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Thread:Virtual field trip: Careers in SciencePost:[|Virtual field trip: Careers in Science] Author:Narjis FatimaPosted Date:November 18, 2011 12:56 AMStatus:Published Virtual Field Trip: This virtual field trip site helps students in opting for science careers in for example “environmental health, chemistry and toxicology”. This is related to the grade 11 unit “Gases and atmospheric Chemistry “where it tells us about how to take care of the environment in which we live, work and play. This virtual field trip highlights the aspects of how to protect our environment’s physical, chemical and biological components from the harmful effects of the toxic chemicals. This is related to the following learning expectations
 * F.1.1 – Analyse the effects on air quality of technologies and human activities

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Thread:Desert Diversity: Saguaro National ParkPost:[|Desert Diversity: Saguaro National Park] Author:Lorraine GarofaloPosted Date:November 17, 2011 11:59 PMStatus:Published "Desert Diversity: Saguaro National Park" via the National Park Foundation

Site: http://www.nationalparks.org/npf-at-work/our-programs/electronic-field-trip/

Virtual Field Trips connect students with national parks through a rich, virtual learning experience. It is a free program that inspires young people while simultaneously using national parks to teach subject matter applicable to required national and state standards of learning. The program explores the subject matter through the park. Three different learning modalities are delivered: 1) an hour–long broadcast from a national park featuring National Park Service Rangers and youth hosts–often from a local school, 2) a companion website launched a month in advance of the show that offers interactive tools for students and downloadable lesson plans for teachers- and 3) an interactive game. The link to the biology curriculum is: C3.1 explain the fundamental theory of evolution, using the evolutionary mechanism of natural selection to illustrate the process of biological change over time  C3.4 describe some evolutionary mechanisms (e.g., natural selection, artificial selection, sexual selection, genetic variation, genetic drift, biotechnology), and explain how they affect the evolutionary development and extinction of various species (e.g., Darwin’s finches, giraffes, pandas) C3.2 explain the process of adaptation of individual organisms to their environment (e.g., some disease-causing bacteria in a bacterial population can survive exposure to antibiotics due to slight genetic variations from the rest of the population, which allows successful surviving bacteria to pass on antibiotic resistance to the next generation)  C3.3 define the concept of speciation, and explain the process by which new species are formed

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Thread:Web site for the virtual Field tripPost:[|Web site for the virtual Field trip] Author:Riffat AsifPosted Date:November 17, 2011 10:36 PMStatus:Published I came across many virtual web sites but I choose the following website: [|www.simplek12.com/vitualfieldtrips] It provides many oppurtunities for students to select and visit different areas across the globe. The website has many activities in different subjects and offer free virtual trips to engage students. Riffat Asif

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Thread:Inside the cell - Virtual Field TripPost:[|Inside the cell - Virtual Field Trip] Author:Jennifer McFarlanePosted Date:November 17, 2011 9:54 PMStatus:Published http://www.simplek12.com/virtualfieldtripsThis site provides a variety of virtual field trips. There is a particular link titled "Cell Cycle" which takes you inside the cell to view mitosis and meiosis. Great for grade 11 Molecular processes!

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Thread:Galapagos Virtual Tour- Grade 11 Biology Diversity of Living Things UnitPost:[|Galapagos Virtual Tour- Grade 11 Biology Diversity of Living Things Unit] Author:Ezgi CetinkayaPosted Date:November 17, 2011 9:03 PMStatus:Published

This site provides an excellent virtual field trip on the Galapagos islands. Because of its rich biodiversity, this would be a great website to have students navigate through when teaching the unit on the diversity of livings that is covered in grade 11 biology. It covers ministry objectives B1. and B3. (analyse the effects of various human activities on the diversity of living things and demonstrate an understanding of the diversity of living organisms in terms of the principles of taxonomy and phylogeny). The site provides various educational videos on each areas if the Galapagos, and goes deeper into talks of the ecology and biodiversity in this area. It also provides a section on "learner tour activity" which asks questions regarding the videos presented. This way students are able to focus on the lesson at hand and pay attention to what they are seeing in the videos. It also provides them with answers to the questions posted. It would be wise to set up proper management skills while students do this virtual tour so that view the videos prior to checking their answers. This does allow them to make sure they have a clear understanding of the material presented. The videos are excellent because it will allow students to really gain a more clear understanding of the importance of biodiversity and how important every species becomes for the maintenance of so many other species. Below is a link to the website.

