Ancient Beech Glen Affric, Scotland

Ancient Beech Glen Affric, Scotland
The Wishing Tree (Goldberry)

Gaia Theory and All Life is Connected

The concepts of an interconnected earth are intriguing and measurable. As a botanist and microbiologist I have studied symbiotic relations that range from parasitic to symbiotic. Many indigenous people have understood these concepts longer than modern scientists. The Lakota Sioux state: “Mitakuye Oyasin,”which means, “To all of my relations.” It is a prayer of oneness and harmony with all forms of life: people, animals, birds, plants, insects, and even rocks. It is a reminder that we all share a common kinship within the hoop of life. Our bodies are composites of bacteria, and within our cells are remnants of ancient bacterial cells that are now mitochondria. Dr. Lynn Marguelis a famous botanist, and suppoter of James Lovelock Theory of Gaia states: "The only individuals on the planet are bacteria."

http://www.unreasonable.com/people/margulis/root.htm

http://www.lakotawritings.com/Sacred_Symbols.htm


Magi magnificentii

Magi magnificentii
Magi, Mycorrhiza and Antelope Island State Park

Friday, February 10, 2012

Mitosis, Onions and Tapeworms

Chapter Nine: The Cell Cycle

This week in Biology we have been studying Mitosis. We have observed prepared slides of the root tips of Allium cepa (onion), and next week slides of Ascarcis lumbricoides and Fish (species unknown). We have also been estimating the time that a cell spends in each phase of the cell cycle. Counting the total cells in a field of view, we determined the total number of cells, and then tallied the number of cells in each phase. With this data we are calculating the what percentage each stage is of the total: Interphase, prophase, metaphase, anaphase and telophase.

The above photomicrograph was taken by an inquisitive student.


This Weeks Projects:

(1)Recreating diagrams of the cell cycle.

(2)Vocabulary Fold-ables for 9.1. Including word, definition and symbol.

(3)Reading Guide 9.1-9.2

(4)Final Abstract and Graph for Rates of Diffusion & Surface Area:Volume using Gelatin Cells.

Daily Syllabus: February 9-10, 2012

Bell Quiz. Reading Guide and Question Pair Share Review. Onions, Worms, Mitosis and You. Lab Review. Vocabulary 9.1. Lab Safety. Special Guest Speaker Announcement. Monday, Utah Department of Natural Resources.

Daily BELL QUIZ: Recreate the cell cycle using the following flow-chart and terms: Cytokinesis, G-1, Mitosis, G-2 and Synthesis





Mitosis, Onions and Tapeworms

Our focus this week has been on Mitosis in Plant and Animal Cells. Students examined prepared specimens of Allium cepa (onion) and Ascarcis lumb

Wednesday, February 8, 2012

Surface Area and Volume: February 7-8, 2012

Goal: Examine the affects of SA/V on diffusion rates of cells.

Daily Syllabus:

1.Bell Quiz:

Match the Following Vocabulary to the correct description.

CELL CYCLE, INTERPHASE MITOSIS

a. The period in which the cell is not dividing________.

b. The process of nuclear division________________.

c. The sequence of events in the life of a eukaryotic cell_________.

2. Review SA/V Math Questions from lab sheet.

3.
Lab: Diffusion & Surface Area/Volume in Artificial Cells

Simulations of diffusion rates in cells are reproduced using ‘gelatin’ cells and phenol red-dye in distilled water. After placing the different sizes of gelatin cells in the dye mixture for the appropriate times, measure the rates of diffusion in (mm), using a centimeter ruler. Fill in the chart with your data, and the appropriate units.

4. Reading Guide 9.1-9.2

5. Vocabulary 9.1 Tri-Fold-able: Include: Word, Definition and Symbol

6. Plant bean seeds.



How Does Cell SIze (SA/V) Affect Diffusion?

DAILY SYLLABUS February 7-8, 2012

1.Bell Quiz

2.Pair/Share: Infer question from Mini-Lab on redwood trees and elephants: Investigation of Cell Size. pg. 245 Analysis Question #2.

3.Group Activity: Block activity and review.

4.Cells and Diffusion Lab. Complete Analysis Section, Prediction and Questions Sections.
We will complete our abstract and graph on Thursday/Friday.

5.




Friday, February 3, 2012

Cell Growth and Chapter Eight-"It's a wrap!"


Academic Goal: (1) Prepare summary for Photosynthesis & Cellular Respiration Portfolio & (2) Investigating Cell Size 9.1

Syllabus


Bell Quiz: Write a summary of your photosynthesis and cellular respiration experimental design. Include your hypothesis statement.

