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	<title>habitats &amp;laquo; WordPress.com Tag Feed</title>
	<link>http://en.wordpress.com/tag/habitats/</link>
	<description>Feed of posts on WordPress.com tagged "habitats"</description>
	<pubDate>Wed, 02 Dec 2009 03:34:07 +0000</pubDate>

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<title><![CDATA[Urban Wildlife: Bat Facts]]></title>
<link>http://trickygirl.wordpress.com/2009/11/18/urban-wildlife-bat-facts/</link>
<pubDate>Wed, 18 Nov 2009 11:53:10 +0000</pubDate>
<dc:creator>trickygirl</dc:creator>
<guid>http://trickygirl.wordpress.com/2009/11/18/urban-wildlife-bat-facts/</guid>
<description><![CDATA[Recently, I&#8217;ve been spending a fair bit of time at the Kew Bridge Eco-Village in west London. ]]></description>
<content:encoded><![CDATA[<div class='snap_preview'><p>Recently, I&#8217;ve been spending a fair bit of time at the <a title="trickygirl's original blog post on Kew Bridge Eco-Village, June 2009" href="http://blogs.myspace.com/index.cfm?fuseaction=blog.viewcustom&#38;friendId=156770369&#38;blogId=496694429&#38;swapped=true" target="_blank">Kew Bridge Eco-Village</a> in west London. This fascinating project aims to create a sustainable community garden on an acre or so of derelict urban land which has been the subject of a now decades-old planning wrangle between the prospective developer, local residents and the borough council.</p>
<p>Sitting empty, unused and unloved on the banks of the Thames for almost two decades, the site was soon taken over by Mother Nature, and the eco-village is now home to an amazing array of wildlife, including bees, butterflies, ladybirds, foxes, a <a title="'Biting spider colony found in Brentford' - Richmond and Twickenham Times, 20/10/08" href="http://www.richmondandtwickenhamtimes.co.uk/archive/2008/10/20/Top+Stories+(lltopstories)/3772197.Biting_spider_colony_found_in_Brentford/" target="_blank">rare type of biting spider</a> (!), as well as several neighbourhood cats who have obviously viewed the site as their very own private feline fiefdom for almost as long as it has been derelict.</p>
<p>I first visited the eco-village back in the summer, when the whole area was covered in the familiar pink of patches of rosebay willow-herb and the vivid purples of newly-seeded buddliea bushes, as well as any number of other, more curious and less common plants and herbs &#8211; all of which attract wildlife of all kinds, even on such a resolutely urban patch of land as this.</p>
<p>However, despite the fact that they are becoming more and more common in urban areas, and that the eco-village provides an ideal habitat for them, there is one species I have yet to see there &#8211; bats.</p>
<p>Everyone has their favourite animals, and bats are definitely one of mine. Not only are they remarkably cute little creatures (they are, honestly!), but they also play a crucial part in the maintainance of a green and healthy environment, which makes them doubly cool in my eyes. They really are extraordinary &#8211; and extraordinarily important &#8211; animals.</p>
<p>So here are a few fascinating Bat Facts to explain precisely why that is&#8230;</p>
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<p>- Bats are the only true <a title="About Bats - Bat Conservation Trust website" href="http://www.bats.org.uk/pages/about_bats.html" target="_blank">flying mammal</a>, which makes them unique in the animal kingdom, although they actually make up as much as a quarter of all mammal species in Britain (and a fifth worldwide). Some British bats are much less common than others, but they are all threatened by the encroachment of humans onto their habitats.</p>
<p>- Many people would understandably assume that bats live <a title="Bat Habitats - Bat Conservation Trust website" href="http://www.bats.org.uk/pages/bat_habitats.html" target="_blank">solely in the countryside</a>, but it is becoming more and more common to find them in urban habitats, where they roost in buildings and feed in local parkland. I have certainly seen bats in London. All bats need certain things in their habitat, whether rural or urban, in order to survive, including water, trees (which provide both food and navigational landmarks), and somewhere quiet and sheltered to protect them against predators and allow them to roost.</p>
