFIE of you and your lab partner!!! with your names.
2. PERCEPTION PAGE. Find somewhere quiet... and do the perception exercise here:
1. What time is your observation and what are the weather conditions? 2. . Choose a section of Trout Lake: Why did you choose this place? What are the qualities of this place? 3.. What do your sensory perceptions tell you about this place? a. What do you see? What colours do you perceive? b. Close your eyes, what sounds do you hear? c. What is the mood? d. Take a deep breath, What do you smell, what scents are here? e. What are some textures here, Reach out your hands, what do you touch? What is the temperature, the wind, is it hot, cold? humid? f. Name 3 living things around you. What do you notice first, plants, animals, fungi? g. Movement and Circulation: how do you move to and from this place (bike, walk, run...)
SCAVENGER HUNT SLIDES:
3. . two plants that are the same species. (use inaturalist to identify the species)
4.. two animals that are the same species.
5. Two organisms (your choice) that are the same genus but different species
6. Find one example each of an animal, plant, fungus that are occurring in the same location. How are they interacting?
7. Homologous traits: Find two organisms that show homologous traits
8. Analogous traits: Find two organisms that show analogous traits
8. Adaptations for survival: Go to the water's edge and observe animals in the water.
a.. What animals do you see
b. What inherited characteristics are on their body to help them survive in their environment?
c. What learned characteristics did they pick up to help them survive?
9. Competitition: Evolution can happen when species compete with other species for survival in an ecosystem. Find a section of Trout Lake where you can see species competing for something: food, territory, mates, light. Who is winning the competition (hint, there is usually more of the species which is winning, compared to the species which is not winning)
10. Variation in a population: Evolution occurs because there is variation within a population, and some organisms survive and some die. Find a group of organisms. They might LOOK like they are identical, but usually there is some variation. Find a population here at Trout Lake and note the variation. This might be variation in size, colour, pattern of markings, what variation do you observe in the population.
20 points
18-20
Excellent, complete and beautifully presented. You demonstrate that you understand the key terms and your presentation is visually appealing. Your Personal perception writing shows insight and thoughtfulness.
14-16
This presentation is excellent and beautifully done. It is very well done. Some of the observations demonstrate that you need to communicate your understanding more clearly
4-12
This presentation is a good start but it needs a bit more time to complete it.
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/
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
"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'."
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 10 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.
in light of our recent covid-19 exposure alert at school, I would like to empathize with you that this is a worrying time. I know that VCH has already contacted the parents and guardians of the class where the exposure has occurred. If you have not been contacted, you are not at risk.
Our school has excellent protocols and in my class, these are the layers of protection, which are similar to many workplaces:
- students wear masks in our school (with very few medical exceptions) and in my class, all wear masks.
- we ask students who are sick to stay home.
- we avoid physical contact and I encourage students to maintain physical distance
- for many classes, including mine, windows are open at all times, admitting fresh cold air (my students need to wear a coat!). Students can also request that windows are opened.
-there are less than 15 students in the class
I invite my students to come to school , wear a mask, and learn with us. We will get through this together!
The link to the CHECK IN quiz has been sent to you through TEAMS! If you have trouble accessing it or if you need a paper copy, then come and see me during flex time!
the quiz is called CRITERIA TO LIFE. I will email the link to you if you can't see it in TEAMS.
This course is a field course which will cover all the major phyla of life. It is expected that you will receive most of your course content on line and we will do labs and field study in class. You will hand in ALL assignments through Microsoft Teams. Below are your first week of assignments.
I would like you to download this consent form and bring it to class. It will give us the ability to walk to Trout Lake or Renfrew Ravine at any time that I announce during the term. Bring this consent form to class.
evaluation: 5 points for handing this in
CREATIVE ASSIGNMENT 2: DEAD OR ALIVE
For your first assignment, I would like you to go outside and find the following objects Photograph them or draw them and write about them in a little paragraph of no more than a third of a page. You may answer in the form of a type written response under your photo, OR you may write it out in hand writing and draw your answers.
1. Find something dead. How do you know it is dead?
2. find something alive. What is it about this object that makes it alive?
3. Find something that has never, ever been alive. What characteristics does this object have that tells you that it is neither dead nor alive. It is nonliving.
4. Find something that is not alive, but an important PART of something alive. Explain your answer
5. Look at your responses and ask yourself: What is the criteria of being alive?
evaluation : /20 points)
CREATIVE ASSIGNMENT 3. A SUMMARY OF BIOLOGY AND THE CELL
And watch this intro video on Eukaryotes and Prokaryotes
This video is an intro to some of the similarities and differences between eukaryotes and prokaryotes. It is meant to accompany our class notes.
