Platyhelminthes

 Review my slideshow on flatworms and parasites

And take a look at this video of a liver fluke:
This liver fluke parasite was found inside a 20 year old man who complained of abdominal pain


Assignment 6  - 10 marks
Summarize the key ideas (see vocab words) in a one page drawing or poem or interview a flatworm.
Watch the Shape of Life Video on flatworms. Platyhelminthes,
the first hunter:
https://www.shapeoflife.org/video/flatworms-first-hunter


Animalia assignment    -  10 marks 
Answer the  questions below and present your answers in the form of a one page drawing cartoons or a rhyming poem or a sound file of a podcast

 Review my slideshow on flatworms and parasites
1. demonstrate your understanding of these key words 

a. Platyhelminthes

b. Cephalization

c. Coelom

d. Acoelomate, Eucoelomate, Psuedocoelomate.  What is the difference between these terms?

e. Turbellaria

f. Planaria

g. Parasite

h. Definitive host

i. intermediate host

j. Cestoda - Tapeworm

k. Trematoda - Fluke

2. How do Turbellarians reproduce?

3.  What is the evolutionary significance of flatworms? In particular, they have three characteristics  that make them unique in simple animals. They were the first animals to...

4. Flatworms are amazing at regeneration.  Some can even remain alive after you cut off their head. include a short summary of this article in your work.
These Decapitated Worms Regrow Old Memories

5.   Demonstrate your familiarity with the life cycle of Tape worm or Liver fluke. 

       Watch the Shape of Life Video on Tapeworms

https://www.shapeoflife.org/video/flatworm-animation-tapeworm

6. Read about how a tapeworm can control the host's behaviour
Mind control from beyond the host

ASSIGNMENT 

8-10    you demonstrate a thorough and excellent grasp of the concept and your work shows care and creativity

6-7       you summarize the main  concepts

2-5.      you make a good start but your work is incomplete. 

  

 

Cnidaria, the first moving area

   

Read the Cnidaria section of these notes
Read the  Cnidaria notes on these  slides

These notes and slides will be the subject of an open book quiz.

Please examine our specimens of cnidaria in the lab. 

Sponges, the earliest animal - Kingdom Porifera

  Watch this intro video on how sponges filter feed with their collar cells

 
 Here are your Notes on sponges
 Sponges slide show

ASSIGNMENT 2:  Create at least three pages out of the following material.  Each page will be evaluated for 5 points for a total of 15 points.  You may use more pages if you want for each section.  Please upload a picture (jpeg) or pdf of your work on microsoft teams

PAGE 1.
Draw a one page cartoon or write a rhyming poem/rap song on the Sponges slide show.

PAGE 2
 Sponges are the earliest animals:
 Watch this video and give me a cartoon or poem about the main points of this Shape of Life video
https://www.shapeoflife.org/video/sponges-origins

PAGE 3
IF YOU PUT A SPONGE THROUGH A BLENDER AND TRY TO MAKE BOBA OUT OF IT...
the sponge will survive!  Sponges are capable of reassembling themselves.  Watch this cool video to observe this phenomenon and summarize the main points in a cartoon or a poem
https://www.shapeoflife.org/video/sponges-time-lapse-sponge-cells-recombining

Evaluation for the cartoon
5.  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.
4  your cartoon is excellent and it includes all the major points
3  your cartoon is quite good. it may be missing a few details but it is well done
0-2. your cartoon is a good start but it is incomplete

Evaluation for the rap or rhyming poem
5.  your writing includes all the major details of the content.  it has good rhythm and it is very clever
4.   your writing is excellent and includes all the correct details.  it rhymes
3.  your content is really good, it is missing a few details but still very entertaining
0-2. your writing is incomplete.

blastula and gastrula

 Embryonic development involves a zygote undergoing stages of development, making blastula and gastrula.  Have a look at these under the microscope and upload a pic of your drawing and photo of the following specimens:  blastula, starfish cleavage, chick embryo,  human sperm specimen

ASSIGNMENT OUT OF 15 

Draw a clear , careful picture of each specimen and label the magnification.  Also write some observations. 10 marks

Upload some photos of your microscope work.  5 marks 

Alternate home assignment: 15

Make a poster of Blastula and Gastrula based on the information in the this video here

How do you restore an Urban Bog? Why is xʷməm̓qʷe:m Camosun bog important?

  

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!

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

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

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

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

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

The double headed serpent story 

 The Double-Headed Serpent from Deadpixel on Vimeo.

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

Transcript of Elder Larry Grant video:

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

BIOLOGY ASSIGNMENT 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

0-10. your work is incomplete.

You Animal!!!

  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 cartoon 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
12-15 points:  cartoon is brilliant, it stands out, it summarizes the main points in a creative format, it is inked and in colour

10-12  your cartoon is excellent and includes all the main points. inked and in colour

5-10 your cartoon is complete it may not be inked or in colour
1-4 your cartoon is incomplete

CDC Activty

 CENTRE FOR DISEASE CONTROL    32 marks                               

    Biology 11

Purpose of activity:

1. Research different disease-causing agents: Virus and Bacteria
2. Take notes on disease vectors and different virus and bacteria
3. In class: take part in a disease simulation

OUTBREAK ACTIVITY:

Rules:

1. As Centre for Disease Control, you have the power to shut down restaurants, quarantine areas, immunize a group, issue a boil water advisory etc.  Your job will be to gather information about the outbreak and decide what to do.

2. You may ask any question for which the answer is yes or no.

3. If you decide to do a blood test to test for the presence of a disease organism, you must be very specific.  For example, you cannot say: ”I want to test for a bacterium.  But you could say:  “ I want to test for Stapholococcus Aureus”.  If you decide to prescribe any medication, you must be specific and state the exact medication.  Also, if you wish to vaccinate, you must name the specific virus to vaccinate against.

4. Every 2 minutes, 2 weeks will pass.  There will be new victims if your actions were not successful

WRITE UP:

Each person will fill out the outbreak sheet separately.

Bonus marks for the group who correctly names the disease causing organism. AND, bonus for the group whose action stops the outbreak.

CENTRE FOR DISEASE CONTROL             NAME__________________

Symptoms of the disease: ( 5 marks )

Age, sex and other details of the victims: (list victims in order)  ( 5 marks )

Possible disease vector:  (2 marks)              Evidence of this disease vector:                                                                        (10 marks)

        

Food

         Water

         Aerosol

         Soil

         Animal

         Human contact

                  Blood, mucous, saliva,

                  Feces, sexual contact

List the events of the outbreak and the response of CDC in the order that it took place:  List this accurately and completely.  Number the events and highlight the action that eventually stopped the outbreak

(10 marks)