<p>- Bats can live up to about the <a title="Bat Facts and Figures - Bat Conservation Trust website" href="http://www.bats.org.uk/pages/facts_and_figures.html" target="_blank">age of thirty</a>, which makes them one of the longest-lived of all mammals. And they go back a long way. <a title="Intro to Bats - Bat Conservation International website" href="http://www.batcon.org/index.php/all-about-bats/intro-to-bats.html" target="_blank">Fossilized bats</a> have been found which scientists calculate are in the region of fifty million years old. These fossils show that these ancient bat ancestors were very similar to 21st century bats, suggesting that they have actually been around a lot longer than a mere fifty million years.</p>
<p>- The scientific name for bats is <em>Chiroptera</em>, which translates as<a title="Intro to Bats - Bat Conservation International website" href="http://www.batcon.org/index.php/all-about-bats/intro-to-bats.html" target="_blank"> &#8216;hand-wing&#8217;</a>. If you look at a bat with its wings outstretched, you can see exactly where this name comes from. In fact, bats appear to have shared a common ancestor with us primates at some point in their evolution, which makes them genetically closer in some ways to humans than to other flying creatures like birds, or even mice.</p>
<p>- In the UK alone, there are seventeen <a title="UK Bat Species - Bat Conservation Trust website" href="http://www.bats.org.uk/pages/uk_bat_species.html" target="_blank">different species</a> of bat (of 1,100 worldwide), including a selection of bats with wonderfully descriptive names &#8211; such as the whiskered bat, the soprano pipistrelle, the Natterer&#8217;s bat, the lesser horseshoe bat, and the greater mouse-eared bat. All seventeen of these British species are very small creatures indeed, ranging from the pipistrelle, which weighs a little less than a £1 coin (approximately 5g), to the greater mouse-eared bat, which is the biggest bat in Britain, but would still easily fit on the palm of your hand.</p>
<p>- All of these different species of British bat are also insect eaters, and they all hunt their favourite bugs in different ways. Most bats actually catch and eat their prey<a title="Bat behaviour - Bat Conservation Trust website" href="http://www.bats.org.uk/pages/bat_behaviour.html" target="_blank"> on the wing,</a> which is probably the very definition of fast food. And they need those calories. Flying and hunting expends a lot of energy, meaning that even the tiniest bat can eat upwards of 3,000 insects in a single night.</p>
<p>- Bats are very clever hunters. They <a title="Echolocation - Bat Conservation Trust website" href="http://www.bats.org.uk/pages/echolocation.html" target="_blank">aren&#8217;t blind</a>, they actually see almost as well as humans, but they have a very acute sense of hearing, and they use a natural sonar-like system called echolocation to track their prey and estimate distance at night (which puts them at a distinct advantage, no matter how quietly that tiny midge thinks it is flying through the dark). It is the very existence and super-accuracy of echolocation which can finally and fully disprove that old canard about <a title="Common Misconceptions About Bats - US Fish and Wildlife Service website" href="http://www.fws.gov/Endangered/bats/miscon.htm" target="_blank">bats getting caught up in your hair</a>.</p>
<p>- At this time of the year, most bats are quite sensibly <a title="A Year in the Life of a Bat - Bat Conservation Trust website" href="http://www.bats.org.uk/pages/a_year_in_the_life_of_a_bat.html" target="_blank">contemplating hibernation</a>. They&#8217;ll have mated (the female bat actually stores the sperm until it is safe to become pregnant in the warmer spring weather), and, like many mammals in autumn and winter, are getting sleepier and sleepier. In only a few weeks time, they will be hibernating somewhere cool and quiet until the spring.</p>