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Thread:Wastewater Treatment Facility Field TripPost:[|Wastewater Treatment Facility Field Trip] Author:Wendy LouisPosted Date:November 17, 2011 8:29 PMStatus:Published Wastewater Virtual Field Trip: [] Summary of learning opportunity: This site is about the San Antonio waste water treatment facility. It will teach Gr12 Chemistry students about the stages and processes involved in treating municipal wastewater. Ministry Expectation: E1.1 analyse the origins and cumulative effects of pollutants that enter our water systems (e.g., landfill leachates, agricultural run-off, industrial effluents, chemical spills), and explain how these pollutants affect water quality

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Thread:Flavor Chemist, career explorationPost:[|Flavor Chemist, career exploration] Author:Tatiana VrabiePosted Date:November 17, 2011 8:19 PMStatus:Published [] flavor chemist [] flavor chemist Virtual trip to USA chemical company "Cargil", specialized in production of food flavors. Research and Development Laboratory is shown, research chemists (analytical chemists) are describing their tasks and demonstrating Laboratory in Work, for example analyzing the flavor of specific dish and creating the similar flavor.

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Thread:Virtual Field Trip - Impact of pollutants on water systemPost:[|Virtual Field Trip - Impact of pollutants on water system] Author:Rajmeet VirdiPosted Date:November 17, 2011 1:18 PMStatus:Published Hi everybody The following site takes us to a virtual field trip to study the impact of pollutants on hydrosphere.http://www.cotf.edu/ete/modules/waterq3/WQmain.html This is a part of the SCH3U course. It is studied under the chapter - Solutions and Solubility. The specific expectation covered is - E.1.1 Analyse the origins and cumulative effects of pollutants that enter our water systems (e.g., landfill leach ates, agricultural run-off, industrial effluents, chemical spills), and explain how these pollutants affect water quality. It provides a detailed information on the water quality assessment (biological, physical and chemical). It enhances our knowledge on water pollution and and provides a case study. It is definitely a good resource for the virtual field trip. Rajmeet Virdi

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Thread:Virtual field trip - NIHPost:[|Virtual field trip - NIH] Author:Jason AtanasoffPosted Date:November 17, 2011 1:02 PMStatus:Published This site provides a virtual field trip to the National Institute of Health []

Here is a virtual field trip that would be suitable in SNC4M.

The lesson is built in the site and would be suitable for coursework since it is of the same publisher as the likely textbook would be for this course.

This is not a particularly high level assignment but would complement the coursework well and may be suited towards the early part of a unit on Disease and Pathogens and would familiarize students with some essential components in the unit.

Curriculum expectations

C1.1 analyse, on the basis of research, the impact,both positive and negative, of scientific and technological advances intended to prevent the spread of illness and disease [IP, PR, AI, C]

C3.5 describe non-medical ways to protect oneself from contracting pathogenic disease in a variety of situations (e.g., aseptic techniques such as wearing sterile gloves; proper personal hygiene such as frequent and thorough hand washing; the use of insect repellent)

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Thread:virtual field tripPost:[|virtual field trip] Author:Mary MichaelPosted Date:November 17, 2011 1:02 PMStatus:Published The website I have chosen, includes a virtual ecosphere, where students will have to decide what factors to include in their ecosystem in order to make it viable. The students will need to get the right balance of all that the plant needs in order for their ecosystem to be viable. This experiment could be done in reality but the results would take a long time to see. [] This website addresses the following curriculum expectations: F2.2 design and conduct an inquiry to determine the factors that affect plant growth (e.g., the effects on plant growth of the quantity of nutrients, the quantity and quality of light, and factors such as temperature and water retention or percolation rate) [IP, PR, AI] F3.4 describe the various factors that affect plant growth (e.g., growth regulators, sunlight, water, nutrients, acidity, tropism) Cheers, Mary Michael

