agriscience 801a appendix 2 - gov.pe.ca 37 crayfish lab ... appendix 41 stations lab test ... there...

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Appendix

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Appendix 23 Soils Lab: Pore Space . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146

Appendix 24 Earthworm Lab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149

Appendix 25 PEI Farmland Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157

Appendix 26 Forest Regions of Canada: Study Card . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158

Appendix 27 How to Thin a Forest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161

Appendix 28 Video Response: Succession . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165

Appendix 29 Checks and Balances . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169

Appendix 30 Food Fight . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176

Appendix 31 Species at Risk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178

Appendix 32 Wildlife Habitat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179

Appendix 33 The Fishing and Aquaculture Industry of PEI . . . . . . . . . . . . . . . . . . . . . . . . 180

Appendix 34 Aquaculture on PEI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189

Appendix 35 Aquaculture Restaurant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191

Appendix 36 Fish Labelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192

Appendix 37 Crayfish Lab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198

Appendix 38 Plant Structures and Taxonomy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214

Appendix 39 Plant Physiology: How Plants Grow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220

Appendix 40 Tissue Culture Lab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 226

Appendix 41 Stations Lab Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227

Appendix 42 The PEI Potato Industry: Canada No. 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243

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Appendix 23

SOILS LAB: PORE SPACE AGRISCIENCE 801A

In a soil sample a certain percentage of its volume is occupied by air. This is called porespace and it is found between the solid soil particles. In moist soil, some pore space is filledwith air and some is filled with water. The amount of pore space varies from one type of soilto another. In the following exercise you will determine the pore space of your sample.

MATERIALS: 2 graduated cylindersstirring rodsoil sample

PROCEDURE: A.. Fill one of the graduated cylinders to the 55ml mark with soil.B. Pack the soil by tapping the cylinder bottom quickly for ½ minute on your hand.C. Record the volume of the soil.D. Pour 70ml of water into the other cylinder.E. Pour the measured soil into the water.F. Stir with a stirring rod to let all the air escape, then let stand for 5 minutes.G. Record the volume of the mixture.

CALCULATIONS:When the soil was added to the water, water filled the pore spaces. Calculate the percentage of pore space using the following equations:A. (Volume of soil + volume of water) - (volume of the soil and the water mixture) =Pore Space Volume

B. Percentage of Pore Space = X 100PoreSpaceVolume

SoilVolume

ASSIGNMENT:

Write up the experiment giving the purpose, materials, procedure, observations andresults. Include the answers to the following in your report:1. What soil type would have the greatest pore space? Why?2. Why is air necessary in the soil?3. Why is water necessary in the soil?4. How is the water removed from the soil under normal conditions?5. How could we increase the pore space?6. How is suitable pore space maintained under natural soil conditions ie: inuncultivated fields?7. Why is that the soil is difficult to dig when digging a post hole and yet when youput in the post and fill in the soil around it, often there isn’t enough soil to refill thehole?

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SOIL LAB: WATER HOLDING CAPACITY OF THE SOIL

The water holding capacity of soil is mainly dependent upon two things - how much humus is inthe soil, and the size of the soil particles. Although, some soils can be absorb their ownweight or more in water. Ideally the water content should be only 60% -80% of the soil’scapacity. If soils contain less than 60% of their capacity for water, there is not enoughwater for the cellular needs of many organisms. If soils contain more than 80% of theircapacity of water, there is too little oxygen available for the growth and activity of manymicro-organisms.

MATERIALS: can with both ends openfilter paperrubber bandsoil sample

PROCEDURE: A. Weigh the can with the attached filter paper. Record the weight.B. Place the soil in the can and re0weigh it.C. Slightly moisten the filter paper on the end of the canD. Weigh the completed apparatus. Record the weightE. Set the can (filter paper end down ) in the water, so that the lower half isimmersed. Leave it until next lab day.F. Remove the can from the water. Transfer to the rock and let dry for 30 minutes.

CALCULATIONS:A. Weight of the dry soilB. Weight of dry soil + can + wet filter paperC. Weight of damp soil + can + filter paper

ASSIGNMENT:Write up the experiment giving purpose, materials, procedure, observation and results. Include a diagram of the assembled apparatus and answer the following questions:

1. How does the particle size determine the water holding capacity of the soil?2. Which soil has the best water holding capacity? Why?3. Can the water holding capacity of the soil be increased? How?4. How could you decrease the water holding capacity of a soil?

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SOIL LAB: CAPILLARITY OF SOIL

Percolation of water into the soil carries water with its dissolved and suspended materials intothe depths of the soil. Evaporation dries out the upper layers of the soil. In areas wherethere is little rainfall, this should mean that few organisms can survive in the upper layers ofthe soil in low rainfall areas.

MATERIALS: ring stand and clamprubber bandlarge beakergraduated cylinder or glass tubesoil samplefilter paper

PROCEDURE: A. Seal off one end of the tube by fastening filter paper to it with an elasticband

B. Slowly add 200 grams of soil to the tubeC. Attach the tube to a clamp which is supported by a ring stand.D. Slowly lower the tube until the base is just below the water surface.E. Measure the height to which the water rises in the soil at 30 second intervals. Make your measurements from the base of the tube in millimetres.F. Continue measuring until the water reaches the top of the soil.

ASSIGNMENT:Write up the experiment giving the purpose, materials, procedure, observations andresults. Include a diagram of the assembled apparatus and answer the followingquestions; ( be sure to state the soil type)1. What is capillarity?2. Why is it important for plant growth?3. How does soil texture affect capillarity?4. How would soil structure affect capillarity?5. If you had two gardens, one in which the soil was mostly sand and the other withmainly clay soil, which one wold you have to water more often? Why?6. How do you think a hard pan would affect capillarity?7. If there was a problem with poor capillarity in the soil, how could we improve it. A) if the capillarity rate was too high? B) if the capillarity rate was too slow?

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Appendix 24

EARTHWORM LAB AGRISCIENCE 801AECO-ENRICHERS

WORMS:

Although many people rarely think of worms as more than fish bait, they are actually veryvaluable to the soil. But the earthworm has all but been forgotten in modern agriculture. Somuch of what the earthworm used to do for free is now done by tractors and chemicals. Many of these modern farming practices decrease the abundance of earthworms. Cultivationof the land, as well as pesticide and fertilizer applications can adversely affect earthwormpopulations. If soil does not have a High number of earthworms, they can return if conditionsare improved. They are certainly a valuable component of any soil. Here are some of theadvantages of having earthworms:

• Earthworms churn the soil and make it porous for maximum plant growth.• The maze of tunnels created by earthworms increases the soils ability to absorb water.• Earthworms neutralize soil pH with their castings, or manure. Soil that comes out of

an earthworm in this form is closer to neutral pH, regardless of whether existing soil isabove or below pH 7.

• Earthworms bring up minerals and make plant nutrients more available.• Earthworm burrows stimulate the growth of nitrogen fixing bacteria, which are very

important to plant growth.• The gut of an earthworm mixes, conditions, and inoculates plant residues, turning it

into free manure.• Earthworms are a good indicator of healthy soil. Soil with earthworms tends to have

less plant-eating invertebrates than soil with earthworms.It is obvious that earthworms are always working to make the soil better. They do this notonly for their own survival, but for the healthy survival of their primary food source, theresidues from crops. They are truly a farmer’s best friend.

In this lab exercise, students will gather soil and combine it with some type of organic matter. Worms are then added to this mixture. Analysis will be done on the soil before the wormsare added and after they have a chance top work the soil. This will give students an idea ofthe valuable role that worms play in an ecosystem.

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USING AN EARTHWORM MODEL

Basic Understandings:

Worms called Annelids: What people know as the “lowly earthworm” , biologist call the annelid or in scientific language Phylum Annelida which means “resembling little rings”. Annelids are so named because the whole length of their bodies are divided into segments orsomites both on the inside and the outside. A mature worm may have anywhere from 115 to2000 of these ring-like segments.

There are over 4,500 kinds or species of annelids. They are found all over the world indifferent habitats: in seas, ponds, streams and moist soil. The earthworm is the one of thespecies that makes its home in moist soils where rotting plant matter or humus is available forfood.

The earthworm has special anatomical structures that literally put it in a Class by itself, theClass Oligochaeta which translates from Latin as “not many spines or bristles”. This Class ofannelids has just four pairs of bristles in each segment with the exception of the first threeand the last segment. There are no other bristles or hairs on the skin. The bristles of theearthworm are called Setae.

The earthworm live in burrows in the soil and the bristles aid the animal in moving through andin and out of its burrow. Retractor muscles around each bristle can extend it or pull it back.To move, the earthworm will extend the bristles of the rear segments which grip the sides ofthe burrow while the earthworm pushes the front end forward. It then extends its frontbristles while retracting its rear segments. As the forward bristles grip the burrow the backend is pulled forward. The earthworm can move either forward or backward using thismethod. It usually can move one body length per minute. If threatened or exposed it canmove twice as fast. Anyone who has tried to pull an earthworm from its burrow will realizehow strong its bristles are.

The EARTHWORM MODEL represents the species called LUMBRICUS TERRESTRIS. Thisspecies is as small as 5cm or up to 30cm in length and about 1cm in width. It is found ineastern North America and Europe.

ANATOMY AND FUNCTIONS:

The body is the same on both sides of the dorsal midline. This is known as bilateralsymmetry. The first twenty-two segments of the earthworm model have been cut away fromthe mid dorsal line so that one sees only half of the internal structures of those segments. The half that is cut away will look the same.

The second characteristic of the earthworm is that it has a true cavity called a coelom. Thebody is a long tube within an equally long tube. The hollow digestive tube or alimentary canalis suspended within and does not touch the body wall. The space between the outer surfaceof the digestive tube and the inner surface of the body wall tube is the coelom. This cavityis present in some form in all multi-celled animals but not easy to observe.

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Another distinctive feature of the earthworm is its excretory system. The earthwormexcretory organs that dispose of liquid wastes are found in each segment except the first two. They are the earthworm’s “kidneys” and are called nephridia which empty through thenephridopores.

Earthworms have a moist body covering called the cuticle secreted by the cells of theepidermis. Under the epidermis is a layer of epithelial cells that contain mucus glands whichkeep the cuticle soft and pliable. The epidermis also contains sensory cells that relate theearthworm to its environment.

The body wall is mostly muscle, two kinds of muscle. There are circular muscles that canreduce the diameter of the body and longitudinal muscles that relax and contract to activatecrawling. The earthworm has a kind of fleshy bumper at the front end called the prostomiumthat juts out over the mouth and shields it as the worm moves forward.

The digestive system is a continuous tube with many specialized parts referred to earlier asthe alimentary canal. It is supported in part within the coelom by the septa that separateeach segment of the earthworm internally. This tube starts at the mouth and ends at theanus.

The first structure in the canal is the buccal cavity. Next there is the pharynx which leadsinto the esophagus wherein there are special glands called calciferous glands. These glandssecrete an alkaline fluid that helps neutralize the normal acidity found in the leaf molds andthe humus that the earthworm has eaten.

The crop is for food storage and the strongly muscled gizzard grinds the food and makes itready to be absorbed in the intestine by small blood vessels that transport the nutrients tothe larger vessels of the circulatory system.

The circulatory system of the earthworm is a closed system made up of the dorsal vessel anda ventral vessel, a subneural vessel, partietal vessels and smaller connecting vessels in theintestine, nephridia and the body wall. The blood is moved through the system by five pairsof “hearts” which are found in segments VIII-XII.

The blood plasma contains the red pigment, hemoglobin that is the carrier of oxygen in theblood. There is no distinct or organized respiratory system in the earthworm. The oxygen ispassed through the moist outer cuticle where it penetrates the minute blood vessels within theepithelium. These blood vessels connect with larger vessels that transport the oxygen to allparts of the body. Carbon dioxide waste is disposed of by blood vessels in the outer skin.

There is no known endocrine system in the earthworm but response and movements arecontrolled by a simple nervous system. Just above the pharynx there are two small masses ofnerve cells called the suprepharyngial ganglia. Those little knobs are the “brain”. Branchescalled the circumoesophageal connectives join the “brain” to the nerve cord. Nerves to thebody wall and the internal organs are shown on the model.

The earthworm is provided with both male and female reproductive organs. Eggs or femalegametes are produced in the ovaries in segment XIII. Ovarian funnels in the same segmentlead to egg sacs in segment XIV. The male organs in this two-sexed animal are two pairs oftestes, three pairs of seminal vessicles and sperm funnels. Despite the fact that each

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earthworm has both reproductive organs, it must mate with another worm in order toreproduce.

After fertilization the clitellum secretes a kind of tube that forms a cocoon in which severaleggs will be fertilized. Only one worm will finally hatch out ready to grow and start the wholelife cycle over again.

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Earthworm

LAB PREP: External Anatomy and DigestionUse the Text “ Modern Biology” as a resource. P. 373 - 374, P. 369 -371, p. 720.

1. To what phylum does the earthworm belong?2. State the literal translation of this phylum name.3. List at least 5 general characteristics exhibited by members of this phylum.4. To what class does the earthworm belong?5. List at least 3 general characteristics of a member of the class to which the

earthworm belongs?6. Describe: a) the shape of the earthworm mouth.

b) the exact location of the mouth.7. Describe: a) the shape of the earthworm anus.

b) the exact location of the anus.8. a) What is the clitellum? (P. 373).

b) Describe the exact location of the clitellum in the earthworm.9. a) What is the setae?

b) Imagine an earthworm that has 157 body segments. Calculate thenumber of setae on the worm’s body.c) What function(s) are served by the setae?

10. Does the earthworm possess systems?11. If “yes” to a) list these systems.12. a) Describe the exact location of the pharynx.

b) What is the function of the pharynx?13. Break the word esophagus down into its two Latin parts. What is the literal

meaning of both parts?14. The earthworm is a true coelomate. What does this mean?15. What function is served by the crop?16. How is the structure of the gizzard so different from the structure of the

crop?17. What helps the gizzard in its function of mechanical digestion?18. a) What is the exact location of the origin of the intestine?

b) What digestion process(es) occur with the intestine?19. What is a casting?20. List the ways that the earthworm contribute to soil composition and

fertility. (3)

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EXTERNAL OF EARTHWORMObtain a preserved earthworm on a dissecting tray and answer the following:Describe why the earthworm is classified as an Segmented worm.