<p>- And spring is, of course, the time of year when baby bats start to appear. Female bats will group together in a<a title="Bat behaviour - Bat Conservation Trust website" href="http://www.bats.org.uk/pages/bat_behaviour.html" target="_blank"> &#8216;maternity roost&#8217; </a>to give birth, often at the same site every year. Bat pregnancies last between six and nine weeks, with some variation depending on the climate and the availability of insects. Similarly to human females, bats tend to give birth to a single baby, which they then feed and nurture for about a month until the baby bat is able to fly and fend for itself.</p>
<p>- It is during this maternity season that bats are most vulnerable to disturbance, but they are actually <a title="Threats to Bats - Bat Conservation Trust website" href="http://www.bats.org.uk/pages/threats_to_bats.html" target="_blank">under threat </a>all year round. This threat comes mostly from us humans, and mostly because so many of us do not understand how important bats are in the greater scheme of things. Despite the fact that all British bats (and their roosts) are <a title="Bats and the Law - Bat Conservation Trust website" href="http://www.bats.org.uk/pages/bats_and_the_law.html" target="_blank">protected by law</a>, they are still threatened by everything from urban building work and renovations to loss of rural food sources, habitats and flightlines &#8211; as well as less obvious threats, such as intensive farming methods, lighting and wind turbines.</p>
<p>It seems that being a bat in Britain (and in other parts of the world) is an increasingly risky business, particularly for bats in urban environments. Rather than running from them, screaming, we should be admiring and protecting these remarkable and often endangered creatures. If the general public were aware of <a title="Bat Conservation International website" href="http://www.batcon.org/" target="_blank">the good that bats do</a> in keeping our natural world going &#8211; that they hunt insects, pollinate and re-seed plants, and that bat droppings make an excellent <a title="Intro to Bats - Bat Conservation International website" href="http://www.batcon.org/index.php/all-about-bats/intro-to-bats/subcategory/455.html" target="_blank">natural fertilizer</a>, as well as providing enzymes used in the laundry detergents we use every day &#8211; I would hope that many more people would join me in wanting the best for these endearing and helpful animals.</p>
<p>For more information on British bats and helpful advice on the legal status of roosts etc., visit the <a title="Bat Conservation Trust website" href="http://www.bats.org.uk/" target="_blank">Bat Conservation Trust </a>website. If you are in America, try the <a title="Bat Conservation International website" href="http://www.batcon.org/" target="_blank">Bat Conservation International</a> website for useful information on bats there.</p>
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<title><![CDATA[Life in the Boreal Forest]]></title>
<link>http://simplyscience.wordpress.com/2009/11/18/life-in-the-boreal-forest/</link>
<pubDate>Wed, 18 Nov 2009 06:00:36 +0000</pubDate>
<dc:creator>slduke</dc:creator>
<guid>http://simplyscience.wordpress.com/2009/11/18/life-in-the-boreal-forest/</guid>
<description><![CDATA[  Life in the Boreal Forest Brenda Z. Guiberson Illustrations by Gennady Spirin Henry Holt and Co., ]]></description>
<content:encoded><![CDATA[<div class='snap_preview'><p><a href="http://simplyscience.wordpress.com/files/2009/11/9780805077186.jpg"><img class="alignnone size-full wp-image-1201" title="9780805077186" src="http://simplyscience.wordpress.com/files/2009/11/9780805077186.jpg" alt="" width="251" height="258" /></a><em> </em></p>
<p><em>Life in the Boreal Forest </em></p>
<p>Brenda Z. Guiberson</p>
<p>Illustrations by Gennady Spirin<br />
Henry Holt and Co., 2009<br />
ISBN #978-0-8050-7718-6</p>
<p>K-5<sup>th</sup> grades</p>
<p>NF PB</p>
