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

Introduction to Animalia Notes

https://docs.google.com/presentation/d/1C0zsCN2nrc_3p8GMwgz00GMoRlsk5lHz_k_EjIpsDHs/edit?usp=sharing

Virus and Monerans

Note that the evolution retest will take place next block
Today you will go over the Introduction to Microbiology Notes, which cover Virus, and Monerans, with a mention of unicellular fungi.  We will likely only have time to review the lytic and lysogenic cycle today.

You can also continue with your notes on microbiology.  

STEPS TO THE LYTIC CYLE: memorize AESAR

• Attachment
• Entry & degradation of host's DNA
• Synthesis of new viruses 
• duplication of virus' genetic material
• creation of new virus parts
• Assembly of parts into new viruses
• Release of new viruses

 video shows lytic cycle




 steps to the lysogenic cycle:  memorize AEIM

• Attachment
• Entry (no degradation of host DNA)
• Integration using integrase enzyme
• Mitosis
• Host+virus DNA duplicated
• cytokinesis
• A virus that uses the lysogenic life cycle is termed either a provirus or prophage. What causes various proviruses to shift to the lytic cycle is not completely understood, but in some cases stress is the stimulus.

schedule and ecotour reading

REHEARSAL:   NEXT FRIDAY Jan 18 DURING CLASS, MEET AT CENTRAL PARK
FIRST BLOCK:  MEET AT 8:20 at Patterson station
THIRD BLOCK: MEET AT NOON


TOUR DATE: :  JANUARY  21 THIRD block for biology 2-1   meet at noon at Central park     
and JANUARY 22 first block FOR 2-3






January 10
A. You handed in a draft tour writing
1. the native species,
2.  your general lesson plan of your tour
3. it is neat, organized
4. it describes the lesson in detail
10 marks 

B. You handed in a story of Central Park in your own words
1.    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..
2.    This place WAS an old growth forest but now it is second growth.  Besides, logging, climate change can alter this forest.   Climate change transformed the weather of the lower mainland so we get drought during the summer and fall.  What is the effect of drought on our urban forests?   Read this resource and make note of the effect of drought: 
https://www.ucsusa.org/global-warming/regional-information/california-and-western-states/confronting-climate-change-in-washington#.XDd3Pc9Ki8U
https://www.ucsusa.org/global_warming/regional_information/ca-and-western-states.html#.XDd3EM9Ki8U

3.  Here's an article on tree stress.  Include some of this information in your story of the park
https://www.cbc.ca/news/canada/british-columbia/western-red-cedar-climate-change-1.4062499
10 marks

ECOTOUR OF CENTRAL PARK rehearsal jan 18, actual lecture: Jan 21 for 2-1 and Jan 22 for 2-3

REHEARSAL:   NEXT FRIDAY Jan 18 DURING CLASS, MEET AT CENTRAL PARK
FIRST BLOCK:  MEET AT 8:20
THIRD BLOCK: MEET AT NOON


TOUR DATE: :  JANUARY  21 THIRD block for biology 2-1       
and JANUARY 22 first block FOR 2-3

ECOTOUR LESSON PLAN ASSIGNMENT due jan 21, 22  70 MARKS

TODAY, DO SOME PRELIMINARY PLANNING AND FILL THIS FORM TO TELL ME YOUR GROUP   ECOTOUR GROUP NAMES

STORY SCRIPT 10 marks
1,  Tell the story and history of this place.  Whose territory is this?  The Burnaby website says
"Burnaby is within the traditional territories of the Coast Salish Nations including the Musqueam, Squamish, Tsleil-Waututh, Katzie, Kwantlen, Qayqayt, Semiahmoo, and Tsawwassen Nations"
https://www.burnaby.ca/About-Burnaby/About/History.html?PageMode=Print
According to 
https://native-land.ca/
Central park is Squamish territory
Here's some more on Central Park
https://www.burnaby.ca/Things-To-Do/Explore-Outdoors/Parks/Central-Park/History.html

  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...   out of 10marks based on 
a. it is accurate     5
b. it is on one page and beautifully presented   2
c.  clearly written    3

SPECIES IDENTIFICATION SCRIPT  25 MARKS
2.   What are the native species in this place.  Name at least 10 native plant species in 10 minutes.
For example:  douglas fir, hemlock, cedar,  vine maple, salmonberry, huckleberry salal, swordfern, moss, lichen, bracket fungi,   douglas squirrel, brown bat, barred owl,  Identify them.
What are introduced species, some of these are invasive:  gray squirrel, blackberry, holly, english ivy...
        10 marks for at least 10 or more species

3.  What animals use this site and what is the evidence of their presence. Show photographs of the animals that live there and tell the story of their use of their habitat.
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


at least 10 photos or drawings of animals    10 marks
 The drawings are complete and ready to show the students   5 marks


4. ECOLOGICAL INTERACTIONS IN PICTURE FORM  15marks one page in a ziplock bag
a.  What ecological interactions are there?  Who eats who? Who lives where?  5 marks
b. . Are there invasive species were?  Identify and describe. 
c.   What will happen as climate change happens , such as more heat, more rain.  How would this system change?    5 marks
d.  presentation: this content is one page, waterproof and in colour and finished 5 marks.


PARTICIPANT FEEDBACK 20 MARKS
5.  FUN:  10 MARKS
Did your participants have fun?
CONTENT 10  MARKS did they learn about your content.  WE WILL evaluate them!
Your participants will fill out an evaluation form telling us how this went for them.

  You will also evaluate them.