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Thread:Virtual Field Trip: Bumper CarsPost:[|Virtual Field Trip: Bumper Cars] Author:Sonu BhutaniPosted Date:November 17, 2011 11:06 AMStatus:Published __Course: Grade 11, Physics__ Unit: Forces Topic: Newton’s laws of motion

Below is the link for virtual field trip: []

Curriculum Expectation:

C1.1 analyze, with reference to Newton’s laws, a technology that applies these laws (e.g., extremely low friction bearings, near frictionless carbon, different types of athletic shoes, roller coasters), and propose ways to improve its performance.

Summary of learning opportunity:

Students will predict the outcomes of bumper car collisions applying Newton’s laws of motion. Newton's third law of motion comes into play on the bumper cars. This law, the law of interaction, says that if one body exerts a force on a second body, the second body exerts a force equal in magnitude and opposite in direction on the first body. It's the law of action-reaction, and it helps to explain why you feel a jolt when you collide with another bumper car.

Bumper car rides are designed so that the cars can collide without much danger to the riders. Each car has a large rubber bumper all around it, which prolongs the impact and diffuses the force of the collision. When bumper cars collide, the drivers feel a change in their motion and become aware of their inertia. Though the cars themselves may stop or change direction, the drivers continue in the direction they were moving before the collision. This is why it's important to wear a seat belt while driving a real car, since otherwise you could suffer injury being thrown forward in a collision. The masses of the drivers also affect the collisions. A difference in mass between two bumper car riders will mean that one rider experiences more change in motion than the other (or more of a jolt). The type of collision, velocity of the cars, and mass of the individual drivers all come into play in bumper car collisions.

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Thread:SBI4U Genetics and Cellular ProcessesPost:[|SBI4U Genetics and Cellular Processes] Author:Katarzyna HirniakPosted Date:November 16, 2011 8:16 PMStatus:Published [] The above listed website (Virtual Cell Animation Collection) provides students with a learning opportunity to master key concepts introduced in 2 stands of Biology 12: Cellular Processes and Molecular Genetics. It offers still images and movie clips of concepts such as Protein synthesis, Photosynthesis among others.

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Thread:Virtual Field TripsPost:[|Virtual Field Trips] Author:Laura PepperPosted Date:November 16, 2011 6:46 PMStatus:Published Please find my assignment attached.
 * Attachment:** [[image:https://portal.utoronto.ca/images/ci/ng/cal_year_event.gif caption="File" link="@https://portal.utoronto.ca/@@/1B5F307AA7B3612AB37F70BE2768EC01/courses/1/Fall-2011-EAQ1310Y-F-Fall-2011-EAQ1300Y-F-Fall-20/db/_3006257_1/Virtual%20Field%20Trips.docx"]] Virtual Field Trips.docx (64.268 KB)

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Thread:Virtual Field Trip - Water FiltrationPost:[|Virtual Field Trip - Water Filtration] Author:Temi DavidsonPosted Date:November 16, 2011 4:37 PMStatus:Published http://enviromysteries.thinkport.org/watertrouble.html This virtual field trip of a water filtration site can be used in Unit 4 - Solutions and Solubility of the SCH 3U course. The following ministry expectations will be met with this field trip: E1. analyse the origins and effects of water pollution, and a variety of economic, social, and environmental issues related to drinking water; E1.1 analyse the origins and cumulative effects of pollutants that enter our water systems (e.g., landﬁll leachates, agricultural run-off, industrial efﬂuents, chemical spills), and explain how these pollutants affect water quality E1.2 analyse economic, social, and environmental issues related to the distribution, puriﬁcation, or use of drinking water (e.g., the impact on the environment of the use of bottled water) per million or parts per billion, mass, volume per cent) The first video in this website takes students on a tour of a water filtration plant, explaining all the steps that water needs to go through before we can actually drink it. Water purification is important for students to understand in this course and allowing students the virtual tour of a water filtration plant is valuable for the visual, experiential learner. At the end of the video controversial issues surrounding the purity of the earth's water are raised and students are challenged to take a personal action. Other videos about water, its properties and the current condition of the earth's water are provided on this website. I  I really appreciated that a downloadable teacher's guide is given, that includes lessons, activity sheets, background information, resources and even a culminating activity.