1. Count the segments on your worm. How many are there? ______________How does this compare to your fellow students? _____________________

2. What features do you see which distinguish the anterior of the earthwormfrom the posterior?

3. Describe the postomium?

4. Describe the location and the appearance of the clitellum?

5. Feel along the ventral surface until you detect the setae. Describe feeling.

6. The earthworm has many openings (320 approximately). Find the mouthopening. Describe this opening.

7. Most of the 320 openings of the earthworm body are? _______________Find the anal opening. Describe.

8. See if you can find all or at least some of the sexual openings. Which ones didyou find? ______________________________________________

How did you know which ones you found?

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INTERNAL OF EARTHWORM

Place an earthworm in the dissecting tray with DORSAL side up. Pin both ends of the worm tothe pan. DON”T go directly down through the centre of the front end. Begin a cut 2 or 3cmbehind the clitellum with the razor blade, or scalpel and cut forward. Separate the body wallfrom the interior by severing the partitions or septa ( connective tissue)on both sides of theworm. Pin down the outer wall to the wax. Continue this process until you have exposed theworm fully to the front end.Once the body wall has been opened and pinned note the location of the “Brain”.a) MUSCULAR SYSTEM- Muscles can be seen on the pinned down body wall.

With a needle tease the inner surface and lift up.1. Which way are the muscle fibres running?__________________________2. How does the animal change shape when these contract?

2. DIGESTIVE SYSTEM- It is easy to see the digestive system.You can see the thick muscular pharynx at the front end.

1. Describe appearance. ________________________________________

2. Why are the thick walls of the pharynx important?

3. Behind the pharynx is the esophagus which is hidden by the hearts, seminalvessicles, and dorsal blood vessel. Locate the thin walled CROP behain theesophagus. How does it function?

4. Posterior to the crop is the GIZZARD. Touch it with a needle. Is it soft orhard? ___________________________________________________Explain? _________________________________________________

5. Posterior to the gizzard is the INTESTINE. It begins at segmentnumber?_______ And extends to the posterior.

6. What are the roles of the intestine?7. Go back to the posterior and cut out 1cm of intestine and examine the DORSAL

INTERIOR of the cut end. What do you see? ______________

8. What is its function?

(Continued)

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EARTHWORM DIAGRAM

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PEI FARM LAND MAP AGRISCIENCE 801A Appendix 25

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Appendix 26

FOREST REGIONS OF CANADA: Study Card AGRISCIENCE 801A

In Canada, there are over 130 species of trees found in eight different forest regions. The BorealForest Region, the largest, stretches from Newfoundland to Alaska and is primarily coniferous. White spruce, black spruce, tamarack or larch, jack pine, lodgepole pine and balsam fir dominate itslandscape. Deciduous trees such as white birch, balsam poplar and trembling aspen are often foundamong the conifers.

Although the Great Lakes-St. Lawrence Forest Region is our second largest forest region, itoccupies less than one-tenth of the territory covered by the Boreal Forest. Reaching fromsoutheastern Manitoba to the Gaspe Peninsula, it combines characteristics of the Boreal Forest andDeciduous regions. The best known tree species are the white and red pine, eastern hemlock, redand maple sugar, red oak, elm, white and yellow birch and black and white ash.

A similar contribution of trees makes up the Acadian Forest Region of Nova Scotia, New Brunswickand Prince Edward Island. Red spruce, balsam fir, yellow birch, red and sugar maple, and tremblingaspen are its most common species. Eastern hemlock and white pine are also found here.

The Deciduous Forest Region is Canada’s smallest forest region; however, it contains the greatestdiversity of trees. Located along the shores of Lake Huron, Lake Erie, and Lake Ontario, this areafosters such unusual species as the cucumber tree, tulip tree, black gum, blue ash ans sassafras, aswell as the hardwoods found in the Great Lakes-St. Lawrence Region.

The four remaining forest regions are located primarily in British Columbia. The Coast ForestRegion contains valuabletimber-producing trees such asthe western hemlock, CoastalDouglas fir, western red cedarand Sitka spruce. Coniferoustrees in the Subalpine ForestRegion are especially importantin controlling the water flowfrom high mountain sources. The Engelmann spruce, alpinefir and lodgepole pine arecharacteristic of this region. The Montane Forest Region isknown for its interior Douglasfir in particular, althoughlodgepole pine, spruce andtrembling aspen are frequentlypresent. Interior Douglas fir,western cedar and western hemlock may also be found in the Columbia Forest Region.

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1. Boreal Forest Region2. Great Lakes-St. Lawrence ForestRegion3. Acadian Forest Region4. Deciduous Forest Region5. Coast Forest Region6. Subalpine Forest Region7. Montane Forest Region

redyellowgreenpurplepinkorangebrownblue

Mapping our Forests

‘ Write the name of each province and territory of Canada on the map below.

‘ Read the Study Card: Forest Regions of Canada.Colour each of the forest regions on the map below with the corresponding colour.

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Forest Regions of Canada

‘ Read the Study Card: Forest Regions of Canada.

‘ Fill in the missing words to find the mystery phrase.

1. The Boreal Forest Region is called a mixed forest because it has two kinds of trees. They are __ __ __ __ __ __ and __ __ __ __ __ __ __ __

2. Coniferous trees such as those found in the Boreal Forest Region lose their needles gradually. This is why they give the impression of remaining __ green.

3. A tree often found in the Great Lakes-St. Lawrence Forest Region is the __ __ __

4. The Deciduous Forest Region is purple on your map. Where is it located? __ __ __ __ __ __

5. The Acadian Forest Region is found in these two provinces: __ __ __ __ __ __ __ __ __ __ __ and __ __ __ __ __ __ __ __ __ __ __ ____ __ __ __ __

6. Look at your map. You coloured the Great Lakes-St. Lawrence Forest Region yellow. It is foundin __ __ provinces.

7. The Deciduous Forest region is small but some very unusual trees grow there. Name one thatsounds more like a vegetable than a tree: __ __ __ __ __ __ __ __ __ __

8. One of the coniferous trees found in the Coast Forest Region has a native Indian name. What isit? __ __ __ __ __ __ __ __ __ __

9. In the Subalpine Forest Region, trees grow on mountain sides. They do a very important jobwhen the snow melts. What do they help control? __ __ __ __ __ __ __ __

10. One tree that is found in the two forest regions that you have coloured brown and blue on yourmap is the __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

MYSTERY PHRASE:

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Appendix 27

HOW TO THIN A FOREST: OUTLINE AGRISCIENCE 801A

An investigation into selectively thinning a forest.

THE STORY:

Selectively thinning a forest ( ie: removing some trees and leaving others ) is a fundamental step inwoodlot management. The remaining trees grow larger, faster, and greatly increase woodproduction.

WHAT YOU NEED:

paper, pencil, and Activity Sheet:

THE INVESTIGATION:

1. Read page 1-5 of the Activity Sheet.

2. You are a woodlot owner. Page 2 is a simulated aerial view of your woodlot.

As you can see, the forest stand is overcrowded. You need to remove some trees. You will“thin” your stand on paper by blacking out the appropriate spaces with your pencil.

Remove trees according to the following principles.

A. Dominant trees are the most preferred trees.

B. Remove ( blacken out ) all misshaped, suppresses and weed trees not on the forest edge. Why do you suppose trees should be left on the edge of the forest?

C. For the co-dominant trees, try to increase their exposure number (ie: the number of sidesexposed to light ) by a factor of one. For example, if the tree has one side exposed,increase the number of exposed sides to two.

D. Remove selected co-dominants from crowded areas, being careful to retain as many of themas possible.

Remove only as many trees as are necessary ( according to the above rules ). BE CAREFUL NOT TO OVER-THIN THE FOREST STAND. Why?

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How To Thin A Forest: Activity Sheet

Thinning involves the removal of unwanted or healthy trees so that the preferred trees will growmore quickly. Before a forest stand is thinned, the trees must be divided into different categories. These categories determine whether a tree is to be thinned or left to grow.

A forest stand has an upper storey and a lower storey. The upper storey comprises dominant andco-dominant trees, while the lower storey comprises intermediate and suppressed trees.

Dominant Trees are the tallest trees in the stand. They receive light from all four sides, and havea well developed crown.

Co-dominant Trees are the most numerous trees in the upper storey. Because they receive themost light from above, their lower branches gradually die off.

Intermediate Trees, although healthy, are usually crowded and receive little light. They tend to beshade tolerant species such as balsam fir. If taller, nearby trees happen to be removed, theadditional light can cause intermediates to begin growing rapidly.

Suppressed Trees receive too little light and water, and eventually die if not released fromsuppression.

Weed Trees are those of unwanted species. One person’s weed species, however, is anotherperson’s desired species. A large dominant that receives more than it’s share of sun is called a WolfTree. One final category is the Misshapen Trees. These trees may look beautiful, but are of nouse to forest managers.

On your forest thinning worksheet, you will se symbols for the seven Categories of trees ( seesymbol chart below ). “Thin” your woodlot according to the guidelines set out in How to Thin AForest Outline. Use a pencil and eraser. Remember there is no correct answer to this exercise.

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How To Thin A Forest: Student Sheet

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How To Thin A Forest: Answer Sheet

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Appendix 28

VIDEO RESPONSE - “SUCCESSION” AGRISCIENCE 801A

1. How long does it take for land to go from bare sand to mature forest on Presq Isle?

2. Where is this sandspit located?

3. How do the lagoons or ponds get created?

4. How does the new land build from the water?

5. What traps the sand further up the beach transforming the “desert”?

6. What types of organisms are able to live there and how do they continue the process ofsuccession?

7a. What is the first hardy plant to appear on the sand?

2. What features does it have to allow it to survive?

8. What are these early hardy species called?

9. What is the species that changes the landscape from the herbs or annuals that have started onthe shore?

10. How do these plants grow differently then other plants? What causes this?

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11. How does the growth contribute to changing the landscape toward a forest?

12. What do we on PEI refer to as the “dune specialists” which create and stabilize the dunes?

13. What types of plants grow in sheltered areas which are more meadow like?

14. How does the lupin build the soil?

15. How many years before hardy shrubs are able to get established ? What is one of the first ofthese shrubs?

16. What type of animal is a VOLE? Why would this type of animal be important in showing thecontinuing process of succession?

17. What species indicates a great biological diversity to an area?

18. What types of “pioneer” tree species begin to invade the shrubby areas?

19. What do they call a mature forest grown out of the lake?

20. What is the top layer of the forest called? ( Made up of oak, maple, ash, and hemlock)

21. What types of trees make up the understory layer?

22. How does this mature forest continue to renew or regenerate itself?

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Video Response - “Succession” ANSWER SHEET

1. How long does it take for land to go from bare sand to mature forest on Presq Isle?300 years

2. Where is this sandspit located?Southern tip of Lake Erie

3. How do the lagoons or ponds get created?Erosion & sand being depositedTrapping of water inland

4. How does the new land build from the water?Sand deposited from waves

5. What traps the sand further up the beach transforming the “desert”?Driftwood and flotsam

6. What types of organisms are able to live there and how do they continue the process ofsuccession?Microscopic organismsmites / insects (springtails)

7a. What is the first hardy plant to appear on the sand?Russian thistle

2. What features does it have to allow it to survive?Thick leaves and stems purple in colour for ultraviolet, long roots to anchorSeaside spurge

8. What are these early hardy species called?Pioneer

9. What is the species that changes the landscape from the herbs or annuals that have started onthe shore?Cottonwood trees

10. How do these plants grow differently then other plants? What causes this?Grow in rows, seeds can only grow in waters edge.

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11. How does the growth contribute to changing the landscape toward a forest?Cuts off the water supply to the ponds eventually filling in ponds to become land.

12. What do we on PEI refer to as the “dune specialists” which create and stabilize the dunes?Ammophilia (dune grass)

13. What types of plants grow in sheltered areas which are more meadow like?Herbs, grasses ie: harry puchoon

14. How does the lupin build the soil?Add more nitrogen to sand transforming into soil.

15. How many years before hardy shrubs are able to get established ? What is one of the first ofthese shrubs?7, bayberry

16. What type of animal is a VOLE? Why would this type of animal be important in showing thecontinuing process of succession?Mammal, enough life to sustain them and shelter sufficient needs dense cover.

17. What species indicates a great biological diversity to an area?Yellow warbler, needs sturdy trees and insects

18. What types of “pioneer” tree species begin to invade the shrubby areas?Cherry, maple and oak

19. What do they call a mature forest grown out of the lake?Climax forest

20. What is the top layer of the forest called? ( Made up of oak, maple, ash, and hemlock)Canopy

21. What types of trees make up the understory layer?Choke cherry, ironwood, sassafras

22. How does this mature forest continue to renew or regenerate itself?As old trees die and fall down allowing light to come to the ground, dead trees providecontinued nutrients.

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Appendix 29

CHECKS AND BALANCES: AGRISCIENCE 801A

Objectives:

Students will be able to:1. evaluate hypothetical wildlife management decisions: and2. identify at least four factors that can affect the size of the wildlife population.

Methods:

Students become managers of a herd of animals in a paper-and-pencil and discussion-based game.

Background:

Wildlife managers attempt to maintain healthy populations of wild animals, while factors– - bothavoidable and unavoidable – affect the populations. Some of these factors are loss of habitat,weather conditions, pollution of food and water sources, development of other natural resources,poaching, and recreation pressures. Many people are unaware of how such pressures can affectwildlife.

In Canada, provincial and territorial wildlife agencies manage wildlife populations within theirrespective boundaries. The Canadian Wildlife Service, under Environment Canada, is responsible forsome policies and programs affecting migratory species of animals ( principally birds ), as well as theimport and export of animals and animal products, interprovincial transportation of all species, withadditional wildlife-related responsibilities. Wildlife management is based on the best scientific andtechnical knowledge available. Such knowledge is growing; however, it is still limited and iscontinually affected by changes in the complex relationships between wildlife, human beings, andtheir shared environments.

In a sense, everyone shares responsibility for wildlife management. Although there are legallyresponsible agencies, their work requires the thoughtful and informed co-operation of citizens. There are frequently differences of opinion about the most appropriate policies and programsaffecting wildlife. Individual citizens private conservation groups, private industry, communitygroups, and others all make important contributions to the overall conservation and protection ofwildlife and its habitat.