Weekly Biology-in-Three-Minutes: (Summary of Winter-Bird-Fest)

Reintroduced California Condor in Zions National Park
:


History California Condor
:


0. Big Science Question: How does a pea-seed, become a pea-plant?

1. Venn Diagram Review for Portfolio Summary:

2. Flow-Diagram: Cellular Growth and Size Matters: pg. 244-245


3. Cell Cycle pg. 246 (Recreate diagram on card stock)




Saturday, January 23, 2010

River Keepers

Green River through Dinosaur National Monument-NPS
http://www.nature.nps.gov/geology/education/foos/dino.pdf

I recited the words to Langston Hughes poem, "I've known rivers..." on the banks of the Green River on the night before floating through Dinosaur National Monument past an exquisite anticline with colleagues and friends. The words of the poem are lush and evocative. I will never forget that night, nor the waters of the Green that were alternately light brown, or clear green as it ebbed over boulders within the river.
I've known rivers
I've known rivers ancient as the world
and older than the flow of blood in human veins
My soul has grown deep as the river
I bathed in the Euphrates when dawns were young
I built my hut near the Congo and it lulled me to sleep
I looked upon the Nile and raised the pyramids above it
I heard the singing of the Mississippi when Abe Lincoln
went down to New Orleans, and I've seen its muddy
bosum turn all golden in the sunset.
I've known rivers
Ancient, dusky rivers
My soul has grown deep like the rivers.
Langston Hughes-The Negro Speaks of Rivers

The geomorphology courses I took at Weber State University where I studied the evolution of rivers, their habit and the role of watersheds brought a different perspective to the poem. Human culture has been shaped by rivers. They were our first mobile interstates, and civilizations have flourished, or ended on their banks. We have worshipped them, bathed in them, washed and drank from them. While many still visit for recreation or reflection their banks are often held in place by concrete, and jumbled mounds of rif-raf (jumbled boulders).
Currently, I am participating in an internship with the Ogden River Restoration Project while I complete my masters in education. The stretch of the river being restored traverses through a dilapidated, and now mostly vacant neighborhoods. Except for the occasional brief honking of mallard ducks, the river is quiet. While it the river has frequently been used as a midden for the last hundred years, and its banks held in place by large slabs of concrete, with an occasional shopping cart peaking through its light-brown waters, the granny-nanny cottonwoods that line its banks are exquisite.
Rivers, link humans to the water cycle. They assist in recharging our ground water acquifers and provide food and shelter for a myriad of lifeforms. Perhaps we all need to become River Keepers and stewards, and become in the words of Langston Hughs, "My soul has become deep as the river."
Utah Adopt a Water Body Program:
Project WET
Acid-Mine Drainage:
Utah History: Peter Skene Ogden
River Restoration
Utah Rivers: Realtime Data




Great Salt Lake Ecosystem Project

Brineshrimp's and Avocet
Meetings Standards Naturally is a national curriculum standards for all educators promoting the environmental sciences in all academic disciplines. They partner with EETAP (Environmental Education and Training Partnership). As a former park naturalist and science educator I enjoy how their lesson plans follow state core curriculum within all disciplines.

Environmental sciences provide an excellent template for learning and developing intellectual skills that cross disciplines. The incorporation of "Blooms hiearchy" of learning skills including: critical thinking, making connections, analysis, creativity and questioning are easily presented into lesson plans.
In urban environments where habitat diversity is limited, inspiration, wonder and scientific inquiry may come from environmental sciences component in a lesson plan. Moreover, it can be the educational component that creates the joy of becoming a life-long learner of our spinning planet, its inhabitants and the expanding universe.



Great Salt Lake Ecosystem Costume Project
Antelope Island State Park (Goldberry)


"Some have said that not a single oasis exsists on my shores. But in my entirety I am an incredibly rich oasis. My waters team with life, and that life attracts other life. I am a fertile stopover for millions of migratory birds; swans, ducks, geese, grebes, avocets, and many other species seeking respite from the surrounding desert. Perhaps you could broaden your restricted definition of an oasis to include more than humans and trees."
Ella Sorenson in: The Seductive Beauty of the Great Salt Lake, Images of a Lake Unknown. 1997

Sunset at Bridger Bay, Great Salt Lake (Goldberry)
Meetings Standards Naturally:
Friends of the Great Salt Lake:

Current News Release on Research:

http://www.standard.net/topics/news/2009/09/25/grad-student-spain-studies-infected-gsl-brine-shrimp

Great Salt Lake Alliance & Utah Sustainability: (links to many other organizations)

http://gaia.econ.utah.edu/organizations/gsla

International Society for Saline Lakes:

http://www.isslr.org/