<p>“Tika tika tika swee swee! A Tennessee warbler sings in a forest so huge that it covers one third of the earth’s total forest area. It grows across Alaska, Canada, Scandinavia, and Russia. A swath of trees this big has many names, like taiga and boreal forest. Boreal means northern, fro Boreas, the Greek god of the north wind.”</p>
<p>This gorgeous book describes the variety of life in the boreal forest in its natural context of habitat and the food web. Including even a bit on the relationship of the predators and prey, the text portrays the life cycles and habits of the life within the forest and the effects the environment cause to its inhabitants. The text explains the reasons for the dwindling amount of boreal forest, a primary premise of the book, but does so in a slightly heavy-handed manner. The information is detailed and ecologically oriented, and includes the food web relationships of the organisms along with their adaptations for survival in the rugged climate.</p>
<p>The illustrations are beautifully rendered in lifelike paintings positioned across three-fourth of the spread with the text in the remaining space, positioned on one side or the other of each spread. The starving animals make an interesting, if pitiful, addition to the realities of life in the boreal forest and its harsh conditions and illustrator Spirin has done an excellent job with them. The animals in action are fascinating and I personally love the snow covered, frozen pond with the beaver lodge and a passing dogsled team.</p>
<p><strong>Activity 1</strong></p>
<p>List the adaptations that enable the inhabitants of the boreal forest to survive the harsh conditions.</p>
<p><strong>Activity 2</strong></p>
<p>Create a food chain using some of the organisms from the book.</p>
<p><strong>Activity 3</strong></p>
<p>Look up information about tropical rain forests. Compare and contrast the differences in the rain forest and the boreal forest. Look for adaptations the organisms in the rain forest have that help suit them for that biome.</p>
<p><a href="http://www.blueplanetbiomes.org/rainforest.htm" target="_blank">Rain forest biome information.</a></p>
<p><a href="http://www.runet.edu/~swoodwar/CLASSES/GEOG235/biomes/rainforest/rainfrst.html" target="_blank">More details </a>about rain forests.</p>
<p><a href="http://www.rain-tree.com/facts.htm" target="_blank">This site</a> has information and facts about the loss of rain forest habitats</p>
<p>Read more information <a href="http://www.marietta.edu/~biol/biomes/boreal.htm" target="_blank">here</a>.</p>
<p><a href="http://www.vtaide.com/png/taiga.htm">This site</a> has good general information.</p>
<p> <a href="http://www.taigarescue.org/en//index.php?sub=1&#38;cat=31" target="_blank">This site </a>has good information and games; however, some links wre not not working. If you have patience, there were a couple of them, including one about The Lorax, that looked fun.</p>
<p>National Science Standard: organisms and environments</p>
<p>&#160;</p>
<p>Book supplied by publisher to Librarian&#8217;s Choices review committee</p>
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<title><![CDATA[The Busy Tree]]></title>
<link>http://shelfemployed.wordpress.com/2009/11/12/the-busy-tree/</link>
<pubDate>Thu, 12 Nov 2009 20:04:00 +0000</pubDate>
<dc:creator>bgtys</dc:creator>
<guid>http://shelfemployed.wordpress.com/2009/11/12/the-busy-tree/</guid>
<description><![CDATA[Ward, Jennifer. 2009. The Busy Tree. Ill. by Lisa Falkenstern. Tarrytown,NY: Marshall Cavendish. Wit]]></description>
<content:encoded><![CDATA[<div class='snap_preview'><p><a href="http://shelfemployed.wordpress.com/files/2009/11/thebusytree.jpg"><img src="http://shelfemployed.wordpress.com/files/2009/11/thebusytree.jpg?w=185" border="0" /></a><br />Ward, Jennifer. 2009. <em>The Busy Tree</em>. Ill. by Lisa Falkenstern. Tarrytown,NY: Marshall Cavendish. </p>
<p>With oil paintings that are both realistic and beautiful, Busy Tree informs readers of the many uses for a tree. In first -person rhyme, the &#8220;tree&#8221; tells of its many denizens, <br />&#8220;This is the spider that lives in my bark, spinning a web from dawn until dark.&#8221; A simple and powerful introduction to trees.