The major purpose of this activity is for students hypothetically to assume the role of wildlifemanagers in a game situation and thus gain insight into some of the complex variables that influencestewardship of the wildlife resource.

Materials:paper, pencils, paper to make condition cards: dice, one per student.

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Procedure:

1. Each student is asked to be the manager of a moose ( or other animal ) population. The carryingcapacity of the habitat is 100 animals. The point of the activity is to end up with a viablepopulation after 9 rounds, simulating 9 years. If at any time the student’s population reachesless than 10 or more than 200 individual animals, that student no longer has a viable “herd” andwatches the other students until the conclusion of the activity.

2. Each student has a beginning population of 100 animals. The cards are separated into threedecks of a total of 36 cards: a Conditional Card deck ( 18 cards ), a Reproduction Card deck ( 9cards ),and a Management Card deck ( 9 cards). Shuffle the cards within each deck. Explainthat cards will be drawn in the following sequence: condition card, reproduction card, conditioncard, management card. This sequence of draw will be repeated, each repetition representing anannual cycle ( the students may think of each draw representing a different season (ie: autumn,winter, spring , summer ). As each card is drawn, it is read aloud to the entire class. Eachstudent then rolls the dice and follows the instructions on the card to determine population ofhis/her herd. Some computations will result in fractions; numbers may be rounded to thenearest whole. NOTE: Students may object to the use of dice to determine the impact of decisions made forwildlife management purposes. Their concerns are appropriate; wildlife management is based onmore than the chance elements reflected in the use of dice. However, chance has its impacts aswell, as in the case of weather conditions in a given year. Encourage the students to discuss andconsider what is realistic, about the impact of dice in this activity – encouraging the recognitionthat wildlife management is far more complex than can be represented through this activity.

3. Wrap up the activity with a class discussion. Include topics such as:• Identify and describe what happened to be the impacts of the condition,

reproduction, and management cards.• Given one of the objectives of this activity – to evaluate hypothetical management

decisions –- what seemed to be the benefits and/or liabilities, if any, of managementdecisions made?

• Did populations “managed” under different strategies by different students showdifferent trends? How do these compare? Would students”manage” differently ifgiven a second chance?

• What aspects of this activity seemed realistic? Which didn’t?• Which are examples of ways that habitat can be improved? Short term? Long

term? • Is human management of wildlife populations necessary? Beneficial? Why or Why

not? For people? For the animals?

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Variation:

Add a monetary aspect to the activity. Students allowing hunting might have more available revenuefor projects like habitat enhancement based on income from the sale of hunting licences. Otherexpanses might include salaries of wildlife mangers, funds for research, feeding animals in severeconditions, relocation, etc.

Evaluation:

. Name four factors that can affect the size of a wildlife population.

. Some wildlife managers have said that wildlife management involves more management of peoplethan of wildlife. Explain why might mean by the comment.

Instructions For Making Cards:

Make the following cards, according to three categories: ( 36 cards in total)Reproduction Cards Condition CardsManagement Cards

NOTE: As each card is read aloud, be certain to note the differences in decreasing or increasingherd size by percentage or by number.

NOTE: The number of cards and the suggestions for numerical manipulations, ie: three times theroll, are relatively arbitrary. They are designed for students to recognize that a number of diversefactors can affect wildlife: the numerical weights should not be interpreted literally. (After usingthese cards once, students may want to experiment with making additional cards or changing thesecards. Students may also want to make additional complete sets of cards for use in small groups orindividual students).

Cards Pg. 4-7

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REPRODUCTION CARDS

Reproduction CardExcellent YearThis has been an excellent reproduction year. Increase yourherd by(100/your current population size)times five your roll, ifyour current population is over 50 individuals. If yourpopulation is between 50 and 10, increase your population bythe number equal to five times your roll. If your population isunder ten, you may not reproduce.



Reproduction CardAverage YearThis has been an average reproduction year. Increase yourherd by(100/your current population size)times three your roll,if your current population is over 50 individuals. If yourpopulation is between 50 and 10, increase your population bythe number equal to three times your roll. If your population isunder ten, you may not reproduce.






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CONDITION CARDS

Weather Card

___________________ has had a serious negative impacton the survival of the herd. Decrease your herd by thepercentage equal to five times your roll

Weather Card

___________________ has had a serious negative impact onthe survival of the herd. Decrease your herd by thepercentage equal to five times your roll

Weather Card

___________________ has had a serious positive impact onthe survival of the herd. Increase your herd by thepercentage equal to five times your roll

Weather Card

___________________ has had a serious positive impact onthe survival of the herd. Increase your herd by the percentageequal to five times your roll

Habitat Destruction Card

___________________ has occurred, destroying criticalhabitat. Decrease herd size by the number five times yourroll.

Habitat Destruction Card

___________________ has occurred, destroying criticalhabitat. Decrease herd size by the number five times your roll.

Habitat Degradation Card

__________________ has occurred, damaging criticalhabitat. Decrease herd size by the number equal to threetimes your roll.


__________________ has occurred, damaging critical habitat.Decrease herd size by the number equal to three times yourroll.


__________________ has occurred, damaging criticalhabitat. Decrease herd size by the number equal to threetimes your roll.


__________________ has occurred, damaging critical habitat.Decrease herd size by the number equal to three times yourroll.

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Predator Card

Predation has occurred, destroying critical habitat. Decreaseherd size by the percentage equal to your roll.

Disease Card

Disease has struck the herd. Decrease herd by thepercentage equal to your roll.

Habitat Loss Card

_________________ has resulted in a critical habitat for theherd. Decrease herd by the number equal to five times yourroll.

Habitat Loss Card


Habitat Loss Card


Habitat Loss Card


Habitat Loss Card


Poaching Card

Poaching - illegal killing of animals - has reduced the size ofthe herd. Decrease the herd by the number equal to two timesyour roll.

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MANAGEMENT CARDS

Habitat Restoration Card

____________________ has occurred, restoring criticalhabitat. Increase herd by the percentage equal to five timesyour roll.

Habitat Alteration Card

__________________ has occurred, altering critical habitat. Increase or decrease ( students choose which before rollingthe dice) herd by the percentage equal to three times your roll.

Habitat Alteration Card

__________________ has occurred, altering critical habitat. Increase or decrease ( students choose which before rollingthe dice) herd by the percentage equal to three times your roll.

Habitat Improvement Card

__________________ has occurred, improving criticalhabitat. Increase herd by five times your roll.

Research Card

__________________ research has been successfullycompleted. Increase or decrease ( students choose whichbefore rolling the dice) herd by the percentage equal to twotimes your roll.

Law Enforcement Card

__________________ law enforcement activities haveprotected the herd against illegal actions like poaching. hasoccurred, altering critical habitat. Increase herd by thepercentage equal to two times your roll.

Education Card

__________________ education activities have led toincreased understanding of wildlife and habitat. Increase ordecrease ( students choose which before rolling the dice) herdby the percentage equal to two times your roll, or by two timesyour roll

Habitat Acquisition Card

Habitat Acquisition has increased the area of available andsuitable habitat. Increase herd by five times your roll.

Hunting Card

A request for a hunting season has been made. Do you wishto allow hunting in your area? If yes, decrease your herd bythe percentage equal to five times your roll. If no, record nochange in the size of your herd.

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Appendix 30

FOOD FIGHT AGRISCIENCE 801A

A good habitat provides food, water, shelter, and a certain range of temperature and climate.Some species also require a lot of space or territory. Taking away any of these conditions reducesthe quality of the habitat. If other places can better meet the organism’s needs, it will probablymove into that area. If not, and the organism cannot adjust to changes in the existing environment,it faces the possibility of extinction.

Some changes in the organism’s habitat are man-made, like urban development, logging, mineralextraction, agriculture, fishing, pollution, and the introduction of exotic species. Other changes arenatural, such as shifts in climate, sea level or ocean currents.

MATERIALS:

1 pkg of large rubber bands 1 large box of paper clips1 pkg of marbles 100 penniesplastic spoons 5 oz. Paper cups ( 1 per person)1 large piece of chart paper/poster board clothes pins1 sheet/blanket or tablecloth 1 pad of small sticky notes

PROCEDURE:

1. Spread the sheet on the floor for the “feeding ground”.2. Cover the sheet with pennies, marbles, paper clips, and rubber bands. These are “food”.3. Give each person a paper cup. This is their “stomach”.4. Divide the group into two smaller groups. Give each member of group 1 a plastic spoon. Give

each member of group 2 a clothes pin. These are the tools they use to gather food to survive.5. Participants with the clothes pin ( Group 2) may only “eat” rubber bands.

Participants with the plastic spoon ( Group 1) may “eat” any of the items.6. At the signal, everyone gathers as many food items as they can in their “stomach’” in 30

seconds. The following rules apply. a. Only one food item can be picked up at a time. b. Food must be brought to the stomach - the stomach cannot be used to pick the food

up. c. Only one hand can be used to pick up the food. d. Participants must return to the edge of the “ feeding ground” for the start and end

of each round.

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RESULTS:

A. Once time has been called, count up the number of items you have in your cup. For each fiveitems you collected, take one sticky note. ( Round up to the nearest five)

B. On a large sheet of chart paper, use the sticky notes to make a bar graph to record how welleach “species” did.

C. Since it takes ten rubber bands for the “Clothes pin species” to survive and reproduce, anyonewho did not collect ten rubber bands is now considered “dead” and sits out.

D. The “Spoon species” also requires ten food items to survive and reproduce. anyone who did notcollect ten rubber bands is now considered “dead” and sits out.

E. Repeat the rounds until either one of the species is “extinct”. Or no food items are left.

SUMMARY QUESTIONS:

1. Which species did the best overall?2. Which food item was collected the least?3. As more and more of the rubber bands were eaten, what happened to the feeding success of

the “Clothes pin species”?4. What do you think would have happened if the “Spoon species” didn’t eat the rubber bands?5. Suggest ways you could encourage the people to save the “Clothes pin species” from extinction.

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Appendix 31

SPECIES AT RISK AGRISCIENCE 801A

Website Address: www.speciesatrisk.gc.ca/

INSTRUCTIONS:

1. Open internet.2. Select language of choice.3. On left hand side of the window, click “Search Tools”.4. Click on the words “species search” in the first paragraph.5. Select a species displayed and click on the “Search” button at the bottom of the page.6. You will see a list of animals. Select a species that interests you.7. Answer the Questions below on looseleaf and pass in at the end of this session.

QUESTIONS:

1. Sate your animal’s Latin name, Taxonomic group, and range. ( Range will give the initials of theprovinces).

2. Give a detailed description of your animal. ( appearance, size, colouration, and special features).

3. Under the biology heading find the answers for the following:‚ home ranges‚ habitat‚ feeding patterns,‚ number of young produced‚ predators‚ prey

4. List any threats to the animal and what protection is being offered.

**** Repeat the above process, select a second animal and answer all four questions for thisanimal.

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Appendix 32

WILDLIFE HABITAT AGRISCIENCE 801A

Website addresswww2.ec.gc.ca/soer-ree/English/vignettes/Terrestrial/terr.cfm

1. Select one of the habitats listed on the website.2. Research the habitat including a discussion in the following areas. Use a minimum of two

other sources to complete your project.3. Remember to record information required to cite your sources.

a) give a general description of the ecozoneb) discuss the temperature, moisture, light, wind and soil you might expect in this habitatc) name three common plants you would expect to find in this habitatd) discuss characteristics of the plant which would help it survive in the habitate) name three common animals you would expect to find in this habitatf) discuss characteristics of the animals and which characteristics would help them survive

in their habitatg) identify the factors which threaten the habitat

4. Use the initial website as a starting point. Additional information on habitats, their plantand animal life may be found elsewhere. There are many good sites on the internet. Findthem.

5. Write or type the information you get in point form.6. Display the information in a Slide Show presentation.7. In the slideShow, include the following

A. minimum ten pages1. introduction2. description of ecozone3. one page per plant (3) describing plants and survival characteristics4. one page per animal (3) describing animals and survival characteristics5. factors that may threaten the habitat.6. one page works cited

B. keep information brief and to the pointC. include picturesD. do not spend too much time on page transitions and background

8. Two class days to work on project9. One day to present projects to class

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Appendix 33

THE FISHING AND AQUACULTURE INDUSTRY OF PEI AGRISCIENCE 801A

The fishing industry is of major importance to the economy of PEI. This is not surprisingsince the province’s location is so near to the rich fishing grounds of the Gulf of St. Lawrence. The landed value of the catch, which is made up of a number of species, fluctuates annuallyreaching up to $115 million. As the province’s population is only 135,000 much of the catch ismarketed throughout Canada or exported to international markets.

Processing the catch increases the value significantly. The total economic return to theprovince from the fishing industry, including employment in processing and related servicesindustries increases the value by up to three times the landed value.

Although statistics show PEI with the lowest provincial share of Atlantic fisheries landings, itis of major economic importance to the province. The small share the province ha of theselandings is due to the small size of the province, with a corresponding lower number of fishersto share the catch. The landed value of the PEI fishery per fisher compares very favourablywith the other Atlantic provinces.

PEI fishers have good access to fishing grounds of the Gulf of St. Lawrence and theNorthumberland Strait as well as a number of bays and rivers within the province. However,they have limited access to offshore fishing grounds of the Atlantic due to distances involvedand seasonal ice conditions within the Gulf for several months in the winter.

The PEI fishing industry has developed primarily into an onshore fishery with most fishingactivities centred on a days sailing from home port. However, there are some vessels placedin the province which operate in the deeper waters of the Gulf of St. Lawrence.

Aquaculture is, at the same time, one of the oldest and one of the newest sectors of PEIfishing industry. For more than a century many of the province’s famous Malpeque oystershave been grown under controlled conditions, but it is only within the past two decades thatthe commercial culture of other species - most notably blue mussels and finfish - has becomea significant part of the fishery. During that time aquaculture has expanded steadily. Its’total export value was more than $22 million in1995 and it provides full-time or seasonalemployment to hundreds of Islanders.

VesselsThe PEI fishing fleet is made up of approximately1,500 vessels, most being smaller vessels, between9 and 15 metres (30 to 50 feet). These inshorevessels are multi-purpose in design, andconstructed to suit the highly diversified fisheryof PEI. The deck space and equipment aboardthese vessels can be altered to permit easyconversion between fisheries.