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Thread:Virtual Field Trip - Water FiltrationPost:[|Virtual Field Trip - Water Filtration] Author:Temi DavidsonPosted Date:November 16, 2011 4:36 PMStatus:Published http://enviromysteries.thinkport.org/watertrouble.html This virtual field trip of a water filtration site can be used in Unit 4 - Solutions and Solubility of the SCH 3U course. The following ministry expectations will be met with this field trip: E1. analyse the origins and effects of water pollution, and a variety of economic, social, and environmental issues related to drinking water; E1.1 analyse the origins and cumulative effects of pollutants that enter our water systems (e.g., landﬁll leachates, agricultural run-off, industrial efﬂuents, chemical spills), and explain how these pollutants affect water quality E1.2 analyse economic, social, and environmental issues related to the distribution, puriﬁcation, or use of drinking water (e.g., the impact on the environment of the use of bottled water) per million or parts per billion, mass, volume per cent) The first video in this website takes students on a tour of a water filtration plant, explaining all the steps that water needs to go through before we can actually drink it. Water purification is important for students to understand in this course and allowing students the virtual tour of a water filtration plant is valuable for the visual, experiential learner. At the end of the video controversial issues surrounding the purity of the earth's water are raised and students are challenged to take a personal action. Other videos about water, its properties and the current condition of the earth's water are provided on this website. I  I really appreciated that a downloadable teacher's guide is given, that includes lessons, activity sheets, background information, resources and even a culminating activity.

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Thread:Virtual Field Trips - UENPost:[|Virtual Field Trips - UEN] Author:Sunita BaliPosted Date:November 16, 2011 10:42 AMStatus:Published Hi readers, Grade 11- Evolution Investigate evolutionary processes, and analyse scientific evidence that supports the theory of evolution; [] This website provides field trips on different evolutionary theories .Different activities provide an opportunity to students to compare the theories of two historically important evolutionary scientists: Jean Baptiste Lamarck and Charles Darwin. Further links provide much more detail about the evolutionary mechanisms. This site is not only liked to science but also provide resources related to the other subjects. Thanks
 * [|UEN] » [|Virtual Field Trips] » Virtual Field Trips - UEN ||    ||

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Thread:Tox Town- Environmental/Human HealthPost:[|Tox Town- Environmental/Human Health] Author:SUZETTE MCLEAN-FLETCHERPosted Date:November 16, 2011 1:35 AMStatus:Published Hi Colleagues, The link below will take you to a virtual field trip developed by the National Library of Medicine (USA) that takes you to different areas(city, farm, town, port, border between countries) to look at the impact of human activities and toxic chemicals on the environment and health. This site is unique in that it provides: This virtual trip can be used for many diffrent areas(subjects) of the curriculm which deals with toxic substances and human activities on the environment e.g. Chemistry SCH3U- B1.1,B1.2.F1.1. However, it best applies to the Environmental Science course - Workplace preparation SVN3E. It basically realtes to all aspect of StrandC- Human Health and the Environment. Link to virtual field trip: [] Hope you find this very useful. Suzette
 * opportunity to study effect on different enviromments (farm, city, port/waterways)
 * interactive activities
 * a list and comprehensive information on many toxic substances- e.g. the chemistry, use, effect on environment, human/animal health
 * teacher resource and tips on how to get maximum value from site

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Thread:virtual field tripPost:[|virtual field trip] Author:Qiumin HuangPosted Date:November 16, 2011 12:50 AMStatus:Published Curriculum Expectation: SBI 3U B1. analyze the effects of various human activities on the diversity of living things.