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<title><![CDATA[The Brede Valley]]></title>
<link>http://ecologyconsultancy.wordpress.com/2009/11/09/the-brede-valley/</link>
<pubDate>Mon, 09 Nov 2009 16:38:40 +0000</pubDate>
<dc:creator>ecologyconsultancy</dc:creator>
<guid>http://ecologyconsultancy.wordpress.com/2009/11/09/the-brede-valley/</guid>
<description><![CDATA[In late August a team of 20 volunteer ecologists undertook the first ever comprehensive habitat mapp]]></description>
<content:encoded><![CDATA[<div class='snap_preview'><p>In late August a team of 20 volunteer ecologists undertook the first ever comprehensive habitat mapping of the Brede Valley. The data from the <img class="alignright size-full wp-image-23" title="maps and chickens" src="http://ecologyconsultancy.wordpress.com/files/2009/11/maps-and-chickens.jpg" alt="maps and chickens" width="240" height="180" />survey will be written up and presented in the form of a map and made widely available. The volunteers were all staff from The Ecology Consultancy, Local landowners were helpful in facilitating access for the project and providing camping accommodation. The team covered the majority of the land between Doleham and Winchelsea Station below the 5 m contour.</p>
<p>Whilst in general the grazing meadows proved to be of restricted interest, some of the ditches, of which there is an abundance, and other wetland areas were of more interest. Seven species of pond weed <em>Potamogeton spp</em> were found including flat stalked pond weed, which is uncommon nationally and with no other recent records in East Sussex, along with rootless duckweed <em>Wolffia arrhiza</em> the UKs smallest flowering plant and a local specialty.</p>
<p>Invertebrates were surveyed in the extreme west and in the central part of the valley. In the west the tall fen habitats ‘tick the right boxes’ for several groups of flies including the snail killing flies (Sciomyzidae). In the central areas the main interest was the ditches and their water beetles. Samples from both sites are currently being identified but invertebrate ecologist Graham Hopkins has high hopes of some very interesting discoveries.</p>
<p>The Ecology Consultancy team plan to visit the area again in 2010 and subsequent years in order to extend the mapping to as much of the valley as possible. Consultation with interested parties will take place over the winter to ensure that local naturalists are involved and help guide the process. Important wildlife features will be highlighted with the general aim being to provide guidance to landowners as to where nature conservation benefit can be best and most easily achieved.</p>
<p><img class="alignleft size-medium wp-image-20" title="Oenanthe fistulosa" src="http://ecologyconsultancy.wordpress.com/files/2009/11/oenanthe-fistulosa.jpg?w=225" alt="Oenanthe fistulosa" width="225" height="300" /></p>
<p>Oenanthe fistulosa – relatively common in the ditches of the Brede valley</p>
<p> <img class="alignleft size-medium wp-image-21" title="Sparganium erectum" src="http://ecologyconsultancy.wordpress.com/files/2009/11/sparganium-erectum.jpg?w=225" alt="Sparganium erectum" width="225" height="300" /></p>
<p>Sparganium erectum a common plant in the Brede Valley ditches</p>
<p><img class="alignleft size-medium wp-image-22" title="ditch habitat" src="http://ecologyconsultancy.wordpress.com/files/2009/11/ditch-habitat.jpg?w=225" alt="ditch habitat" width="225" height="300" /></p>
<p>The Brede Valley comprises miles of valuable ditch habitat</p>
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<title><![CDATA[Science: Creating Creatures]]></title>
<link>http://class40q.wordpress.com/2009/11/06/science-creating-creatures/</link>
<pubDate>Fri, 06 Nov 2009 22:20:06 +0000</pubDate>
<dc:creator>oquinlan</dc:creator>
<guid>http://class40q.wordpress.com/2009/11/06/science-creating-creatures/</guid>
<description><![CDATA[Before the holidays we were looking at habitats, and how animals were adapted to live where they do.]]></description>