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The vessel design has evolved throughout the centuries to meet the varied nature of thefishery and to accommodate advancements and to fishing equipment and techniques. Most ofthe vessels, both of wooden and fibreglass construction, are shallow draft with a majoritypowered by diesel engines. There is a broad working deck used for fishing, setting and haulinggear, and for storing equipment and catch.A local fleet of mid-shore decked vessels engage in the groundfish and snow crab fishery. Vessels operating out of harbours along the Northumberland strait differ in construction anddeign from those operating in the Gulf of St. Lawrence. The Northumberland Strait vessels,are named because they are designed for the choppy Strait waters, while others are designedto operate in rolling swell common in the Gulf. The majority of vessels are constructed in PEIboat shops.

The shellfish fishery uses approximately 2,000 dories, a 4-5 metre (13-16 feet) wooden orfibreglass boat, powered by an outboard motor.

HarboursThere are some 50 harbours scattered along the PEI coastline, situated mainly in the numerousinlets which shelter the vessels from the sea.

There are approximately 20 major harbours on PEI which along with offering shelter, provideservices for the fishing fleet. These harbours have modern vessel berthing areas, bait andequipment facilities, slips to launch and haul p vessels, vessel building and repair shops, ice andcold storage facilities, fish landing equipment, and modern plant to process the catch.

Fishersthere are over 5,200 fishers and crew engaged in commercial fishing activities on PEI. Fewcan engage in the commercial fishery for the full 12 month period because ice surrounds theprovince for a period of between four or five months annually. In most years, the fishinggrounds and harbours are ice covered between December and April.

Most fishers are busy at tasks related to their fishing activities during the winter months. There are nets and traps to be repaired or replaced, and vessels and engines to be repaired. These tasks are very important to the fishing operation. Should equipment and vessels not bein top condition when the fishing season opens, lost fishing days and lost income will result.

ProcessorsApproximately 65 licensed and/or registered processing facilities on PEI process the specieslanded in the province. There are processing facilities and/or buying operation at mostharbours.

Usually all of the individual’s catch is sold to a single processing firm where daily supplies ofbait, fuel and materials to repair gear are purchased. Some belong to co-operatives whichpurchase the fish, as well as provide supplies and a variety of other services to theirmembership.

Processors on PEI sell most species of fish both fresh and processed. The products, includefresh chilled lobster, oysters, scallops, cod, flounder, snow crab, rock crab, toad crab, hake,eels, herring, gaspereau, redfish, mackerel, smelts, silverslides, skatefish, dogfish, tuna,

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quahaugs, clams (both soft shell and surf) mussels, trout, salmon, char, whelks (escargot) andmarine plants. Most of these species are also processed for export in one or more of thefollowing forms: frozen, salted, smoked, canned, marinated, or dried.Marine Fisheries

LobsterThe lobster fishery is the major source of income for PEI fishers. A high percentage of theinshore vessels, operating out of the province, engage in the lobster fishery. It represents ahigher percentage of the per capita income than inany other province with a commercial fishery. PEIfishers catch approximately 20% of the annualCanadian landings of lobsters. Lobsters account forsome two-third to three-quarters of the annual PEIfishing income and the catch is approximately 20million pounds per year. Sound conservationpractices including seasons, minimum carapace size,escape mechanisms for undersized lobsters and trap limits have contributed to the stable andsuccessful development of this fishery.

The Island lobster fishery is divided into three areas:There is a spring season in Area 24 ( north side of the province from North Cape to EastPoint) and Area 26A ( south side of Kings and Queens County from East Point to Victoria) fromMay 1 to June 30. There is a fall season in Area 25 ( west side of Prince County from NorthCape to Victoria in Queens County) from August 10- October 10.

The lobster catch is divided into two categories, depending on the lobster size. The standardlegal measure of lobster size, or carapace length, is the measured distance from the rear ofthe eye socket to the end of the body shell (excluding the tail). Minimum size requirementsvary from time to time area to area.

Lobsters, not of minimum legal size, must be released into the sea. It is also illegal to retainfemales with eggs on the under shell. These “berried” lobsters which are in the final stagesof reproduction, are protected by law and must be returned to the water to protect thefuture of the fishery.

The smaller legal sized lobsters or “canners” historically were so named because the meat fromthese lobsters were canned. Most of the canner lobsters are first cooked in the shell. Themeat is removed and either processes as thermal canned lobster, or vacuum packed in airtightcontainers. Lobster is also frozen in the shell in a brine solution “popcicle pack” or vacuumpacked. Increased production of lobster tails has also occurred in recent years. The largersized of “market” lobsters were so named because many New England states, historically themain importers of live lobster, prohibited their importation unless they met minimum sizerequirement.

After being caught, these market lobsters are “banded” (rubber bands placed over thelobster’s claw) to prevent them from injuring each other. They are then placed in pounds(tanks) for storage and transported in refrigerated trucks, or by air, to the marketplace. The main markets are in United States and Canada. Yet, shipments of live and processed

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lobster to European and Japanese markets has increased substantially.

Each PEI fisher is permitted to fish this species for a two month period. Many of thoseinvolved, therefore, engage in other fisheries to complete their yearly income. The othertypes of species available will vary from year to year and area to area.Groundfish

The groundfish fishery, including species such as Atlantic cod, white hack, redfish, andseveral flatfish species, has traditionally been in the top three fisheries (in value) to the PEIfishing industry. Although resource depletion has recently closed all but the flatfish speciesto directed fishing, efforts are underway for rebuilding and protection of these stocks so theywill again contribute to the local economy.

Cod, hake, flounder and blackbacks, the main inshore groundfish species, are taken mostly bysmall boats using otter trawls, Danish seines, longlines, and gillnets. The gillnet fishery iscarried out by stringing a number of nets together. The string is set near bottom, where it isheld vertically in the water between a buoy and anchor at each end. Longlining, ( or linetrawling) is another method. A longline is a long fishing line which is set near the bottom withbaited hooks attached at intervals.

ScallopsScallop fishing is an important fishery on PEI. Scallops occur mainly along the south andwestern side of the island, on grounds shared with Nova Scotia and New Brunswick fishers. There are two major scallop fishing areas: one in the Northumberland strait, scallop district22 corresponds with lobster area 22 which corresponds withlobster area 25; the other o the southern shore of Kings andQueens County - scallop district 24 which corresponds withlobster area 26A. As well, a small fishery is also carried outon the north shore of PEI.

Depending on the area, scallops may be harvested in the springand early summer and in the fall. The only portion of thescallop that is utilized to any extent is the abductor muscle,which opens and closes the shell.

Scallop fishing is conducted from converted lobster boats,usually dragging from four to eight “Digby style” scallop drags.

Crab

Snow crab, rock crab, and toad crab are harvested on PEI. The snow crab fishery existed in the 1960's was re-established in the mid 1980'5. Landings and values havebeen significant, adding a vital component to PEI’s fishingeconomy. Snow crab are primarily fished of the north shoreof PEI. The majority are processed as frozen clusters (legsand arms) and shipped to Japan and US. Some areprocessed into meat which is marketed mainly to the US.

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Rock crab are caught as by-catch during the lobster season and are also harvested directly bythe use of rock crab traps at other times. Landings have grown sharply in the last severalyears. Rock crab meat is marketed frozen, primarily to the US and Canadian marketplaces.

The fishery for toad crab, Hyas sp. is in early development. This crab is somewhat smallerthan snow crab but appears abundant in Gulf waters close to PEI. These crabs are fished insimilar fashion to the rock crab.

MackerelMackerel fishing occurs along most of the PEI coast. Three types of mackerel fishing areimportant on PEI: purse seining, gill netting, and jigging. In years of abundant stocks, purseseiners take by far the largest portion of the catch.

Although the north side of Prince County has the largest seiner fleet, mackerel purse seiningis important along the whole north shore and to a lesser extent on the south shore of theProvince. These boats encircle the mackerel with a seine which has a line running through theweighted bottom of the net. The line is then hauled, drawing the bottom of the sinetogether, thus “pursing” the net.

Jigging is also important in areas of the Province. In this fishery, up to six men work from asingle boat using lines with five or six hooks attached. Gillnet fishing is also commonthroughout the Province and accounts for increasingly larger landings of this valuable mid-water species.

Some of the fish is canned and sold on the international market. Some is split and salted orfilleted and frozen. At certain times of the year much of the catch is retained and sold forbait primarily in the autumn lobster fishery in PEI and the winter lobster fishery in NS.

HerringHerring are caught in varying amounts throughout PEI. They are fished by use of gillnetswhich may be either secured to the bottom of the sea with the use of weights or left todrift.

The herring fishery has both a spring and fall season. The spring fishery occurs in westernPEI and can comprise up to 33% of PEI’s total herring landings. Most spring herring is usedfor bait in the lobster fishery, with some herring exported for processing into “bloaters”(smoked herring) and fresh to US> the fall fishery occurs off southeastern PEI in the“Fisherman’s Bank” area and in North Cape area in western PEI. Japan has provided the aminmarket for herring roe from the fall fishery.

Bluefin TunaIn PEI, bluefin tuna captured by both commercial and sport fishery methods. The commercialfishery primarily uses the “tended line” method of fishing which involves the use of a baitedhook on a line attached to the fishing vessel. The sports fishery involves fishing by the “rodand reel” method whereby the rod is manipulated by a person in a swivel chair on the boat’sdeck. Tuna license holders charter their boats to sport fishing parties, or , in some areas ofthe province vessels engage in the fishery on a strictly commercial basis. Once brought

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aboard the fish is the property of the vessel owner and is sold fresh to local buyers. It isthen shipped fresh to the Japanese market.

Typically, tuna caught off PEI, weigh between 360 and 545 kilograms, (800-1200 pounds)however, higher weights have been recorded. Recently, Island tuna vessels have been fishingin several areas on the Atlantic Coast where the highly migratory bluefin can be found in largeschools.

Emerging SpeciesSeveral new fisheries are at various stages of development in the marine fishery. Seaurchins, which are found abundantly in certain locations around the Island, are being colletedon an experimental basis. Fishers employ teams of diver harvesters in the very late fallbefore freeze up and again in the early spring in order to collect these urchins bearing thenecessary roe content for the Japanese market. With less traditional groundfish to process,several processors are turning to other non-traditional species including skate and dogfish. Dogfish, in particular, are abundant in recent years in the Gulf and a range of products aremarketed in Japan and Europe.

SeaplantsIrish moss (chondrus), together with the associated seaplant Furcellaria, provide Island fisherswith a valuable harvest. PEI is the Canadian leader in seaplant production with the majorspecies being Irish moss.

On PEI, the industry is centred at Miminegash on the western shore of Prince County, wherethe largest production of Irish moss is harvested and major buyers have drying and packagingplants.

The harvest is taken by drag rakes towed behind lobster boats, converted for this purpose. Up to four rakes are towed by each boat. Large quantities of Irish moss sometimes mixedwith Fucellaria, are washed ashore with gale force winds. Fishing families can gather this“stormtossed” moss either by picking it up on shore or scooping it from the water by hand orwith baskets towed by horses. Most shore harvesters dry the wet moss in the sun, prior toselling to the buyers.

AquacultureBlue MusselsIn less than 20 years, the PEI cultured mussel industry has grown into a business harvestingmore than seven million kilograms ( 16.1 millionpounds) of the glossy, blue-black shellfish. Theexport value of this culture is about $16 million andapproximately 400 Islanders earn their living in thisindustry.

The mussels harvested by some 100 growers aremarketed under various trade names, such as“Island Blue” and have become a favourite in

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restaurants and homes. The mussels culivated in the clean, nutrient-rich waters of theprovince’s bays and estuaries are grown in mesh socks, containing “spat” or seed mussels. Seed is collected on ropes hung in the water each spring and socked in early fall.

The socks hang on buoyed rope longlines and because the mussels grow suspended in the waterrather than on the sea bed, they are sweet, plump, tender and free of grit found in wildmussels.

Mussels are harvested throughout the year, but the peak period is during the winter monthswhen both quality and demand is highest. Winter harvesting is done by cutting holes in the icewith a specially equipped chainsaw. Mussel lines are winched to the surface and the socks ofmature mussels- 18-24 months - are placed in insulated containers on sleds and hauled bysnowmobiles, all-terrain vehicles or tractors to shore. When the water is ice free harvestingis done from a specialized 12 metre fishing boat or barge equipped with a winch and conveyer.

After harvest, the mussels are transported to processing plants to be stripped from thesocks, declumped, washed, graded, and packed in polymesh bags for shipment to market.

The mussels harvest is expected to increase and stabilize as the leased sites in the coastalwaters of PEI are brought to full production. The quality of Island mussels is assured by theindustry’s advanced technology and the shellfish monitoring programs conducted jointly by thefederal and provincial governments.

OystersOysters were the first product of the PEI fishery to be widelyexported and the first to be subject of serious attempts atcultivation, including techniques to co;;ect spat and transferbetween sites. For decades, “Malpeque” oysters have beenconsumed raw on the half-shell and have been synonymous on theinternational market with quality.

The oyster industry in PEI consists of a public fishery andprivate lease aquaculture. The public fishery has traditionallybeen the most prominent source of production, but recently therehas been increasing interest in extending the private leaseholdareas.

The volume of the oyster harvest and its value can vary fromyear to year because of weather conditions but there is always a good market for“Malpeques”. In 1989, the harvest of 4.1 million pounds was one of the largest of the centuryand was valued at $3.8 million. The industry provides seasonal employment to more than 400Islanders.

There are two seasons in the industry: in the spring oysters are relayed from public beds toprivate leases and in the fall, they are harvested for shipment to market. Working fromsmaller boats harvesters lift the oysters from the seabed with long tongs. They are sold tolong established buyers. The oysters are then washed, graded and packed for shipment ingovernment inspected plants.

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The federal and provincial governments and the PEI Shellfish Association are engaged incooperative efforts to enhance production in public beds and to assist leaseholders in improvingthe quality of oysters produced on privategrounds.

Other Shellfish SpeciesThe cultivation of other shellfish species in PEIwaters is still in the development stage with varying prospects for growth. Most of thespecies occur naturally in these waters and experimental programs are aimed at findingtechniques to increase their numbers and speed their growth.

