We will visit the wetland and Habitat Island again to take more observations. Make a note of your science block.

 Class itinerary: Different blocks will be going different dates.

Go to Science world. Here is how to get there from Nanaimo station

2-1  April 28, 2022, Thursday

Meet in front of Science world at 8:40 AM for attendance.

Walk along the false creek seawall and take pictures of the features mentioned in the video below.

Explore Habitat Island 

Explore the sustainable wetland/playground.  Photograph the plants and any animals you find.

Create a power point which includes your photos. Each powerpoint must include a photo of each member of your group somewhere in the presentation. 

dismiss at 945 AM to go back to school

2-4 class April 29, Friday

Meet in front of Science world at 2pm   for attendance.

Walk along the false creek seawall and take pictures of the features mentioned in the video below.

Explore Habitat Island 

Explore the sustainable wetland/playground.  Photograph the plants and any animals you find.

Create a power point which includes your photos. Each powerpoint must include a photo of each member of your group somewhere in the presentation. 

dismiss on site at 2:50  

Bushtit Nest Sample

 

FYI if you are working from home, I will upload clear pictures of the bushtit nest here on this blog and on TEAMS, so you may do this assignment.

Investigation:  Write a report as a  document or slide show. 

1.  a.  Here is some info on  Bushtit biology right here:  an excerpt from the website:

"Bushtits need to eat 80% of their body weight each day to keep up with their speedy metabolisms when weather is warm- they eat even more when it cools down. According to a study from 1907, bushtits in California had diets that consisted of 81% insect matter through most of the year, and which increased to 100% insect matter in the spring. "  

http://wildfarms.weebly.com/blog/bushtit-fluffy-insect-eating-swingers

write 10 points which characterize bushtit biology

1.  NEST SAMPLE (shared microscope) : Observe the tiny sample of the nest under the microscope and report what you see.  Can you see the spider silk?  The moss?  feathers?  Take a picture with your camera if you can. DRAW a picture of what you find. LABEL this picture.  

2.  COLLECT YOUR OWN SAMPLE OF a similar species of MOSS and LICHEN  that is NOT from the nest  from outside and examine this magnified either under the microscope ( OR using your camera to take a really close shot )  DRAW a picture of what you find.   Answer this question: What properties of moss make it suitable for nesting material? 

3.  Listen for the sound of a bushtit around our school.  Observe for bushtits over a few days.  Draw a map of where and when you hear this sound and include it in the report.   The song can be found here https://www.audubon.org/field-guide/bird/bushtit

4.  Optional extra observations:  Some of you began looking at other interesting specimens in our class and using our microscopes.  If you looked at other specimens and photographed them, include them here too.  If you did not, no worries, number 4 is optional.

Evaluation

17-20 - This is a beautifully presented assignment with clear observations, photos, drawings and observations.  It is insightful and excellently done. It is typed or written in ink and in colour

13-16 - This assignment is complete and very well done with great photos and observations. It is in pencil

5- 12 - This is a good start with some good observations but it is incomplete

Sustainable Landscape Architecture.

 We will study the landscape of local Landscape architect Margot Long.  

Today you will prepare a safety plan for our trip including:

1.  Name of Group leader, cell phone and emergency contact

2. Names and cell phone numbers and emergency contact of all group members. 

3.  The consent form of all group members who have not yet handed it in

4.  The detailed itinerary

5. What are the  hazards of this trip? What are the behavioural expectations? 

6. The plan in case someone gets lost. How will you contact everyone?

2 marks each: 12 marks. 

Class itinerary

Go to Science world. Here is how to get there from Nanaimo station

2-1

Meet in front of Science world at 8:40 AM for attendance.

Walk along the false creek seawall and take pictures of the features mentioned in the video below.

Explore Habitat Island 

Explore the sustainable wetland/playground.  Photograph the plants and any animals you find.

Create a power point which includes your photos. Each powerpoint must include a photo of each member of your group somewhere in the presentation. 

dismiss at 945 AM to go back to school

2-4 class

Meet in front of Science world at 2pm   for attendance.

Walk along the false creek seawall and take pictures of the features mentioned in the video below.

Explore Habitat Island 

Explore the sustainable wetland/playground.  Photograph the plants and any animals you find.

Create a power point which includes your photos. Each powerpoint must include a photo of each member of your group somewhere in the presentation. 

dismiss on site at 2:50  

Ecological Scavenger Hunt

 Go into the school grounds and find an example of the following. Examine under the microscope and draw ONE SPECIMEN under low power. Identify your specimen and tell me about its life style.  What does it eat? Is it a producer or consumer?  Photograph the remainder of the specimens under low power. 

Specimens:

1. Find 5 primary produers

2. one primary consumer (can be a bug)

2. A 2ndary consumer (can be a bug)

3. A sign of a teriary consumer (can be a feather or animal hair or nesting material or any other sign) 

Evaluation

8-10 marks: you made a clear and careful  drawing of ONE of the specimens and you identified it using the iNaturalist app

6-7 you upload photos and there is no drawing

< 5 your work is incomplete 

Food Pyramids

 look at the worksheet on Food Pyramid  and work on it.

In an ecosystem, you are food!
In this section, we explore the many ways of visualizing the ecosystem. These include
Food Chain
Food Web
Pyramids showing trophic levels

Members of the ecosystem can be divided into these categories: 

   Producer: a plants and any photosynthesizing microbe.

   Primary Consumer: a herbivore

   Secondary Consumer: can be a carnivore who eats herbivores. Also can be an omnivore who 

    eats herbivores

   Tertiary Consumer: a carnivore: one who eats carnivores and herbivores

    

    detrivore: one who eats dead and decaying things

    decomposer: Fungi and Microbes: consume decaying things and breaks them down into 

          elements and  compounds.  Decomposers cause the biodegradation of other organisms

Ecological Pyramid: Four kinds
    Food Pyramid showing trophic levels
    Biomass Pyramid
    Pyramid of Energy
    Pyramid of numbers

Ecosystem unit introduction

 Today we will begin a unit on Ecology.  This is the  Ecosystem worksheet. 

Copies might be found  at the back of the room. If not, answer the questions on a separate sheet of paper. If I am back before the end of this week, we will go on a field trip to Trout Lake to examine parts of the ecosystem.

please view my lecture on ecology and do the worksheet and study this content for the  upcoming  (online open book) quiz next week which will include this content as well as chem content.

Solid Carbon Dioxide: The Dry Ice Lab

 safety precautions: 

1. Do not inhale the gas coming out of the flask

2. Do not put the ice in an enclosed container and do not take the ice out of the classroom

3.  Report ALL accidents, no matter how minor and even if you are at fault. There will be no academic consequences for reporting accidents even if your actions led to the accident.

4.  Work with others respectfully without horseplay. 

Today you will do this solid carbon dioxide lab

Do a Bohr Diagram exercise called "Periodic Table Basics"

 

image from http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/Domain/1366/dotstructureandtheperiodictable.pdf

I would like you to answer the questions on another sheet of paper: The ones on  this worksheet to practice . You may need scissors and pencil crayons to do this activity. Ask the teacher to look in one of  the back rooms for a set of scissors. If none can be found, then just answer the questions. The remainder of the class could be a study block   (copyright T. Trimpe, 2002).