Flower and Fruit Lab : Angiospermae contrasted with early Tracheophyta specimens

   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 and FRUIT LAB part 1
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.  

Use a blank paper to draw your observations.

SPECIMENS: FOR EACH NUMBER BELOW, USE HALF A PAGE TO DRAW THE FOLLOWING: 
1.  Find a small HEAD type of flower  and draw it (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.Draw these specimens

    a.  Find a branching type of flower, such as a SPIKE type of flower
    b.   Find a BRANCHING type of flower like a head type

    c.   Find any other type of BRANCHING type. 

3.  Find a BASIC FLOWER.  Is it hypogynous, perigynous or epigynous?  Draw it and label its parts


4. Fruit specimens:  find a fruit specimen from the school garden.  Identify the type of fruit it is and draw it. Classify the fruit according to your colouring book reference.  Examine a sample under the microsope. label any parts you see according to the reference. 

5.  Seed specimens:

find 4 kinds of seeds from the school garden: 

a."helicopter style" seeds 

b. parachute seeds

c. seeds composed of 2 parts (dicotyledon)

d. seeds composed of 1 part (monocotyledon) 

6.  EARLY TRACHEOPHYTA : these are not angiospermae

a.  Fern specimen:  Note that ferns are NOT angiospermae. They have spores and no seeds.  Look at their spores and draw them. 

b.  Horsetail specimen:  Horsetails have silica to discourage herbivory.  Examine under the dissecting microscope.  Draw this specimen

7.  LIVING FOSSIL TRACHEOPHYTA SAMPLE:  Gymnospermae

a.  Ginkgo: Examine the ginkgo leaf under the microscope and look at the fossil

50 marks for the specimens

15 marks for presentation, completeness, creativity

total: 65 marks

angiospermae reproduction

  Read the Angiosperm Review Sheet  

(review sheet copyright Ms. V. Hui)

Here are the notes 

Go into the school garden and find the following items: Observe under the dissecting microscope   Dissect and draw. Hand in.

1. A flower with a stamen, stigma, pistil, petals

2. a fruit

3. a seed, is it a dicot or monocot? 

4. A leaf showing the *veins*

5. A pollinator photo

Evaluation: 

18-20 outstanding, careful  labelled drawings. in colour

15-18 Excellent drawings, labelled. no colour

10-14 Very well done. Not labelled.

0-10  Good start. It's incomplete.

Camosun bog field study

 We will visit Camosun Bog by meeting at 19th avenue and Camosun Street.  The best way to go is by taking the 25th UBC bus from Nanaimo station. You will use our block to travel  arriving at Camosun bog by 1030pm.  We will walk around the bog until 1130 and be dismissed from Pacific Spirit Park to take the 25th bus back.  

The closest bus stop is across from Queen Elizabeth Elementary.  Walk south along Camosun st until you get to 19th avenue. 

Create a safety plan with the following information:

1. Names of group members and group leader, cell numbers and emergency contact numbers 

2.  Map and timing of meeting group

3.  Hand in your safety plan today. 

Camosun Bog

  Take a look at  my  BOG PRESENTATION 

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 well, 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 
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 
60 -  your work is outstanding and excellent. It looks amazing and stands out. 
50-55 - 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.
40. 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.

30 - You have a good start

Central Park Field Study Thursday, May 18.

Meet at Patterson Station MEET AT 10:31 for attendance.  We will take attendance and walk through the park together and you will be dismissed at the end of the walk  to return to school.  Dismissal may take place between 11:15 to 11:30.  If you are late and are not in attendance, you must turn back and go to school to remain at school for the alternate activity. 

Safety - Central Park is a large urban park in the lower mainland.  You are expected to stay within our group at all times .  Your task is to take pictures of different species in a typical Pacific West Coast Rainforest and hand this in as an assignment. 

Route - for the class will be as follows once we get to Patterson Station 

Central Park is part of the City of Burnaby and is part of unceded of the following Coast Ssalish people:

• Coast Salish 
•  səl̓ilwətaɁɬ təməxʷ (Tsleil-Waututh) 
•  S’ólh Téméxw (Stó:lō) 
•  Qayqayt 
•  Stz'uminus 
•  šxʷməθkʷəy̓əmaɁɬ təməxʷ (Musqueam) 
•  Hul'qumi'num Treaty Group 

PLANTS

trees: Which trees are oldest? 