Vocabulary words and ideas in the video:
Eukaryote
Prokaryote
DNA
nuclear membrane
protozoan
multicellular organisms
unicellular organisms
cell membrane, cytoplasm, DNA, RNA, ribosome, protein, endoplasmic reticulum
vacuole
mitochondria
Plant cell
chloroplast
cell wall made of cellulose
cell wall made of peptidoglycan
Bacteria in the environment and the gut
Make a creative summary of these notes. The summary must cover all of the points below:
1. What are the 4 criteria to life?
2. What are the two main types of cells on earth?
3. Give an example of
a. UNICELLULAR organism
b. MULTICELLULAR organism
4. I gave an example of the cell as a chocolate factory. Make your own analogy of the cell and include EVERY ORGANELLE. You may choose a plant cell or an animal cell.
5. How are plant cells different from animal cells?
6. What are four ways that cells can interact with each other.
below
evaluation: 20 points
ASSIGNMENT 4:
Fill in the blanks and complete the labeling on two of these diagrams photograph your work and hand them in digitally on TEAMS
evaluation: 5 points
CREATIVE ASSIGNMENT 5:
A ONE PAGE SUMMARY OF THE ARTICLE (included in page 6 of the notes)
"Why does programmed cell death, or apoptosis, occur?
Does it take place among bacteria and fungi or only in the
cells of higher organisms?"
Draw a POSTER or DRAW A CARTOON or write A POEM or compose A PHOTO ESSAY with key words which summarize the main points of this article.
evaluation: 20 points
EVALUATION CRITERIA BELOW for the CREATIVE ASSIGNMENTS
Creative response to the practice questions and exercises: out of 20
17-20 You created an outstanding creative response, for example:
a inked and coloured cartoon summary or poster of the completed questions or a rap song or a poem or propose your own creative response. including all the vocab words or a video any creative manner to show you understand the concepts. You included all the words and concepts and it is brilliant
14-16. You created an impressive and amazing creative response. It is an inked and coloured cartoon or a song or a video. It needs finishing touches and you included all the words and concepts. It is really good.
10-13. You did a really good start, this is creative! and your cartoon, or rap or video needs some finishing touches to truly complete it. You included most words and concepts, you need to include a few more
0-10. You started this project and it looks promising! You need to spend some time on it to make it complete
ADDENDUM.
DURING CLASS WE WENT OVER THE NOTES BUT WE ALSO DISCUSSED OTHER THINGS THAT ARE IMPORTANT. PLEASE ADD THIS TO YOUR CLASS NOTES
One way to think of living things is to say that CELLS ARE ALIVE because they have
WATER, in them.
And within this aqueous environment, biochemical reactions can take place,
ions can form ionic bonds. You identified many of the specimens as "alive" when you found
them in the school garden. Many of you said it was because it was not dried up, it was vibrant,
it held moisture. You intuitively know that when things are dead, they are dry or lacking in water.
Cells are like water balloons…with
BIOCHEMICAL REACTIONS happening inside them
Metabolism = the sum total of biochemical reactions
Happening inside a cell…you need enough moisture in the cell.
Therefore, if something is dried up…it is usually dead.
CELL RESPIRATION AND PHOTOSYNTHESIS ARE EXAMPLES of biochemical reactions.
When metabolism stops…the organism is dead.
Also the prokaryotes inside your body are important. The bacteria inside your intestines can determine your risk for heart disease, and they can even control your metabolic rate! You are like a world to those little microbes and they are very important for your health and well being.
This course is a field course which will cover all the major phyla of life. It is expected that you will receive most of your course content on line and we will do labs and field study in class. You will hand in ALL assignments through Microsoft Teams. Below are your first week of assignments. I have set up my class so that the majority of the class notes shall be distributed on line from this blog.
The majority of class time will be lab work (examining skulls, bacteria, plants, microscope work) and also field study (walking to Trout Lake). My windows shall be open ALL THE TIME to give us nice fresh air so dress warmly!
I would like you to download this consent form and bring it to class. It will give us the ability to walk to Trout Lake or Renfrew Ravine at any time that I announce during the term. Bring this consent form to class.
evaluation: 5 points for handing this in
As we go into Quadmester 2, I would like to prepare for learning during the second wave of Covid 19. I would like to remind everyone that the best way to protect one another in class is to keep our distance (2m), wash our hand frequently AND to wear a mask.