<content:encoded><![CDATA[<div class='snap_preview'><p>Before the holidays we were looking at habitats, and how animals were adapted to live where they do. Everyone worked in teams to make a new animal out of vegetables and things Mr Quinlan brought in. They had to think carefully about why they were making the animals look like they did, and how their features helped them to live.</p>
<p>When they had made the animals everyone made a fact file about them, saying what features they had and how they needed these to cope in the habitat they lived in.</p>
<p>We had some pretty creative creatures!</p>
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<title><![CDATA[Seagull Rescue]]></title>
<link>http://obxcommonground.org/2009/11/04/seagull-rescue/</link>
<pubDate>Wed, 04 Nov 2009 18:15:48 +0000</pubDate>
<dc:creator>Nancy</dc:creator>
<guid>http://obxcommonground.org/2009/11/04/seagull-rescue/</guid>
<description><![CDATA[Seagull Rescue Oct-28-2009 By OBX Admin // // Here are some pictures of a seagull that was rescued J]]></description>
<content:encoded><![CDATA[Seagull Rescue Oct-28-2009 By OBX Admin // // Here are some pictures of a seagull that was rescued J]]></content:encoded>
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<title><![CDATA[Climate Change Legislation: Adaptation Sees Movement in the Senate]]></title>
<link>http://obxcommonground.org/2009/11/04/climate-change-legislation-adaptation-sees-movement-in-the-senate/</link>
<pubDate>Wed, 04 Nov 2009 18:10:55 +0000</pubDate>
<dc:creator>Nancy</dc:creator>
<guid>http://obxcommonground.org/2009/11/04/climate-change-legislation-adaptation-sees-movement-in-the-senate/</guid>
<description><![CDATA[Written by Eric Haxthausen Momentum is building on Capitol Hill for addressing a crucial piece of th]]></description>
<content:encoded><![CDATA[Written by Eric Haxthausen Momentum is building on Capitol Hill for addressing a crucial piece of th]]></content:encoded>
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<title><![CDATA[123.  Urban Roosts:  Where Birds Nest in the City by Barbara Bush]]></title>
<link>http://365readalouds.wordpress.com/2009/11/03/123-urban-roosts-where-birds-nest-in-the-city-by-barbara-bush/</link>
<pubDate>Wed, 04 Nov 2009 01:12:22 +0000</pubDate>
<dc:creator>Deeanna</dc:creator>
<guid>http://365readalouds.wordpress.com/2009/11/03/123-urban-roosts-where-birds-nest-in-the-city-by-barbara-bush/</guid>
<description><![CDATA[Retell: Barbara Bush zooms in on gothic building structures, bridge towers and overpasses to describ]]></description>
<content:encoded><![CDATA[<div class='snap_preview'><p><a href="http://www.powells.com/biblio/62-9780316083126-0"><img class="alignleft size-full wp-image-555" title="urban roosts" src="http://365readalouds.wordpress.com/files/2009/11/urban-roosts.jpg" alt="urban roosts" width="116" height="124" /></a><strong>Retell: </strong>Barbara Bush zooms in on gothic building structures, bridge towers and overpasses to describe the adaptations of birds who thrive in urban areas.</p>
<p><strong>Topics: </strong>birds, pigeons, urban areas, cities, habitats, migration, camouflage, adaptation, roosts, crows, shelter</p>
<p><strong>Units of Study: </strong>Content-Area, Nonfiction</p>
<p><strong>Reading Skills: </strong>envisionment, questioning, determining importance, synthesis</p>
<p><strong>My Thoughts: </strong>I&#8217;m currently looking for books that will support the current Nonfiction unit.  I considered reading this book immediately, but I think I&#8217;m going to save it for our Content-Area unit.  During that unit we&#8217;ll be studying Food Chains and Habitats in Science making this book a perfect fit.  <em>Urban Roosts</em> is a book that will encourage urban readers to reconsider the common pigeon, finch or crow&#8211;a great book for modeling envisionment in nonfiction.</p>
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<title><![CDATA[Habitat Protection in Cyprus]]></title>
<link>http://migration.wordpress.com/2009/11/03/habitat-protection-in-cyprus/</link>
<pubDate>Tue, 03 Nov 2009 09:18:26 +0000</pubDate>
<dc:creator>Dan</dc:creator>
<guid>http://migration.wordpress.com/2009/11/03/habitat-protection-in-cyprus/</guid>
<description><![CDATA[I was really excited to get the quarterly edition of BirdLife Cyprus (the magazine of BirdLife Cypru]]></description>