QuahaugsAttempts to collect commercial quantities of quahaug seed in the wild have so far beenunsuccessful. A program to spawn and raise seed in a hatchery has been successful, but theresults of experiments in raising this nursery stock to market size on leases have beenvariable. In the natural state, quahaugs may require seven to ten years to reach market size(50mm), while cultured quahaugs may take five to seven years. Attempts are underway todevelop faster growing seed through a selective breeding program.

Soft-Shelled ClamsDevelopment efforts are being made to assess the culture of soft-shelled clams. Incooperation with leaseholders, clam seed is transplanted from high density areas to leases forgrowth to market size. (50mm) Techniques are also being developed to enhance natural spatsettlement on leased areas. Initial results have been encouraging.

Bar ClamsBar clam brood stock has been spawned in a hatchery and the seed has been distributed tolease holders to assess growth and survival in nurseries. It is anticipated that cultured BarClams could be sold in the US market as “Pasta Clams”.

Sea ScallopsThere are rich natural scallop beds in the waters around PEI and experiments are nowunderway to see if production could be supplemented by collecting wild scallop spat andculturing it in local estuaries. Results have been promising. Cultured scallops could be sold inseveral forms including live in the shell, as meat with roe attached, or in the traditional form.

Bay ScallopsThese small attractive scallops are not native to PEI waters and effort to establish them inestuary environments have been hampered by their low winter survival rate. Experiments tobring Bay Scallops into commercial production are continuing. They grow rapidly in Islandwaters, reaching a size of 50-60mm in one season.

FinfishThere are three types of fish farming on PEI:• hatchery production of eggs, fingerlings and smolts;• raising fish to market size for food; and• operation of fee-fishing ponds for residents and tourists.

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This sector of the aquaculture industry consists of some 15 operations, most of them family-owned and operated, with an export value of $500,000 annually.

Hatchery production has become the most important facet of fish-farming, with the productof certified disease free hatcheries being exported to growers in the other Maritime provincesand further abroad. The species involved include rainbow trout, speckled trout, Atlanticsalmon and Arctic char.

Food fish for the market are raised in both land-based tanks and in freshwater pond cages. The dominant varieties are rainbow trout and Arctic char.

Fee-fishing is still relatively new on PEI, but several operations have been established and thegrowth of tourism would appear to create opportunities for more.

As well experiments have been taking place to see whether striped bass can be successfullyraised in captivity. Federal and provincial governments, agencies and educational and researchinstitutions are working closely with the private sector and associations to aquaculturists todevelop the industry.

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Appendix 34

AQUACULTURE ON PEI AGRISCIENCE 801AInternet Website:http://collections.ic.gc.ca/peifisheries/scitech/aqua.asp

1. The beginning stages of Aquaculture was in the _________ when these two factorsled to the Island government investing millions in the Island fisheries economy.

2. Why are aquaculture researchers on the island devoting research to raising sterilefemale fish? ________________________________________________________________________________________________________________

3. Because of aquaculture research the time needed for oysters to reach maturity hasdecreased from seven years to _______________ years.

4. Irish Moss is harvested for _____________ and PEI has the highest quality in theworld.

5. PEI mussels can be harvested in _____________ months.

6. Draw and label the long line mussel farming system. Include in your diagram markerbuoys, anchors, sleeves, back-line and mussels.

7.

8. Seed collection occurs in the _______________ beginning in the month of____________ and continues throughout the summertime into September. Whenthe seedlings have matured enough and are considered juvenile mussels or_____________, the process of ___________________ begins. This can be doneover the next two or three months, but should be completed by mid-December. Atthis time mussel farmers sink the __________________ beneath the water andleave them to grow until the following spring.

9. Why is early spring the best time to harvest mussels? _____________________________________________________________________________________

10. percent of Canada’s mussels are produced on PEI.

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Internet Website:http://www.glf.dfo-mpo.gc.ca/sci-sci/inva-enva/index-e.html

11. The three aquatic invaders identified by DFO in the Gulf of St. Lawrence are__________________________, _______________________ and

. .

12. The picture to the right is that of the . This pest affectsoysters and mussels negatively in four ways:

13. The species pictured below negatively affects the Islandsshellfish industry in what way?

14. Pictured to the right is a serious pest of aquaculture, the .These pests interfere with settlement of

and compete for and with young oystersand mussels.

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Appendix 35

AQUACULTUREBus tours are stopping at your

establishment to eat Prince Edward Island’s famous“Island Blues”.

Being the owner of the restaurant, you areexpected to speak to your guests on how themussels arrive from the bays to your restaurant.

After viewing the video, “Mussel Culture: Step byStep”, prepare a short speech to deliver to yourcustomers to prepare them for the experience.

RESTAURANT

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Fish Labeling AGRISCIENCE 801A Appendix 36

Identify the parts and thepurpose of the fish.

1

2

3

4

5

6

7

8

9

10

11

12

13


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Exterior1.mouth: most fish have a conical mouth cavity with a relatively small opening in frontand an expandable rear compartment to create suction for capturing food. 2.nostrils: in most fish the nostrils are only used for smelling but not for respiration. 3.eye: fish eyes are optical but are not capable of binocular vision because they arelocated on either side of the head.4.lateral line: a canal lined with sensory organs which detect vibrations and changes intemperature and pressure. The lateral line helps fish to maintain balance maintaindistance from other fish when schooling. 5.first dorsal fin: the anterior fin on the dorsal surface of a fish which is used forbalance. 6.second dorsal fin: the posterior fin on the dorsal surface of a fish which is used forbalance. 7.caudal fin: the tail fin of a fish which is used for propulsion, steering, and balancing. 8.caudal peduncle: a fish's "tail stem", the caudal peduncle is usually heavily muscledand is used for propulsion. 9.anal fin: the unpaired fin located on the posterior ventral side of a fish and is used forswimming. 10.pelvic (ventral) fins: a pair of fins located on the ventral surface of a fish. 11.pectoral fin: one of a pair of fins located on either side of a fish behind the gills usedfor balancing and braking. 12.gill cover / operculum: a protective cover over the gills. 13.gills: gills absorb oxygen from the water as it passes into the mouth and out throughthe gill cavity. Gills also maintain salt balance and are excretory organs. scales: scales provide protection and reduce friction for fish: two common types arectenoid (small teeth on rear edge) and cycloid (smooth edged) scales.


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Interior1.brain: the central point of a fish's nervous system. 2.kidney: the kidney is part of a fish's excretory system and has immune function. 3.vertebra: a fish's backbone used for structural support and for protecting the nervechord. 4.muscle segments: because fish require great strength to move through water, 40%to 60% of a fish's body weight is made up of large muscles called myotomes. 5.gonads: the reproductive organs of a fish 6.swim bladder: by altering the amount of gas in the swim , a fish can adjust itsbuoyancy, and therefore its depth, in the water. (sharks and other cartilaginous fish donot have a swim bladder) 7.intestine: an organ for digesting food. 8.stomach: an organ for breaking down food. 9.liver: an organ for detoxifying blood. 10.heart: a two-chamber pump in a fish's circulatory system.11.gill rakers: a set of tooth-like structures which strain the water passing through thegills to prevent debris from entering the gills.


195

Identify the parts and purpose of the fish.

1

2

3

4

5

6

7

8

9

10

11


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Mussel

1. inhalant siphon: soft fleshy tube that molluscs use to take in water. 2. exhalent siphon: soft fleshy tube that molluscs use to excrete water. 3. umbo: a bulge in a mollusc's shell just above the hinge, the umbo isthe oldest part of the shell. 4. hinge: the connecting point between the two valves of a mollusc. 5. valve: the shell of a mollusc: clams are bivalves (two shells) 6. mantle: a thin membrane covering the inside of the valves, the mantleprotects the mollusc's organs and secretes the shell. 7. pedal sinus: a mollusc's "foot", the pedal sinus fills with blood to helpthe mollusc to burrow and move. 8. adductor muscle: a large muscle that holds the two valves of a bivalvemollusc closed. 9. visceral mass: the main body of a mollusc, attached to the dorsalvalve, contains its vital organs such as the heart, intestine, and gonads. 10. gills: on each side of the visceral mass hangs a thin double gill usedfor the intake of oxygen.


197

Identify the parts and purposes of the mussel.1

2

3

4

5

6

7

8

9

10

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Appendix 37

CRAYFISH LAB AGRISCIENCE 801APrep Class for Crayfish Lab:

1. Why dissect the Crayfish?2. Resources to use for Lab work.3. Classification (taxonomy).4. Scientific Naming.5. Bilateral Symmetry (6 body regions).

1. The crayfish anatomy is identical to the marine lobster; only smaller.Cost factor; cheaper to do this Lab than a lobster Lab.

2. Lab Resources:Textbook - Unit 12, p. 222-223

p. 288-289 (taxonomy)

Modern Biology Ch. 31, p. 385-388(Blue Book) p. 391-397 (anatomy)

Ch. 14 p. 177-179 (taxonomy)p. 719-720 (taxonomy)

Dissection pictures p. 352 ( bilateral symmetry)ModelAnatomy ChartsOutline Lab Video ( Lobster and the Sea)

3. Classification - clumpingp. 288 - (kingdom, phylum, class.....)Taxonomy - science that classifies organisms.Science that deals with the classification of organisms. The seven maindivisions of classification system are from largest to smallest.Kingdom ~ Phylum ~ Class ~ Order ~ Family ~ Genus ~ Species.

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Latin is used to classify:• beginning of classification if you were educated you knew Latin ~ everyone

understood Latin and used it for efficiency ( universal).• no confusion with common names.• Latin is a “dead language” ~ so it’s meanings will not change with usage.• very descriptive ~ tells a lot about an organism.

4. Scientific Naming:We use a two naming system (binomial system of nomenclature)uses the genus name and the species name out of the classification list.Ie. Petunia hybridea ~ Genus name is first and capitalized, species name issecond and lowercase. Always denoted by italics and underlined.

5. Bilateral Symmetry:Body Regions:• Anterior• Posterior• Ventral• Dorsal• Right lateral• Left lateral

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Crayfish Lab

Section One: Crayfish DissectionThis outline for Section One includes the anatomy diagram sheet. (Lab 46)Using resources listed for this lab and the Prep Class work discussed, completethis Section.

The purpose of this dissection is to become familiar with the classification,anatomy, and life cycle of the Marine Atlantic Lobster. For obvious reasons usingthe lobster as a dissection specimen is not feasible. To compensate the use of aCrayfish as a dissection specimen is more than adequate. The anatomy of thesetwo crustaceans is identical. As a result any procedures we apply to the Crayfishcan be directly applies to the Lobster.

1. a) List the main classification divisions of the modern classification system. (largest to smallest)

b) What is taxonomy?

c) For the Crayfish, name each of the following divisions:kingdom ______________ class _________________phylum _______________ genus ________________

2. a) Knowing that the Crayfish belongs to the phylum Arthropoda, whatcharacteristics would you know it to have? ( Answer in list form)

b) Using their common names, list four other types of animals that share thisphylum with the Crayfish.

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3. All of the animals that share the crustacean class with the Crayfish aremandibulates. What does this mean?

4. How does our Atlantic Lobster differ from the Crayfish? (2) (do somethinking!!!)

5. The science of taxonomy continues to use what language? Why? (3)

6. How does using our modern classification system benefit us ? (2)

7. a) State the class name for a Crayfish.

b) Would the Atlantic Lobster share this class name?

c) If yes, to (b) state at least five reasons why.

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8. Observe the overall body structure of your lab specimen.a) What type of body symmetry does the Crayfish have?

b) Explain how you arrived at the answer given in (a).

c) As a result of this type of body arrangement what body regions can be identified.

9. The scientific name of our Marine Atlantic Lobster is Homerus americanus.a) Name the following classification divisions for the Lobster.

kingdom _________________ genus ________________phylum __________________ species _______________class ___________________

b) Describe how the scientific name is used.

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Lab 46

Dissecting a Crustacean - the Crayfish:Background The most noticeable thing about a Crayfish is its armour-like

exoskeleton and its many specialized external appendages. In thisdissection you will have an opportunity to observe how the externalappendages of a Crayfish are specialized for the functions of locomotion,fighting, reproduction, and food-getting.

Objectives Describe how the various appendages of the Crayfish are adapted forspecial functions;Dissect a Crayfish to locate the major organs of the digestive, circulatory, and excretory systems.

Materials Preserved Crayfish Probe Dissecting scissorsDissecting Tray Forceps Transparent Tape (optional)Stereoscopic microscope or hand lens

Procedure A The external anatomy of the Crayfish1. Place the Crayfish in your dissecting tray. Obtain all dissectingequipment and place it at your work station.2. Examine the dorsal, lateral, and ventral views of your Crayfish. Note the two main regions of the body; the cephalothorax consisting ofa head and thorax fused together, and the clearly segmented abdomen. Locate the saddle-like carapace covering the gills. The cervical grooveindicates where the head and thorax have fused. The rostrum projectsforward between the pair of stalked eyes.

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Crayfish Lab

Section Two A: External Anatomy of the Crayfish

1. Using the lab resources provided, observe and label all of the external regions /structures indicated on the diagram below. Place each label in thecorresponding numbered area listed below the diagram. Take extra care withspelling. It counts!!!

1. ______________________ 8. ____________________2.______________________ 9. ____________________3.______________________ 10. ____________________4.______________________ 11. ____________________5.______________________ 12. ____________________6.______________________ 13. ____________________7.______________________

2. List each of the labels you’ve stated in #1 and explain the functions(s) of each.1.

2.

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3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

3. a) What is the sex of your Crayfish specimen?__________________________________

b) How did you determine the sex?_______________________________________________________

c) How many segments does the abdomen of the Crayfish have?_______________________________________________________

Once you have completed this observation return the Crayfish specimen to itsstorage bag. Seal tightly and place in specimen vat.

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Crayfish Lab

Section Two B: Crayfish Dissection

The second activity in this section of the Crayfish Dissection follows up on theobservation of the external anatomy of the specimen by sketching the externaldorsal surface. The proper lab sketch procedures will be discussed and you will beprovided a hand-out “ Making Biological Drawings” that summarizes the sketchprocedures.