Website:

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These virtual field trips allow students to explore plant and animal life in two of South Carolina’s ecosystems—a cove forest and a salt march—and to understand the threats to these fragile systems. Interactive QuickTime VR (virtual reality) movies allow viewers to scan the terrain and see it up close, while movie clips and photo galleries of wildlife and links to other multimedia help make the ecosystems come alive during different seasons.

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Thread:Paleontology virtual tripPost:[|Paleontology virtual trip] Author:John MirandaPosted Date:November 15, 2011 9:33 PMStatus:Published This website provides many virtual trips or labs Click on “Paleontology without walls”. Here you can find a virtual trip (or lab) on the theories of evolution. You can explore how life has evolved by studying various eras, from the evolution of bacteria to Homo sapiens. It also provides explanations on the most important concepts related to evolution. [] __Curricular expectations:__ ** C2. I **** nvestigate evolutionary processes, and analyse scientific evidence that supports the theory of evolution. **

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Thread:Virtual Field Trip: Waste Water TreatmentPost:[|Virtual Field Trip: Waste Water Treatment] Author:Swati KulkarniPosted Date:November 15, 2011 8:28 PMStatus:Published Curriculum Expectation: C1.2 Assess the effectiveness of some applications of chemical reactions that are used to address social and environmental needs and problems Web site: [|**http://pvecchemistry.blogspot.com/2009/07/edim-508-u07a2-environmental-chemistry.html**] **You will need to click on the link for Google Earth virtual field trip** This virtual field trip takes you around the globe to investigate about the waste water treatment practices and priorities. Students are exposed to a variety of approaches to waste water treatment. It takes you to ten different places. In addition, it includes videos, articles and many other features.

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Thread:SBI 4U "The Heart" (Homeostasis Unit)Post:[|SBI 4U "The Heart" (Homeostasis Unit)] Author:Emily ColangeloPosted Date:November 15, 2011 8:10 PMStatus:Published SBI 4U "The Heart" (Homeostasis Unit)

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This site is a great resource in exploring the cardiac system in the homeostasis unit of grade 12 university prep biology.

E2: Investigate the feedback mechanisms that maintain homeostasis in living organisms. E3. Demonstrate an understanding of the anatomy and physiology of human body systems, and explain the mechanisms that enable the body to maintain homeostasis.

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Thread:Galapagos Islands: Virtual Field TripPost:[|Galapagos Islands: Virtual Field Trip] Author:Jessica JosephPosted Date:November 15, 2011 3:58 PMStatus:Published Curriculum Expectations: C2.3 analyse, on the basis of research, and report on the contributions of various scientists to modern theories of evolution (e.g., Charles Lyell, Thomas Malthus, Jean-Baptiste Lamarck, Charles Darwin, Stephen Jay Gould, Niles Eldredge) [IP, PR, AI, C]

Website: http://www.pbs.org/safarchive/5_cool/galapagos/g5_teachers.html

The site offers a virtual field trip to the Galapagos Islands, the place which inspired Darwin's theory. The trip is in the form of expedition journals by different scientists which include videos and pictures from the islands. The site also provides a week long lesson plan as well as assignment sheets. It also provides extension activities.

