vargas island, summer, 2010

Thursday, September 30, 2010

Reviewing biome notes

Today we reviewed the remainder of the biome notes (see class notes) .  we will have a quiz next day on the questions assigned in the text and the notes reviewed up to now.  The quiz will include everything except the section on evolution which we didn't have time to go over.

We went over predator and prey interactions, the difference between predator and prey skulls in with respect to their eyes and teeth and observed the adaptations of a hunting owl

Listen to this excerpt about an amur tiger   a predator adapted to a strange connection between the boreal forest and the tropics.  A documentary showing this huge tiger.  And meet ninja cat, evidence that even domestic felines have similar instincts.

Tuesday, September 28, 2010

Reading Climatographs

Today's lesson was about reading climatographs.

Text:  pg. 31-33

And students were to complete questions. Answer key to today's work is here.

note 9b, tundra

Thursday, September 16, 2010

Camosun bog assignment

Trek Research Assignment 2010                                                        Ms. Ng Chung
note:  this assignment has changed due to consultation with the teacher-librarian. It is now an assignment you may complete in one block.

  1. to learn basic research skills from the teacher librarian and demonstrate the learning. 
  2. Create a digital poster  in one period. 
  3. Prepare a list of references and citations, as demonstrated by the Teacher librarian

Research Assignment:
Visit the website
Find out more about the bog here:
Camosun Blog

There is a list of bog species in  Camosun Bog Restoration Group .  

Make a one page digital poster in pdf or jpg format (no word docs please)

Choose five bog species and five invasive species found in Camosun bog.  Find a picture of these species and briefly describe the abiotic conditions preferred by the species.  
Choose one of the plants and create a biopoem about  one of the plant with the words CAMOSUN BOG.    Must accurately describe the plant. Each line of the poem has a correct fact about your plant.

EXAMPLE of a biopoem: (note the clever rhyming scheme - watch and learn bad poetry from biology class.  we will vote  for the best "bad poem"  -  make it a groaner, make us smile. ) 

C razy  bogger is no fool
A ttacking invasive species is really cool
M usqueam nation used labrador tea
O n the underside it's hairy, as you see
S  undews live in camosun bog
U  nder the hemlocks are rotting  logs
N   ow you see that a  

B iopoem is easy
O  ver to you
G  o and write a masterpiece for me

Your paper will be marked out of 10

8 - 10      you have all 10 plants, they correctly identify invasive and natural species.  your biopoem is accurate in its content.  

6 -7       you are missing one or two plants or mis-identify them as invasive and natural.  there are minor errors in your assignment.  your biopoem is  accurate.

5 – 10    you are missing many of the plants or mis-identify them.  there are some errors. biopoem is amusing but has an error.  

0 – 5   This paper, for whatever reason, is not complete. 

References and citations will be marked by the Teacher librarian.
Hand this in as a print out.  
this is a sundew