<content:encoded><![CDATA[<div class='snap_preview'><p>I was really excited to get the quarterly edition of BirdLife Cyprus (the magazine of <a href="http://birdlifecyprus.org/">BirdLife Cyprus</a>, as it&#8217;s always packed with informational goodies. One article in particular was worth sharing, by Campaigns Officer Eleni Zissimou. I wanted to quote from it, as it details the situation in Cyprus for Important Bird Areas (IBAs) and Special Protection Areas (SPAs) representing the core efforts to protect the most vital habitat areas in Cyprus and in Europe. </p>
<p>A note of distinction: IBAs are descriptions on paper to signify value to ornithologists, designated by conservationist NGOs. SPAs however are designated by EU legislation, under the Birds Directive 79/409/EEC. Thus, SPAs are legislatively supposed to receive greater protection, although IBAs sometimes receive greater attention because they <em>do not</em> have the legal protections afforded to SPAs.</p>
<p>From the article:</p>
<blockquote><p>According to the latest BirdLife Cyprus IBA inventory of 2004, there are 19 IBAs on the island, of which 16 are in the Republic. Of those, 15 have already been designated as SPAs, while the Akamas Peninsula is still outstanding. Additionally, there are a further 13 SPAs which today do not overlap with any IBAs. These were designated by the competent authority, the Game Fund in Cyprus, using ornithological data after 2004. </p>
<p><strong>Protection on paper or in practices?</strong></p>
<p>The 27 SPAs of the Cyprus Republic at first glance seem impressive, relative to the 15 IBAs. It is, however, ironic that these areas which are on the whole beautiful and which should be effectively protected, often seem to act as magnets for various developments that have the potential to degrade them or even destroy them, and as a consequence many today are seriously threatened. There are many reasons for this such as ownership of the land, the often not so strict implementation of the European law for environmental impact assessment, the sheer number of proposed developments and finally the apparent general lack of engagement by the Government.</p>
<p>Unfortunately, as with other countries, these areas are often treated as a problem and not a benefit for the future. Despite the fact that all advertisements of Cyprus abroad show beautiful areas, free of buildings and disturbance, i.e. areas like many of the IBAs or SPAs, and that it is likely that many foreign visitors expect to see on the island what they see in the pictures these areas are not effectively protected so as to remain such.</p></blockquote>
<p><em>That</em> is an excellent description of the conservation situation in Cyprus.</p>
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<title><![CDATA[Pest Control Beetles]]></title>
<link>http://agriculturalguide.wordpress.com/2009/10/10/pest-control-beetles/</link>
<pubDate>Sat, 10 Oct 2009 07:28:01 +0000</pubDate>
<dc:creator>khthelegend</dc:creator>
<guid>http://agriculturalguide.wordpress.com/2009/10/10/pest-control-beetles/</guid>
<description><![CDATA[A beetle is commonly known to many of us. But what it really does is not known by many of our people]]></description>
<content:encoded><![CDATA[<div class='snap_preview'><p><span class="drop_cap">A</span> beetle is commonly known to many of us. But what it really does is not known by many of our people. The one unique feature about the beetle is that it is having the most number of species that is ever known. Other feature of this is that the beetles are common in all habitats. The reason for the beetles to be available in all habitats is due to the fact that   beetles adapt to any climate and the other thing is that their reproduction rate is far higher than any other living beings. In a square mile the beetle population is 70 times the human population. They mostly feed on the plant and fungi.</p>
<h3>Why is beetle harmful?</h3>