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Thread:Gravitational Fields: Canadian Space AgencyPost:[|Gravitational Fields: Canadian Space Agency] Author:Paul PlazekPosted Date:November 15, 2011 2:30 PMStatus:Published **Virtual Field Trip ** <span style="font-family: 'Calibri','sans-serif';">The site I have chosen is the Canadian Space Agency web site at:

<span style="font-family: 'Calibri','sans-serif';">[]

<span style="font-family: 'Calibri','sans-serif';">This site has extensive information about satellites that are either wholly Canadian or have Canadian built instruments on board. The link with the Ontario Science Curriculum occurs in SPH4U – Gravitational, Electric, and Magnetic Fields. Specifically the information in this website would connect with:

D1.2 assess the impact on society and the environment of technologies that use gravitational, electric, or magnetic fields (e.g., satellites used in surveillance or storm tracking, particle accelerators that provide high-energy particles for medical imaging) [AI, C] The site includes videos of the launch of each satellite and animated descriptions of the capabilities of each and their contribution to science and society. The following is an excerpt from the website and illustrates the kind of satellite information available: // By observing the Earth from space, satellites provide essential information on **ocean**, **ice**, **land environments**, and the **atmosphere**. Earth-observation satellites help us monitor and protect our environment, manage our resources, and ensure the safety and security of Canadians. Satellite imagery and expertise is also used to support global humanitarian efforts and sustainable development. // **//Canadian operational satellites//**
 * // Earth-observation satellites //**
 * //[|RADARSAT-1 (CSA)]//
 * // [|RADARSAT-2 (MDA)] //
 * // [|SCISAT (CSA)] //
 * // Canadian satellites in development //**

// The mission development began in 2005, with the launching of the three satellites planned from 2014 to 2015. //
 * // [|Constellation RADARSAT(CSA)] //
 * // International satellites with Canadian instruments/collaboration //**


 * // [|CLOUDSAT (NASA)] //
 * // [|TERRA (NASA)] //
 * // [|ENVISAT (ESA)] //
 * // [|SMOS (ESA)] //
 * // [|ODIN (Sweden)] //

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Thread:The Royal Botanical Gardens - Interactive VideoconferencingPost:[|The Royal Botanical Gardens - Interactive Videoconferencing] Author:Sara AustinPosted Date:November 14, 2011 9:30 PMStatus:Published The site: The Royal Botanical Gardens - Interactive Videoconferencing Main site: [|www.rbg.org] Virtual Field Trip site: [] Video explaining how Virtual Field Trips work: [|http://www.youtube.com/user/royalbotanicalgarden#p/a/u/0/jDMfmqBxY38]

from the website: Virtual Field Trip Programs at RBG No matter where you are, your class can interact with our educators and scientists and explore topics like biodiversity, conservation, botany, plant ecology and the environment.

Experience engaging programs using videoconferencing and Internet technologies — it’s the next best thing to being here! These award-winning interactive programs are plant-based and linked to your curriculum –no matter where you are. __**Teachers receive packages with a presentation outline, and pre– and post– conference activities.**__

A summary of the learning opportunity:

=Program Flyer: Plant Diversity: From Water to Land=
 * **Content Provider** ||  || Royal Botanical Gardens (Canada) [[image:https://portal.utoronto.ca/images/content-provider-pinnacle-award-small.jpg width="75" height="16" align="absMiddle" link="https://portal.utoronto.ca/webapps/discussionboard/do/x"]][| 2007-08 Honorable Mention, 2008-09 Honorable Mention, 2009-10, 2010-11] ||
 * **Contact Information** ||  || Karin Davidson-Taylor

kdavidsontaylor@rbg.ca

Royal Botanical Gardens

680 Plains Road West

Burlington, Ontario, Canada L7T 4H4

Canada

Phone: 905-527-1158

Fax: 905-577-0375 ||
 * **Program Type** ||  || Individual Program ||
 * **Target Audience** ||  || //Education:// Grade(s): 5, 6, 7, 8, 9, 10, 11, 12, //Public Library:// Library Patrons ||
 * **Maximum Number of Participants** ||  || 35 ||
 * **Minimum Number of Participants** ||  || 2 ||
 * **Primary Disciplines** ||  || Sciences ||
 * **Program Description** ||  || Plants and their early relatives have been around since 450 million years ago. Of the 300,000 known species of plants and 90% of those are flowering plants. What adaptations did these plants have to have in order to colonize land? What adaptations were selected for to survive in the drier, hotter, less hospital environment? How were they able to reproduce without the water? How were animals connected to their success? We'll try to answer these and many other questions about evolution of plant diversity. ||
 * **Program Format** ||  || 1. Discuss what the world was like over 450 million years ago.