Douglas fir

Cedar 

Hemlock

Understory plants: smaller trees and bushes

Red elderberry

Vine maple 

Huckleberry (not many) 

Salal 

Lower understory:

Bracken fern

Sword fern

fern species... deer fern

Moss species (bryophytes) 

Invasives:  

English ivy

English Holly 

Ecological interactions:

nurse log 

ANIMALS

native species:
Douglas squirrel - eats douglas fir cones
barred owl - eats rodents, squirrels
little brown bat - lives in douglas fir bark
pileated wood pecker - eats insects and makes holes in trees
northern flicker - eats insects and makes holes in trees
raccoon
coyote
chickadee
robin
bushtit
Raven
Crow

Invasive species
gray squirrel
various species of urban rats

CDC: Disease Simulation Activity AM presentation

  

Here are the slides for today's disease simulation

AM presentation

Write up your cdc report in your group together, in the form of a powerpoint . Tell me the symptoms, age, sex, details of the people, and the disease vector. What is the evidence of disease vector? Write a chart reconstructing the  outbreak details. 

Note the actions from each cdc team and state whether those actions were successful to contain the outbreak.  You may use the class  presentation slides for reference.

EVALUATION

27-32.  Your report is thorough, logical and beautifully presented in ink , colour or typed with illustration.  You give a convincing evidence to present a good argument for your conclusions

22-26   Your report  is well thought out and logical. You correctly note the order of the events.  You give some evidence for your conclusions. Your presentation style is good and clear, typed with a few drawings

15-22 You give correct conclusions and give correct order of events. You write it in pencil.

0-15. You started a draft of this assignment with some very good points. It is a start but is incomplete. 

Protozoans

Review these protozoa notes   

Observe samples of Protozoa

1. Draw the sample, using a petri dish to draw the circle

2.  Label the magnification

3. Point to any features on your field of view and label what you see.

4. Identify your sample and write  some notes in point form on life history.

5.  Draw carefully with attention to detail, use pencil crayons.

Evaluation:

45-50. Your drawings are carefully done and your labels are accurate.  You did correct identification and your assignment stands out for being thorough and beautifully done 

35-44.   Your drawings are carefully done and your labels are accurate.  You did correct identification.  Excellent, colourful and creatively done. 

15-35.  Your drawings are very well done. There are some missing parts to the assignment. It is not in colour. 

0-14.     You started the assignment  

Intro to Eukaryotes and Prokaryotes

   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

BACTERIA LAB

  

 HYPOTHESIS:

Create a hypothesis about what area of the school will yield the fastest growing bacteria and the most number of colonies. What factors do you think led to growing more bacteria or more different types?

PROCEDURE:

Use agar plates and q-tips to sample different surfaces around our school.  Store the plates UPSIDEDOWN in a secure location in the classroom.  Note where you found the sample

OBSERVATION
 Next, create a data table showing in the following columns

1.  names
2.  a. location of sample
2.b. is this a high traffic location for human contact?
2c.  is this a dry, sticky, wet, warm, cold location, or don't know?

GROW THE BACTERIA

3.a count the number of colonies
3b.  and their relative size of colonies (estimate size of each dot or circle diameter based on petri dish size
4.  colour of colonies
5.  Any mold sample?

Note that a nil result tells you something too!


ANALYSIS
1. Tell me some patterns that you are noticing in the collection of these samples.
2. Which locations are yielding the most samples.
3.Why might some samples yield more bacteria or faster growing bacteria?
4. What are some limitations of this study and some sources of experimental error?

CONCLUSION
Write a well reasoned conclusion based on your observations.

EVALUATION   IS OUT OF 25 IN TOTAL ...create a ppt for this assignment!

5

presentation is out of 5.  for 5/5 it is typed  with illustrations or photos and emailed to for 4/5 it is pretty good but there are a few spelling mistakes.  for 0-3 out of 5 it is in pencil or messy.  

10

Clear writing is out of 10.  for 9/10 or 10/10, it is written with no English mistakes and it clearly communicates each part of the lab report.    7-8/10  it is very well written     for 5-6/10 some parts are not so clear and the reader must guess what you are trying to say.  0-4/10, it is minimally communicating what happened

10

Paragraphs are insightful and your observations are well done. this is out of 10.

             9-10/10,   your observations and conclusions are well written and logical.  It is brilliant

              7-8/10   your observations and conclusions are very well done

               5-6   your conclusions don't really logically follow from your results

                0-4   your conclusions are not relating to your results at all