Using white, unlined sketch paper ( 8x14 provided) and a pencil, sketch the dorsalsurface of your specimen.Provide the following list of labels on your sketch:

antenna carapace cervical groovetelson rostrum modified abdominal segmenteye stock cephalothorax exoskeletoncheliped walking leg modified swimmeretantennule crusher pincercompound eye abdomen right uropod

NOTE: Use the following as a title for the sketch:Observation Of The External Anatomy Of Cambarus: Dorsal

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Making Biological Drawings

1. Draw what you see, not what you think should be there.

2. A Lead Pencil, a 2H, is to be used for drawings, titles and labels.

3. Drawings or diagrams should be simple as possible, with clean-cut lines (do not sketch) showingwhat has been observed. All drawings should be done on unlined paper and should be neatlylabelled.

4. Drawings should be large enough to show all parts without crowding. The grater the number ofparts to be included the larger the drawing should be. In general, drawing should be ½ the sizeof the page.

5. Keep your drawing to the left of the centre of the page. ( Save the right-hand side of thepage for labels).

6. All labels should be in a column to the right of the drawing and printed. Guidelines to thelabelled parts should be parallel to each other. The lettering should be horizontal.

7. Use a ruler for label lines ( ie: the lines drawn from the structure to the label)

8. Do not shade in your drawing. If you wish to indicate a darker area use dots.

9. Indicate the thickness of the plant cell by using to lines.

10. Most plant and animal tissues are made up of individual cells. When one representative cell ofsuch a tissue is to be drawn, make sure you include the cell boundaries of the other cells thatborder it. This will indicate the general appearance of the tissue without having to draw everycell.

11. All drawings are titled. The printed and underlined title appears immediately above the drawing,against the left-hand margin. The magnification of the object drawn follows the title and is inparentheses. Ie: bone cell (300X).

nucleus

interstitial fluid

leukoplast

cell wall

cytoplasm

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Crayfish Lab

Section Three: Appendages and Scientific NamingEach segment of the Crayfish body has one pair of appendages. These appendages are drawnon the table below. Locate each of these appendages on your Crayfish.

1. a)

b) Complete the appendage location column, using such terms as: anterior, posterior, dorsal, ventral,left lateral and right lateral. Be as specific as possible.

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2. a) What is an exoskeleton?

b) How does the exoskeleton differ from an endoskeleton?

c) What function(s) does the exoskeleton serve?

d) What materials compose(s) the exoskeleton of the Crayfish?

e) How does the Crayfish accommodate its growth given that it has an exoskeleton?

f) What is meant by: “The exoskeleton limits the size of an arthropod species?” (Ie: in the arthropod phylum there is no species the size of elephants etc!)

3. a) What is an appendage?

b) How many types of appendages does the Crayfish possess?

c) From what basic appendage did all the other types of appendages evolve?

d) All of the appendages observed are “jointed”. Why?

e) In total, how many appendages does the Crayfish possess?

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Appendages of the Lobster show a marked division of labour. Some have extra lobes orother processes and some lack the outer branch; but they all can be reduced to a commonbasic plan. The inner branches are dotted, the outer branches are shaded with diagonal lines,and the basal piece and its processes are left unshaded.

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Crayfish Lab

Section Four: Compound Eye Anatomy

Preparation of Compound Eye Tissue:1. Remove the eye by cutting the eye stalk at its base. Using the razor supplied

remove the rounded portion of the eye by cutting of about ½ of the eye.2. With forceps hold the rounded portion while washing the black pigment away

with a gentle stream of tap water.3. Place the “cleaned out’ portion of the eye on a clean glass microslide, Rounded

side up!4. Set up the compound light microscope and observe the prepared eye tissue

using LOW power. A glass cover-slip will not be used as its positioning woulddestroy the structure of the tissue.

5. Complete the following lab activity as you observe the compound eye structure:a) What is a stimulus?

b) What is an impulse?

c) Outline the path of the impulse from the point of stimulation to its finaldestination with respect to the lobsters’s sense of sight.

d) What adjective is used to describe the eye stalk?

e) Can a lobster “see” all around? (360%) Support the answer given with 2 reasons.

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f) The visual units of the compound eye are called ommatidia. Approximately how many ommatidia compose the compound eye?

g) What is contained in each ommatidia?

h) What capability does the lobster’s eye have or not have regarding focussing?

i) How does the lobster’s focussing ability compare with the human eye?

j) In terms of function, how does the compound eye serve the lobster? (2)

k) The image formed by the compound eye is called a mosaic. Is this type of image sharp and clear?

l) Briefly describe what a mosaic image would be like?

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Crayfish Lab

Section Five: Internal Anatomy

Use the Lab diagram and the diagrams in your textbook as reference points.

1. Carefully remove the exoskeleton from the dorsal side of the carapace by cutting a line off centrefrom the carapace to the cervical groove. Should you cut along the mid-line of the carapace, theheart and dorsal blood vessels would likely be destroyed. After the off centre cut has beenaccomplished, lift the carapace from its ventral- most surface, exposing the gills, and cut along thecervical groove, removing the small section of the carapace. Place a teasing needle under the mid-line of the carapace and tear the connective tissue attached to the carapace. Remove the carapaceentirely. Then expose the internal organs of the cephalothorax as far anterior as the rostrum. There are no large body spaces in the crayfish, because large bands of muscle occupy most of thebody. Only irregular body cavities remain. These compose the hemocoel. The heart lies in thethorax, in the pericardial sinus, which is a space dorsal to the alimentary canal. Lift the heartcarefully with the point of the needle and observe the ostia three pairs of openings that allow theblosd to enter from the pericardial sinus. Locate the arteries that carry blood from the heart tothe body. • What is the pericardial sinus?• What is the hemocoel?• What is an open circulatory system?

2. The digestive system of the crayfish is composed of three parts, as is true of other arthropods: afore-gut, a mid-gut, and a hind-gut. Locate the mouth, between the mandibles and the ventralsurface of the body. The mouth opens into a short esophagus, which in turn empties into a verylarge stomach. The stomach is located anterior and ventral to the heart, and consists of twochambers: a large, anterior cardiac chamber and a smaller, posterior pyloric chamber. Slit open thecardiac portion of the stomach and observe the gastric mill, which is composed of calcified “teeth’for grinding. The pyloric stomach empties into the intestine, which passes posteriorly to the anus,opening on the ventral side of the telson. Locate the anus and the intestine. Observe the largedigestive gland, which is spongy mass of glandular tissue.

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Appendix 38

PLANT STRUCTURES AND TAXONOMY AGRISCIENCE 801A1. a) Distinguish between taproot and fibrous roots.

b) Give two examples of taproots that we use as food.

c) Name two plants with fibrous roots

d) Give an advantage each type of root.

2. Give the purpose of the following parts of the root:a) root cap

b) area of cell division

c) area of cell elongation

d) xylem

e) phloem

f) area of cell maturation

3. Define stem

4. Describe the following types of stems and give an example of each:a) woody

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b) herbaceous

c) bulbs

d) corms

e) rhizomes

f) tubers

5. Name the two internal parts of the stem which are the same as the root.

6. Distinguish between the terminal bud, the vegetative bud and the flowering bud.

7. a) What is the function of the leaf?

b) Distinguish between a simple leaf and a compound leaf.

8. Define the following:a) photosynthesis

b) chloroplast

c) stoma

d) guard cells

9. Give the formula for photosynthesis.

10. What are the three functions of the flower of the plant?

11. Describe the importance of the following parts of the flower.

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a) stamen

b) filament

c) anther

d) pollen

e) pistil

f) stigma

g) style

h) ovary

i) petals

j) ovules

k) sepals

12. Define pollination.

13. After fertilization the pistil enlarges and becomes the ____________.

14. What is the purpose of the fleshy part of the fruit?

15. Name four ways fruit and/or seeds may be moved

16. Explain the difference between a vegetable and a nut.

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Plant Structures and Taxonomy Answer Sheet

1. a) Distinguish between taproot and fibrous roots.Taproot- root that is one main root, grows straightFibrous - hair-like numerous, spreads sideways

b) Give two examples of taproots that we use as food.carrot, parsnip

c) Name two plants with fibrous rootsgrass, grain

d) Give an advantage of each type of root.Taproot- able to survive drought conditionsFibrous - anchors the plant well, holds soil better

2. Give the purpose of the following parts of the root:a) root cap -penetrates soil for growth

b) area of cell division - cells multiply and begin to grow both directions

c) area of cell elongation - cells get longer and specialized

d) xylem - carries water and nutrients to leaves

e) phloem- carries food from the leaves to other parts of the plant

f) area of cell maturation - cells mature and root hairs develop

3. Define stem - part of plant that supports leaves

4. Describe the following types of stems and give an example of each:a) woody - tough outer bark, able to survive cold conditions

b) herbaceous - green and soft, unable to survive cold conditions

c) bulbs - shortened stems surrounded by modified leaves

d) corms - thickened, compact and fleshy

e) rhizomes - thick stems that run below ground

f) tubers - thickened underground stems that store carbohydrates

5. Name the two internal parts of the stem which are the same as the root.xylem and phloem

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6. Distinguish between the terminal bud, the vegetative bud and the flowering bud.Terminal - area at the tip of the stemVegetative - produces stem and leaf growthFlowering - produces flowers

7. a) What is the function of the leaf? To make food

b) Distinguish between a simple leaf and a compound leaf.Simple -single leaf from stemCompound - 2 or more leaves coming from a common point on the stem

8. Define the following:a) photosynthesis - process of manufacturing food.

b) chloroplast - organelle in the leaf where photosynthesis is carried out.

c) stoma - opening in the epidermis that allow for gas exchange

d) guard cells - cells which open / close the stoma

9. Give the formula for photosynthesis.6CO2 + 6 H2O = C6 H 12O6 + 6O2

10. What are the three functions of the flower of the plant?To produce the seeds, to produce fruit and to continue the species.

11. Describe the importance of the following parts of the flower.a) stamen - Male part of the flower

b) filament - supports the anther

c) anther - manufactures the pollen

d) pollen - male reproductive cell

e) pistil - female part of the flower

f) stigma - receives the pollen

g) style - tube connecting stigma to the ovary

h) ovary - contains the ovules

i) petals - brightly coloured to attract insects

j) ovules - female reproductive cells

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k) sepals - protective devise for the developing flower

12. Define pollination. - union of the pollen with the stigma

13. After fertilization the pistil enlarges and becomes the fruit.

14. What is the purpose of the fleshy part of the fruit?To attract animals and humans to the seeds helping to spread them over an range of

areas

15. Name four ways fruit and/or seeds may be moved wind, water, animals and humans

16. Explain the difference between a vegetable and a nut.Vegetable can be any part of the plant which is edible ie: root, leaves, flowers or stemsNut is the fruit

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Appendix 39

PLANT PHYSIOLOGY HOW PLANTS GROW AGRISCIENCE 801A

Physiology:The study of how plant organs (stems, roots, leaves, flowers, fruitsand seeds) function and the chemical processes required to live growand reproduce.

Photosynthesis:The trapping of light energy to convert it to chemical energy in the form of simple sugar.

Respiration:All living cells take in oxygen and give off carbon dioxide byconverting simple sugars into chemical energy.

** Photosynthesis and respiration are processes which are oppositeto each other.

Photosynthesis Respiration

Food is produced

Energy is relaeased

Occurs in cells withChloroplasts

Occurs in all cells

Oxygen is released

Water is used

Carbon Dioxide isproduced

Occurs in sunlight Occurs in sunlight anddarkness

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Transpiration:

Plants lose water vapour through evaporation in the leaves. Thisprocess requires areas in contact with soil, air and water. Osmosis (taking in water through a semi-permeable membrane from an areaof high concentration to an area of low concentration) is critical totranspiration.

Plant Nutrition:

Plants need 16 essential nutrients:

Three are found in the atmosphere and water;Carbon (C), Hydrogen (H), and Oxygen (O).

Six of these are relatively large and are called macronutrients.They are Nitrogen (N), Phosphorus (P), Potassium (K), Calicum(Ca), Magnesium (Mg), and Sulfer (S).

Seven micronutrients are needed in small or trace amounts.They are Boron (B), Copper (Cu), Chlorine (Cl), Iron (Fe),Manganese (Mn), Molybdenum (Mo), and Zinc (Zn).

Plants are also affected by the Soil PH.The two types of Soil PH are:Acidity ( 0 - 6.5 ) and Alkalinity ( 7.5 - 14 )

The optimum or best range for most plants to grow in is between 6 - 7

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Plant Physiology

1. What are the major parts of the cell?

2. What is meant by physiology?

3. What are the most important chemical process in the atmosphere?

Explain the process?

4. What are Chloroplasts?

5. What is Chlorophyll?

6. What 3 factors varies the food making process?

7. What is respiration?

8. Compare the differences between photosynthesis and respiration (point form).

9. What is transpiration?

10. Name the functions of water in a plant. (5)

11. What environmental conditions affect transpiration?

12. What process does the roots use to get nutrients into the root cell?

Explain how this work?

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13. What is the job of the pores in the soil?

14. What is the difference between plant nutrition and plant fertilization?

15. What is the optimum pH range for many plants?

16. How many essential nutrients are required for a healthy plant?

17. What is meant by acidity?

What is meant by alkalinity?

18. What structures in a plant are used to store manufactured food?

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Plant Physiology

1. What are the major parts of the cell?Cell wall, vacuole, chloroplast, cytoplasm, nucleus, (granules)

2. What is meant by physiology?The study of how organs function and how chemical processes help it live, grow and reproduce.

3. What are the most important chemical process in the atmosphere?Photosynthesis

Explain the process?Light energy is converted to chemical energy by making simple sugar. Chlorophyll andChloroplasts do the work and are necessary

4. What are Chloroplasts?Small membrane-bound bodies inside cells that contain chlorophyll

5. What is Chlorophyll?Green material inside Chloroplasts used in photosynthesis

6. What 3 factors varies the food making process?Light intensity, temperature and concentration

7. What is respiration?Process where all living cells take in oxygen, breakdown simple sugars and give of CO2

8. Compare the differences between photosynthesis and respiration (point form).Almost complete opposites - photosynthesis food produced, energy stored, O2 released, H2Oused, CO2 used - needs sunlight and done in plants with Chloroplastsrespiration - food used, energy released, O2 used, H2 O produced, CO2 produced, - in dark andlight, done in all plant cells

9. What is transpiration?Process where plants lose water through evaporation. Occurs primarily in the leaves throughthe stoma. Keeps a sucking motion in the plant that bring water to the leaves forphotosynthesis.