2. Review what makes a plant different from an animal.

3. With the help of live plant specimens, and images we'll explore how plants have changed to survive in drier and drier environments.

4. Participants will put their plant specimens in order.

5. Time is allowed for questions and answers. ||
 * **Objectives** ||  || The participant will:

- review the needs of plants to survive

- compare plants then to plants now

- engage in a discussion about different adaptations to different habitats and the connection to animals

- sequence plants in order of progression from water to land ||
 * **National Standards to which this program aligns** ||  || **NS.5-8.3: Life Sciences**

As a result of activities in Grades 5-8, all students should develop understanding of:

Reproduction and heredity

Regulation and behaviour

Populations and ecosystems

Diversity and adaptations of organisms


 * NS.9-12.3: Life Sciences**

As a result of activities in Grades 9-12, all students should develop understanding of:

Biological evolution

The behaviour of organisms


 * NS.9-12.5: Science in Personal and Social Perspectives**

As a result of activities in Grades 9-12, all students should develop understanding of:

Natural resources

Natural and human induced hazards ||
 * **State/Regional Standards to which this program aligns** ||  || **Ontario**


 * Grade 6:**

Diversity of Living Things


 * Grade 11 (SBI3U):**

Diversity of Living Things

Evolution

Plants: Anatomy, Growth and Functions


 * Alberta:**


 * Grade 9:**

Biological Diversity


 * Biology 30:**

Change in Population and Communities ||
 * **Program Length** ||  || 45-60 minutes with time for questions; longer session for senior students ||
 * **By Request** ||  || **This program is available by request ONLY** ||
 * **Connection Type(s) Available and Program Fees** ||  || Interactive Cost: $125.00 ||
 * **Program Fee Notes** ||  || $125 USD for American and other international schools

$125 CDN for Canadian schools

Invoices will be sent out at the end of each month. Full payment is expected from the participating school(s) within 30 days of the receipt of the invoice.

Program price is for groups of 35 students or less. A surcharge will be applied for larger groups. ||
 * **Cancellation Policy** ||  || Cancellations must be made by telephone/ email at least 48 hours prior to the scheduled program.

The full fee will be charged to sites which cancel with less than 48 hours notice.

Programs are allowed a rescheduling date. ||
 * **Is recording allowed?** ||  || No ||
 * **The Provider broadcasts over** ||  || IP ||
 * **Minimum Technology Specifications for sites connecting to this provider** ||  || Royal Botanical Gardens (RBG) broadcasts over IP. Connecting sites using ISDN are responsible for their own bridging.

Schools are required to dial in at a minimum of 384 kbps.

Schools are required to make a connection test call at least 24 hours in advance of the program, especially if this is the first time a school is connecting. ||

A clear, concrete link to the ministry objectives in the course you will be teaching.
 * Grade 11 (SBI3U):**

Diversity of Living Things (B1.1, B1.2, B2.1, B2.3, B3.4, B3.5) Evolution (C1.2, C2.2, C3.2)

Plants: Anatomy, Growth and Functions (F3.4, F3.5)

The participant will:

- review the needs of plants to survive

- compare plants then to plants now

- engage in a discussion about different adaptations to different habitats and the connection to animals

- sequence plants in order of progression from water to land

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Thread:The Microbe ZooPost:[|The Microbe Zoo] Author:Louise DaurioPosted Date:November 14, 2011 8:05 PMStatus:Published You can visit the microbe zoo at: [] The zoo is a mostly text based tool but there are select links that provide great images of various microorganisms. There is a lot of information at this site about the diversity of microorganisms as well as their many uses and benefits. There is also information about human health and the microbial world. This website would be a great tool to use for SBI3C-Microbiology specifically expectation C1.1-as there is plenty of information about the beneficial and detrimental effects of microorganisms in the environment.

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