I invite you to flatten the curve by these simple measures! We will beat Covid 19 together! Further, all of my class assignments will be posted here on this blog and therefore, if anyone misses any class due to illness, or self-isolation, you can easily keep up with the work.
SAFETY MEASURES:
- a cap of 15 in every class
- physical distance, as much as possible
- wear a mask! It is strongly encouraged by our VSB! (if you have medical reasons for not wearing a mask, please have your guardian inform me)
- no academic penalties for being home sick
- windows shall be open in my class to admit adequate ventilation.
- we can conduct class outside sometimes to do field study
You will be invited to come to TWO SESSIONS of my class and you can leave at any time (since it is optional). The schedule will be sent to you through MS Teams.
Please note that my class will be conducted entirely outdoors RAIN OR SHINE and you should arrive to school dressed to be out in west coast weather while you attend my class. We will do a species inventory project on school grounds. You will be taking pictures of plants and bugs and identifying these with a species identification app. This project does not have to be done on school grounds and can easily be done at or near your home. It is due on June 18, through MS Teams
After this assignment gets handed in, then any in person class will involve a local, optional interpretive walk to the park (Trout Lake), again, rain or shine.
Common questions: May I use a computer in school library or computer lab?
All computer labs and library computers are closed. Please use your own device to access the internet at school. If you have access to a phone or tablet, you may use this.
Do I bring my own pens, pencil crayons and paper?
You are encouraged to bring your own pen, pencil crayons or felts as we have been advised by public health that students should not share writing materials. However, we can give you paper. We may do some sketching during class time so if you have your own sketchbook, you may bring it.
Is it mandatory to come to school? No it is not. School is OPTIONAL. If you come, I would be delighted to welcome you and help you with the plant ID app, but this is not mandatory. You can come for as much or as little biology class as you choose. If you do not come, I will continue to support your learning on-line.
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!
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.
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
BIOLOGY ASSIGNMENT 8 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
20 - your work is outstanding and excellent. It looks amazing and stands out. you hand in your blog address so I can read this work.
18-19 - 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.
15-17. 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.
10-14. your work is a very good start and shows alot of promise. Your drawings are extremely well done. You might need to add a few more details to make it more complete
I would like to introduce you to a very special ecosystem in our city. It is over 2000 years old: likely the oldest part of Vancouver and it is the unceded traditional territory of the Musqueam people. Camosun bog is so important that it forms part of their creation story.
First have a look at the bog powerpoint slideshow here to find out what a bog is.
I would like you to answer the following questions in a creative format with illustration. Make a cartoon, or an illustrated essay reflection with lots of photos
1. How was the bog formed?
2. What is the keystone species of a bog? Read about Sphagnum moss. How does Sphagnum maintain the acidic conditions.
3. What is peat? How is it different from soil?
4. Why is digging through a bog like digging through time?
5. We never found any bodies in the bog, but some artifacts were preserved in Camosun bog. What were they?
6. This woman remembers playing hockey in Camosun bog. What were some of her observations?
7. How are bogs carbon sinks? Why is this important?
8. Camosun bog,məqʷe:m, is the traditional territory of the Musqueam people. How long have they been using this area for food, medicine and culture? 9. What nearly destroyed the bog? 10. The change in abiotic conditions caused "invasives" to go into the bog. These are actually native forest species and not invasives to BC but they are invaders to a bog. What plants are these? 11. What are the native plants in a bog? Take a look
Evaluation for the cartoon
20 your cartoon stands out from all the rest. it is well thought out and work has been put into it.
It is in ink or colour. it includes all the major points. YOU HAND THIS IN ON YOUR BLOG
17-19 your cartoon is really excellent and it includes all the major points. it is in colour and in ink.
You hand this in on your blog.
15-16 your cartoon is quite good. it may be missing a few details but it is well done
0-10 . your cartoon is a good start but it is incomplete
Evaluation for illustrated writing.
20 your writing is exceptional and includes all the major details of the content. It is insightful and shows that thought was put into the writing. It is excellent and you communicate the ideas very clearly. You include excellent pictures. And you cite where you got the pictures.
YOU HAND THIS IN ON YOUR BLOG
17-19. your writing is excellent and enjoyable to read. and includes all the correct details. You communicate clearly. You include excellent pictures. And you cite where you got the pictures.
You hand this in on your blog.