10. Name the functions of water in a plant. (5)carries nutrients to the leavesused in photosynthesis processhelps control temperatures through transpirationprovides support through turgor pressuredissolves nutrients to be carried

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11. What environmental conditions affect transpiration?Humidity, wind and air movement, temperature

12. What process does the roots use to get nutrients into the root cell?Osmosis

Explain how this work?Water passes through a semi permeable membrane carrying nutrients because a solution with ahigher concentration of solutes will move to an area of lower concentration of solutes

13. What is the job of the pores in the soil?Store air, water and nutrients, and permits root penetration

14. What is the difference between plant nutrition and plant fertilization?Nutrition - availability and type of basic chemical elements in a plantPlant fertilization - process of adding nutrients to the soil or leaves through the environment

15. What is the optimum pH range for many plants?6 - 7

16. How many essential nutrients are required for a healthy plant?16

17. What is meant by acidity?Sourness of soil

What is meant by alkalinity?Sweetness of soil

18. What structures in a plant are used to store manufactured food?Roots, stems, seeds and fruits

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Appendix 40

TISSUE CULTURE LAB AGRISCIENCE 801A

Materials: TinfoilPaper towelsErlenmeyer flasksJavexDissecting kitPlantM jarSterile glovesAgar

T DO NOT TOUCH THE PLANT WITH YOUR HANDS!T DO NOT BREATHE ON THE PLANT!

1. Wipe off the tinfoil with a paper towel soaked with javex.2. Dip your scalpel and forceps in javex.3. Use your forceps to pull out the plant and place it on the tinfoil.4. Cut off the leaves.5. Cut the stem between the nodes.6. Place the cuttings in the agar with the node up. Put the nodal pieces in rows.7. Label your names on the jar and put on my desk.

Questions:a) What is a flow hood?b) What is a M-jar?c) What is a growth room? (Describe)d) Describe the greenhouse on the slides?e) How are plants stored over winter?

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Station 1

1. What type of root is shown here?

2. Name one advantage and one disadvantage of thistype.

3. What function does the small structures coming from this root have? What do we call them?

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Station 2

1. What structure shown at the pointer, allows for gas exchange in the leaf?

229

Station 3

1. What shape of leaf is shown?

Bonus: Name the type of tree being shown?

230

Station 4

1. Explain or describe the type of leaf and the type of margin being shown here.

231

Station 5

1. What plant part is this?

2. Which of the 6 known types of plant part is this?

232

Station 6

1. Name the brown structure located atthe tip of the branch.

2. What type of stem is this?

233

Station 7

This stem type, similar to the iris, givesrise to a new plant.

1. What type of stem is this?

234

Station 8

These structures were developed whereblossoms once were. (Red part in picture)

1. Name the plant part.2. How might these be distributed (carried) to new locations?

235

Station 9

1. These three stem examples are all of the same type. What type is this?

236

Station 10

1. What type of asexual propagation would best be used with this structure?

237

Station 11

1. There are two types of leaves showing on this plant. Name the two types and indicate how you can tell them apart.

238

Station 12

1. What process has this seed gone through in thefirst stage of germination?

2. What type of seed is this, how do you know? (Bean is not the answer!)

239

Station 13

1. What sex of flower is shown by structure 17 (Beige part) ?

2. 16, 17, 18 - Name the three parts to this sex.

3. What are the structures called that cover theflowers that are not yet bloomed (green) ?

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Station 14

1. What would be the best method of ropagation for this plant shown?

2. How would you do this?

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Station 15

1. Looking at the flowers that are white and purple, what purpose do the purple lines serve?

2. The green fern has what type of leaf?

242

Station 16

1. What three macro nutrients are found in the following fertilizer packet?

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Appendix 42

THE PEI POTATO INDUSTRY: CANADA NO. 1 AGRISCIENCE 801AVideo Response

1. What are the three market components of the PEI industry?

2. In global terms, where do potatoes stand as a food crop?

3. How does a cash crop differ from a forage crop?

4. Potatoes have a high food value. Describe this food value.

5. a) What has determined the change in varieties of potatoes grown on PEI?b) What is the most popular variety grown at present?c) Why is this variety so popular?

6. PEI has four deep water ports where potatoes are loaded and shipped overseas. List the fourports.

7. What processing procedures are carried out in a PEI Potato warehouse?

8. a) What is meant by the phrase”domestic table consumption”?b) Where is the market for what is mentioned in 8 a)?

9. What percentage of PEI’s potato crop is processed?

10. Where does the basic seed crop component come from?

11. a) What is the typical range of the planting season for PEI potatoes?b) What determines the range of this season?

12. Describe completely a 3 year rotation when growing potatoes.

13. Why goes a grower carry out a 3 year crop rotation when growing potatoes?

14. When typically is the potato crop harvested?

15. What is a value added product - re: potatoes?

16. What does the Food technology Centre in Charlottetown do- re: potato products?

17. a) What is an “elite seed potato” farm?b) Where is it located in PEI?c) The final product of the elite seed farm is the progeny tuber. What is it?d) Who buys the progeny tuber?e) What is done with the crop produced by progeny tubers?

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The PEI Potato Industry: Canada No. 1Video Response Answers

1. What are the three market components of the PEI industry?French Fry processors, seed buyers, grocery stores, speciality products (salad)

2. In global terms, where do potatoes stand as a food crop?4th largest

3. How does a cash crop differ from a forage crop?Grown for cash not as a livestock food crop

4. Potatoes have a high food value. Describe this food value.High in nutrients, low in fat content, good balance of amino acids

5. a) What has determined the change in varieties of potatoes grown on PEI?Demand for seed, table stock and process potatoes

b) What is the most popular variety grown at present?Russett Burbank

c) Why is this variety so popular?Used as a French Fry and Baking potato

6. PEI has four deep water ports where potatoes are loaded and shipped overseas. List the fourports.Charlottetown, Summerside, Georgetown and Souris

7. What processing procedures are carried out in a PEI Potato warehouse?Grading and packaging

8. a) What is meant by the phrase”domestic table consumption”?Potato is eaten as a vegetable , unprocessed

b) Where is the market for what is mentioned in 8 a)?Ontario, Quebec and Maritimes

9. What percentage of PEI’s potato crop is processed?50%

10. Where does the basic seed crop component come from?Disease free plantlets grown in tissue culture

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11. a) What is the typical range of the planting season for PEI potatoes?May - early June

b) What determines the range of this season?Soil and weather conditions

12. Describe completely a 3 year rotation when growing potatoes.Year one - Potatoes, Year two - Cereal crop ie: wheat, Third year - Forage crop ie: Grass

13. Why goes a grower carry out a 3 year crop rotation when growing potatoes?They are heavy feeders and the land needs to be fertilized and rested.

14. When typically is the potato crop harvested?Sept - October

15. What is a value added product - re: potatoes?Making a product different from the norm

16. What does the Food Technology Centre in Charlottetown do- re: potato products?Looks for new products, helps test food products for businesses prior to marketing

17. a) What is an “elite seed potato” farm?A place that grows disease free seed potato

b) Where is it located in PEI?Tiny island near Alberton

c) The final product of the elite seed farm is the progeny tuber. What is it?A potato grown from a tissue culture plant.

d) Who buys the progeny tuber?Seed growers and other countries

e) What is done with the crop produced by progeny tubers?They use it to produce other seed potatoes.

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Appendix 43

GROWING POTATOES AGRISCIENCE 801AArticle:

BOTANICAL NAME: Solanum TuberosumTYPE: AnnualCLIMATIC REQUIREMENT: Cool SeasonGERMINATION TIME: 10-15 daysDAYS TO MATURITY: 90-140 days from planting tubers or tuber pieces.

VARIETY TYPES: Potatoes are grouped into categories via their shape and skin colour. Potatoesare considered to be either round, oval, oblong, long or a combination of theproceeding.

• Skin colours are classed as white or buff skinned, red skinned or russeted.• There are also blue-purple and yellow skinned varieties.• The skin is also described as smooth or netted.• potatoes can be classed as early and late season types with later varieties being the best

for storage.• Flesh colour may vary from white to yellow.• Purple skinned types often have some purple or blue streaks in the flesh.• Varieties are also available with some level of scab resistance.

RECOMMENDED VARIETIES:

Early Mid-Season Late

Fundy Kennebec SebagoIrish Cobbler Shepody BintjeJemseg Chieftain Russet BurbankCaribe Red PontiacSuperior

WHEN TO START: Potatoes must be started from certified seed stock or better. Plant smalltubers whole or cut large tubers into pieces, making sure each piece has at least1-2 eyes. Potatoes can be planted from April to mid to late May for earlycrops and from mid to late May to mid June for storage crops.

SEED REQUIREMENTS:

2.25kg potatoes cut into 50g pieces are sufficient to plant 12 metres of row.

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SPACING: Sow seed pieces 7-10cm deep. Leave 25-30cm between plants in rows 60-90cmapart; or leave 25-30cm between plant centres on beds. Closer spacing canresult in better yields, better smaller potatoes.

SOIL: Potatoes require a well prepared, deep fertile soil with good drainage. Mineralsoils are best.pH: 5.5 to 6.0.

FERTILIZER REQUIREMENTS:Potatoes are heavy feeders. Fertilizer can be broadcast at the rate of 0.8-1.0kg of 15-15-15 per 10 metre square to the soil and raked in, or applied inbands in the planting furrows at the rate of 900 grams per 15 metres of row. If fertilizer is applied in the planting furrow, 2.5 cm of soil should be placedbetween the fertilizer and the seed pieces to aviod direct contact. Applicationsof fresh manure should be avioded as manure will promote development of scaborganism. Application of lime should also be avoided at planting time.

PLANTING: Do not plant directly from cold storage. Remove tubers from storage and warmto a temperature of 10-15 degrees C to enhance sprout formation. Small tubers(golf ball size) may be planted whole. Larger tubers can be cut into piecesweighing about 50 g each and having at least 1-3 eyes. Seed pieces can beplanted immediately planted after cutting, but will generally sprout and showbetter resistance to decay if, after cutting, are left in a cool moist room withgood ventilation for 3 days. Fast emergence of plants can be enhanced by“green sprouting” tubers before planting. To green sprout, place tubers withbarely emerged white sprouts under conditions of low light and temperatures of5-10 degrees C. Short, compact, tough green sprouts will develop.

WATERING: Maintain even moisture as interruptions in moisture will cause irregular growthspurts resulting in rough, knobby, malformed or cracked tubers.

LIGHT: Needs full sun.

SPECIAL CULTURAL NEEDS:Use only Certified Seed Stock. The use of table stock as in home gardens couldresult in the occurrence of a seed borne disease which could easily spread tocommercial fields and result in serious problems. In addition, table potatoes areoften treated with sprout inhibitor for extended storage life and will thereforenot grow properly when planted. Maintain good weed control. Star hoeing assoon as the weeds appear and continue until foliage covers most of the soilsurface (around blossom time). It is important to hill potatoes as they grow. Mound soil around the base of the plant when cultivating to cover any exposedtubers and prevent greening and sunburn. Be sure not to damage roots orexpose tubers during cultivation. Mulches will help maintain moisture and growthpatterns and keep soil cool in hot weather.

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COMMON PROBLEMS:Second Growth:Caused by interrupted growth. Usually due to dry conditions followed by rains. Tubers may develop knobby shapes, hollow centres, or cracks. Large varietiesare most susceptible to “hollow heart”. Maintain even moisture.

Sunburn-Green Skins: Caused by light-induced chlorophyll and toxic glycoalkaloid formation in tuberskins. Green potatoes should not be eaten or fed to livestock. Keep plantshilled and stored in a dark place.

Scab:The occurrence and severity of this disease id influenced by many factorsincluding soil moisture, soil pH, rotational patterns and the use of fresh manure. Although no means exists for complete control, the maintenance of soil pH of5.5-6.0, the use of varieties with some scab resistence and the proper croprotation will reduce scab incidence.

DISEASES AND INSECTS:Although home gardeners may not feel it overly important to control diseases andinsects in their potato garden, there are a number of serious diseases andinsects, if left Uncontrolled, which could easily spread to commercial fields andcause considerable damage and economic loss to producers. In particular,diseases Verticillium Wilt, late Blight, Early Blight, Botrytis Vine Rot, andBacterial Ring rot and Bacterial Ring Rot and the insects, Colorado Potato Beetleand Aphids should be controlled.

Verticillium Wilt:Verticillium Wilt is a fungal disease which overwinters in the soil, in infectedtubers, and in infected plant debris. The disease usually appears in older leavesfirst and later spreading to younger leaves. The leaves will turn yellow, dry upand fall off. Shoot tips will wilt during the day. Although the plants don’tusually die, the growth and quality of tubers will be affected. Verticillium Wiltcan be controlled by planting certified seed stock and by treating seed pieceswith the recommended fungicidal seed treatment. Potato tops should be removedfrom the garden after harvest to reduce soil-borne inoculums. Rotation of cropswithin the garden will also reduce the incidence of disease.

Late Blight:Late Blight is a fungal disease which over-winters in infected tubers. Thedisease develops in temperatures of 26 degrees C and high relative humidity. The disease is spread by wind and rain. The disease appears as dark, water-soaked spots on leaves and stems. Infected potatoes may rot in storage. Applications of commercially available potato-tomato dusts which contain afungicide or spray application of the fungicides Zineb or Captan applied soon asthe disease appears and re-applied every 7-10 days will control Late Blight.

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Early Blight:Early Blight is another fungal disease of potatoes. The disease overwinters inplant refuse and on infected tubers. The disease develops and spreads in thesame manner as Late Blight. The disease appears as dark brown spots with darkconcentric rings on leaves and stems. Early Blight can occur throughout thegrowing season and can be controlled in the same manner as Late Blight.