14-16 your content is really good, it is missing a few details but still very well done and well written.
Dear biology 11 class, for your next assignment, you will do the following
For 20 marks, please update your blog. Have each blog author write a post.
REFLECTION WITH ALL YOUR SENSES
1. Write a one page reflection on observing nature with all your senses, during Covid 19 Pandemic. Go outside and find nature. Find a place with plants. Find a place which seems like a good place to be. I would like you to experience and observe this place as an organism with sense organs.
Draw in colour or photograph this place. Write about the following:
1. Where is your place. What time is your observation and what are the weather conditions?
2. . Why did you choose this place? What are the qualities of this place?
3.. What do your sensory perceptions tell you about this place?
a. What do you see? What colours do you perceive?
b. Close your eyes, what sounds do you hear?
c. What is the mood?
d. Take a deep breath, What do you smell, what scents are here?
e. What are some textures here, Reach out your hands, what do you touch? What is the temperature, the wind, is it hot, cold? humid?
f. What are the living things around you? The plants, animals? fungi?
g. Movement and Circulation: how do you move to and from this place (bike, walk, run...)
h. Do you interact with others here? (is this a path, a park, a yard, a sidewalk). How?
evaluation:
20 - you write with insight, sensitivity and with adjectives which describe your place. You write so well that your reader can experience the place for themselves. Your drawing or photograph is eye catching.
17-18 - you write very well and with excellence. Your drawing or photograph is gorgeous and artistic.
13-16 - This is an excellent start to some amazing writing. You answer most of the questions and you have a really good photograph or drawing
5-10 - This is a good start and the assignment is incomplete
FYI, ALSO UPDATE YOUR BLOG with a cropped photo of your Cnidaria assignment. Make sure your assignment has no name on it.
FYI some examples of my photos of nature in East Van
This pic was taken at dusk, running in east van
on the left, a hummingbird, which just scolded the crow on the right
ASSIGNMENT 4 Choice A: Write a script of a reality TV show. What does a Cnidaria do all day? There are three main Cnidarians: Hydrozoa, Scyphozoa and Anthozoa. Interview one example of each type of Cnidarian like you would for a crazy reality TV show script. Include the major points in the Cnidaria notes and Cnidaria intro video. Come up with a really really good title that'll make someone want to watch your show!
Choice B: HOCKEY CARD ASSIGNMENT: Imagine that a class of Cnidaria is like a hockey team.
Create three hockey cards each representing one team member : one hydrozoan, one scyphozoan and one anthozoan.
write the stats on your three cnidaria and a picture. You may draw the cnidarian or upload a pic. Use all the key words and major points from the Cnidaria notes and Cnidaria intro video.
Assignment 4 criteria
20 - your project really stands out for excellence
18-19 - your project includes the details in the Intro video, these notes and these slides. It is creative and shows that thought was put into the final product. It is well put together (if it is a drawing, it is in ink and colour). If it is writing, it is well written
15-17. This is a really great concept and you include most of the details on Cnidarians in the notes and slides. You do very impressive work. If it is a drawing, it is well done, but not in ink or colour. If it is written, there are minor spelling and grammatical errors but it is still very engaging to read
11-13. This is a great start to a great project. It includes the main points but maybe it is not covered in depth. You probably should have spent a little more time on this before handing it in.
5-10. This project is a good start but it was incomplete.
This video gives an evolutionary context for Cnidaria.
Cnidaria were the first animal to develop a mouth, stomach, muscles and nerves. They also developed the ability to stun prey. Further, they developed the ability to swim. USING THE KEY IDEAS AND Key words in the video, create an ANALOGY of a cnidarian. Choice A: You can write your analogy in form of a one page scary story, or a one page children's story or fairy tale Choice B: Or you can draw your analogy and explain how your cnidarian is kind of like a...something...
Assignment 5 criteria
20 - your project really stands out for excellence
18-19 - your project includes the details in the Shape of Life video. It is creative and shows that thought was put into the final product. It is well put together (if it is a drawing, it is in ink and colour). If it is writing, it is well written
15-17. This is a really great concept and you include most of the details on Cnidarians in the notes and slides. You do very impressive work. If it is a drawing, it is well done, but not in ink or colour. If it is written, there are minor spelling and grammatical errors but it is still very engaging to read
11-13. This is a great start to a great project. It includes the main points but maybe it is not covered in depth. You probably should have spent a little more time on this before handing it in.
5-10. This project is a good start but it was incomplete.