Colorado Potato Beetle:The Colorado Potato Beetle is a serious foliar feeding insect of potato. Theadult, a hard shelled beetle about 12 mm long with yellow and black stripes,overwinters in the soil and emerges in May. The female lays masses of eggs onthe underside of leaves. The larvae and adult form feed on the foliage and. Ifnot controlled, can cause serious defoliation of plants. Populations of the beetlecan increase rapidly and if left uncontrolled in a home garden can spread tonearby commercial fields. Control can be obtained by applications ofcommercially available tomato-potato dust or applications of insecticides such asSevin, Methoxychlor or Diazinon. The beetle can be controlled culturally byhand picking of the insects. Some studies suggest that heavy mulching helps toreduce populations. If spraying, sprays should be applied as soon as an averageof two beetles per plant are observed.

Aphids:There are several species of aphids which attack potatoes. The most commonspecies are the Potato Aphid, the Green Peach Aphid and the Buckthorn Aphid. In general, aphids are small, pear-shaped, soft bodied insects. The colourranges from green, yellow, red or black, depending on the species. Aphids feedby sucking plant sap which causes puckering and curling of the leaves and shootsand reduce plant vigour. Aphids emit a sticky substance known as honeydewwhich allows diseases to grow on the plants. Heavy infestation can cause plantdeath. Aphids can be controlled with insecticide such as Cygon 2E, Malathion orDiazinon. Ladybugs also serve as a control fro aphids, as they feed on theinsect. Good control can also be obtained by using insecticidal soaps and stronglimewater sprays.

Other Sprays:Other insects which feed on potatoes are Flea Beetles, Wireworms and WhiteGrubs.

YIELD: Approximately 1.5-3 kilograms per metre of row.

NOTE: “New potatoes” are those dug early from green tops; immature skin “feathers”or rubs off in places. Other potatoes or mature potatoes have a set skin andhave been dug later in the season.

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HARVESTING: Early potatoes can be dug when the tubers reach a useable size. This is often2-5 weeks after flowering.

STORAGE CROPS: Should be left in the ground until light frosts and natural decline cause the tops to wither. Tops can also be pushed over by hand to encourage maturity when tubers have reached suitable size. Should be carefully lifted with a fork to avoid cutting or bruising.

STORAGE: New potatoes must be refrigerated and used within one week. Mature potatoeswill not sprout for 2-4 months after harvest. This is a rest period for thetuber. Under proper storage conditions, they can be stored in a warm, humidlocation for about 3 weeks until the skins have “set”. This allows for healing ofcuts and bruises. Ideal storage conditions are around 7-10 degrees C at 85%-90% humidity. Potatoes will last one week at room temperature. At highertemperatures, potatoes may sprout and shrivel; at lower temperatures, they maydevelop a sweet taste. If exposed to light, potatoes turn green. Remove anygreen portions before cooking because this gives a bitter flavour to the potatoand large amounts are toxic. Avoid storing potatoes with apples as they give offethylene, which promotes sprouting and deterioration of potatoes.

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GROWING POTATOES AGRISCIENCE 801AQuestion Sheet

1. The botanical name for potatoes is ____________________________.2. The climatic requirements for potatoes is_______________________ .3. Potatoes are classified as _______________, ___________, ___________,

__________, and ____________________.4. Two colours of the flesh are ___________________ and __________.5. Potatoes can also be classified as ____________ and ______________ season

types with ____________ varieties being the best for storage.6. The number of days to maturity for the potato is _________ days and the

germination time is ___________________ days.7. The best time to plant early crops is __________________________ and for

storage crops plant from _____________________________.8. Why is it important to use certified stock?

________________________________________________________.9. Why is it important to hill potatoes during growing?

________________________________________________________.10. Three advantages of using mulch are __________________________,

____________________, and __________________________.11. Describe three common problems associated with growing potatoes.

1_____________________________________________________________________________________________________________2. _____________________________________________________________________________________________________________3._____________________________________________________________________________________________________________

12. Describe the difference between “new potatoes” and “mature potatoes”?__________________________________________________________________________________________________________________________________________________________________________________________________________________________________

13. Explain storage for new potatoes. _________________________________________________________

14. Why should tubers be stored in a warm, humid location for the first threeweeks?________________________________________________________________________________________________________________

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15. Ideal storage conditions are ________________degrees C and____________________ % relative humidity, if the temperature is too highproblems are ____________________ and if the temperature is too low thepotatoes ________________________________ and if exposed to lightpotatoes turn ____________________________________.

16. The _________should be removed before cooking because_______________________________________________________

17. Explain the importance of fertilizer in producing a good potato crop?_________________________________________________________________________________________________________________

18. Five points to consider when planting potatoes include:1. ______________________________________________________2.______________________________________________________3._______________________________________________________4._______________________________________________________5.______________________________________________________

19. See attached chart.

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19. Complete the chart:

verticilliumwilt

late blight early blight ColoradoPotato Beetle

aphids

What is thisproblem?

How does itdevelop?

How is itspread?

Describe itsappearance.

how can it becontrolled?

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Growing PotatoesAnswer Sheet

1. The botanical name for potatoes is Solanum Tuberosum2. The climatic requirements for potatoes is cool season3. Potatoes are classified as round, oval, oblong, long and colour4. Two colours of the flesh are buff (white) and russet (red)5. Potatoes can also be classified as early and late season types with later

varieties being the best for storage.6. The number of days to maturity for the potato is 90- 140 days and the

germination time is 10-15 days.7. The best time to plant early crops is late April - early May and for storage crops

plant from late may to mid June8. Why is it important to use certified stock? It is to ensure there is no disease in

the stock.9. Why is it important to hill potatoes during growing? Prevents tubers from

greening and sunburn.10. Three advantages of using mulch are maintain even moisture, growth patterns,

and keep soil cool.11. Describe three common problems associated with growing potatoes.

1. Second growth - potatoes start to grow, become interrupted and start again.2. Sunburn and Green skins3. Scab - disease

12. Describe the difference between “new potatoes” and “mature potatoes”?New Potatoes are those dug with the tops on, immature skins need to be eaten rightaway.Mature potatoes are harvested later, tougher skin is better for storage.

13. Explain storage for new potatoes. Refrigerate and use within a week

14. Why should tubers be stored in a warm, humid location for the first threeweeks?To allow the skins to set

15. Ideal storage conditions are 7-10 degrees C and 85%-90% relative humidity, ifthe temperature is too high problems are may sprout and shrivel and if thetemperature is too low the potatoes develop a sweet taste and if exposed tolight potatoes turn green

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16. The skin should be removed before cooking because gives the potato a bittertaste and could be toxic.

17. Explain the importance of fertilizer in producing a good potato crop?Heavy feeder, increases nutrients in the soil, gives the soil a rest.

18. Five points to consider when planting potatoes include:1. Planting2. Varieties3. Harvest4. Pesticides5. Markets

19. See attached chart.

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19. Complete the chart:

verticilliumwilt

late blight early blight ColoradoPotato Beetle

aphids

What is thisproblem?

Fungal disease fungal disease fungal disease foliar feedinginsect

small pearshaped softbodied insect

How does itdevelop?

Appears inolder leavesfirst then toyounger ones

duringtemperatureof 26C andhigh humidity

over winters inplant debrisand infectedtubers

over winters insoil andemerges inMay

feeds on theplants suckingsap reducesvigour and killsthe plant

How is itspread?

Over wintersin soil andplant debris

over winters ininfectedtubers spreadsby rain andwind

wind and rain female layseggs onunderside ofleaf, feedsduring thelarvae stage

jumps fromleaf to leaf

Describe itsappearance.

Leaves turnyellow, dry up,and fall off. Shoot tips wiltduring the day

dark watersoaked spots

dark brownspots, darkcircular rings

hard-shelledbeetle bug,12mm longyellow/blackstripes

small, pearshaped, soft-bodied insectsgreen, yellow,red and black

how can it becontrolled?

Plantingcertifiedstock,fungicidaltreatmentremove planttops afterharvest

fungicides,every 7-10days

fungicidesevery 7-10days

hand picking ,spraying,mulching rows

insecticidesand soaps,ladybugs,limewatersprays

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Appendix 44

CEREAL INFORMATION SHEETS AGRISCIENCE 801A

Oats Barley Corn Wheat

Picture(Label parts)

Food Products

By-Products

ClassificationRequirements

258

Cereal Information Sheets

Oats Barley Corn Wheat

ClimateRequirements

Soil Requirements

Management Tips

Diseases

Insects

Variety selectedfor planting

259

Appendix 45

FORAGE/OILSEED INFORMATION SHEETS AGRISCIENCE 801A

Clover Alfalfa Timothy Canola Soybeans Sunflowers

Picture(Label parts)

Food Products

By-Products

ClassificationRequirements

260

Forage/Oilseed Information Sheets

Clover Alfalfa Timothy Canola Soybeans Sunflowers

ClimateRequirements

SoilRequirements

ManagementTips

Diseases

Insects

Varietyselected forplanting

261

Appendix 46

GARDENING ASSIGNMENT AGRISCIENCE 801A

Vegetable Garden Plan:

Use plants for PEI”s Zone.Use a separate sheet of paper for each part of this assignment. You will be submitting seven sheets ofpaper. Do not forget to use a ruler when making the charts and garden plot.

1. Select a minimum of 10 different vegetables and state 3 reasons from the catalogue for choosingthem. ( You may use a maximum of 2 varieties for 2 of the vegetables chosen, but the other 6vegetables must be different).

Example:

Vegetable #1 great flavourcompact vinesearly maturer

Vegetable #2

2. Sketch a garden plot using the rules that are included in your notes. Do not forget to use aruler. • 10 feet wide x 26 feet long,• approximately 10 rows at 10 feet long,• use a space of 30" from the middle of one row to the next. • For small plants, use 2 seed lines in each seed bed. IE: lettuce, raddish, carrots.

LAYING OUT THEGARDEN

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3. Turn your page sideways and use the information supplied in the catalogues to complete a chartwith the following headings:

GUIDE

Vegetable VarietyName

Page No. ofVariety

RecommendedPlanting Date

Date Chosen (your choice)

Days to Maturity(catalogue)

Date to Harvest(your calculation)

Example:

Cucumber Panther 29 1462 June10~July1 38152 58 38210

4. You will find the following information in your planting guide catalogues. Turn your page sidewaysand complete another chart that includes the following information on your vegetables:

• approximate days to germinate• approximate seed required for a 10' row• approximate seed per package• approximate yield per 10' row• required space between the plants• required space between the rows• approximate planting depth (in inches)

5. Make a brief note about ten of the special products that can be found in the catalogue. Belowis a list of some examples>

• garden inoculant• companion planting wheel• mini - hand seeder• pelleted seed• transplanting tip• meeting Canadian standards• treated seed• scare eyes• mobil eyes• planters paper• elite seed potatoes• boron 20%• pro seeder• mini- hand seeder.

NOTES:

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The main vegetable crops that are grown on PEI can be categorized into 10 differentgroups:

1. Perennial Crops - asparagus, rhubarb, Jerusalem artichoke

2. Potherbs or Greens - spinach, collards

3. Salad Crops - celery, lettuce, parsley, endive

4. Cole Crops - cabbage, cauliflower, broccoli, Brussel sprouts, kohlrabi, Chinese cabbage

5. Root Crop- beets, carrots, parsnips, rutabaga, radish

6. Bulb Crops - onions, garlic, leeks

7. Pulse Crops - peas, beans

8. Solaneceous Fruits - tomatoes, eggplants, peppers

9. Cucurbits or Vine Crops - cucumbers, muskmelon, pumpkins, squash, melons

10. Sweet Corn

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Appendix 47

LANDSCAPE PROJECT AGRISCIENCE 801A

NOTE: YOU WILL NEED TO HAND IN 3 SHEETS1. Front View,2. Floor Plan View, and3. A List of Plants

INSTRUCTIONS:1. Choose a house plan. Make sure the house plan is enlarged to the correct size. You will

need a Front View of the house and a Master Floor Plan View of the bottom of the floor. Both must be enlarged.

FRONT VIEW:2. Trace the Front View onto drafting paper.

3. Draw various foundation plants on the traces Front View of your house. Number each plant(Plants of the same kind may have the same number).

4. On this Front View you may also draw in some plants to frame the house (ie: put them onthe ends).

MASTER FLOOR PLAN VIEW:

(Sample Lot attached)

5. Draw the Floor Plan in the middle of a drafting sheet.6. Draw in boundaries of the lot (Note: hills, bad views,

poles, etc.)7. Mark the North Direction on your paper.8. Draw in decks and walkways.9. Use symbols to place the foundation plants and framing plants from your Front View onto

your Master Floor Plan View. Number them the same as your other plan.10. Use symbols to represent plants to define the boundaries.

Number these.11. Add plants needed to complete your landscaping. Number these.

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LIST OF PLANTS:12. Find a real plant (in one of the catalogues provided) to represent each number. The plant

should grow in a way to make it suitable for planting.

No. Plant Characteristics Total Price

Landscaping Rules:

1. Foundation plants should blend the house and the lot together ~ formal or informal arrangement.

2. Foundation plants should be grown 2 ½" from the base. These tie the building and lines together.COLUMNAR PYRAMIDAL UPRIGHT GLOBE SPREADING CREEPING CONE

3. Limit kinds of foundation plants to 4-6 kinds.

4. Conical evergreens are usually set at corners of the house.

5. Spreading evergreens are usually put under flowers in a flower garden.

6. Creeping conifers are usually put between flowers in a flower garden.

7. Globes are usually put at the corners of steps.

8. Higher columnar pyramidal and upright ones are usually put at the ends of houses.

9. Vines are used to cover high walls.

10. Tall trees by tall homes.

11. Check the area you are going to plant meets shade and temperature requirements.

12. Don’t break up lawn with walkways.

13. Use fences and high hedges to hide service areas.

14. The difference between a formal and informal garden is that a formal garden is symmetrical.

15. Sometimes 3 shapes look nice together.

16. Rocks , woodchips, trees, foundation plants, can be used to create an interesting effect.

17. Keep in mind whether the flowers chosen are annuals or perennial ( maintenance).

18. Choose some plants which will provide some attractiveness all year round.

19. Strive for colour variation among shrubs and trees. In flower beds also strive colour variation. Shorterplants at the front. Make sure all flowers in a bed bloom.

20. Balance is the overall thing strived for, at the correct time.

Note: Foundation plants are usually wrapped in burlap to prevent burning.

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SEE LANDSCAPING DESIGN SYMBOLS FOR YOUR DRAWINGS.

Landscaping Design Symbols

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SAMPLE LOT:

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