<p>The reason for the farmers to worry about the beetle is that due to their two ways of causing damage to the farmers. The first one is due to their food habit. As they feed on the plant and fungi they largely damage the plants which form the major source of income for the normal farmer. If the plants are eaten by these pests then automatically the price of these fruits and vegetables will go down causing a large loss of money for the poor farmer. The second case is that when the beetles decompose the dead things. They also have the capability to decompose dead decaying matter. So they will be attacking the skin of the living beings too. This represents the sheep. This will also result in a large amount of money loss for the people who are living on them.</p>
<h3>Ways to solve this problem?</h3>
<p>The one and only way to solve this problem is to go in for the usage of pest control beetles. This also a spray of insecticide similar to the maggot pest controls. They work similar to the maggot pest control in all their procedures. They two work in two fashions. The preventive and the killing way and thereby eliminate the beetles once and for all. The only difference that it has over the other is that it would be more intense in its concentration. This would cause the plants to react fast to the control spry than the other pest control sprays.</p>
<h3>The methodology of the pest control usage:</h3>
<p>The pests eat away the plants so it is mandatory to use the pest control methods. The usage of the beetle pest control is much simpler when compared to maggot pest control. The only thing to be kept in mind is that the concentration must be kept low and the spray must be done only once in three months.</p>
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<title><![CDATA[Is Wind Energy Bird Friendly?]]></title>
<link>http://obxcommonground.org/2009/10/01/is-wind-energy-bird-friendly/</link>
<pubDate>Fri, 02 Oct 2009 01:44:40 +0000</pubDate>
<dc:creator>Nancy</dc:creator>
<guid>http://obxcommonground.org/2009/10/01/is-wind-energy-bird-friendly/</guid>
<description><![CDATA[A friend of mine, Burnie Gould, informed me that wind turbines could be dangerous to birds and disru]]></description>
<content:encoded><![CDATA[A friend of mine, Burnie Gould, informed me that wind turbines could be dangerous to birds and disru]]></content:encoded>
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<title><![CDATA[New Research Shows Mountains May Be Cradles of Evolution]]></title>
<link>http://monstermike.wordpress.com/2009/09/26/new-research-shows-mountains-may-be-cradles-of-evolution/</link>
<pubDate>Sat, 26 Sep 2009 12:48:08 +0000</pubDate>
<dc:creator>monstermike</dc:creator>
<guid>http://monstermike.wordpress.com/2009/09/26/new-research-shows-mountains-may-be-cradles-of-evolution/</guid>
<description><![CDATA[Growing mountains may give rise to new species  and not simply provide a refuge to species whose tr]]></description>
<content:encoded><![CDATA[<div class='snap_preview'><div style="margin-bottom:10px;border:1px solid #ccc;width:202px;height:142px;background-image:url('http://images.websnapr.com/?size=s&#38;url=http://www.nature.com/news/2009/090925/full/news.2009.952.html?s=news_rss');"></div>
<p>Growing mountains may give rise to new species  and not simply provide a refuge to species whose traditional habitats have been lost, US scientists suggest.</p>
<p>Source:<br /><a href='http://www.nature.com/news/2009/090925/full/news.2009.952.html?s=news_rss'>http://www.nature.com/news/2009/090925/full/news.2009.952.html?s=news_rss</a></p>
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<title><![CDATA[83.  Fake Out!  Animals That Play Tricks by Ginjer L. Clarke (All Aboard Science Reader)]]></title>
<link>http://365readalouds.wordpress.com/2009/09/18/83-fake-out-animals-that-play-tricks-by-ginjer-l-clarke-all-aboard-science-reader/</link>
<pubDate>Sat, 19 Sep 2009 02:40:37 +0000</pubDate>
<dc:creator>Deeanna</dc:creator>
<guid>http://365readalouds.wordpress.com/2009/09/18/83-fake-out-animals-that-play-tricks-by-ginjer-l-clarke-all-aboard-science-reader/</guid>
<description><![CDATA[Retell: In this book, readers learn how animals &#8216;play games&#8217; in order to adapt to their ]]></description>
<content:encoded><![CDATA[<div class='snap_preview'><p><a href="http://www.powells.com/biblio?isbn=9780448446561"><img class="alignleft size-full wp-image-382" title="fake out" src="http://365readalouds.wordpress.com/files/2009/09/fake-out.jpg" alt="fake out" width="91" height="137" /></a><strong>Retell: </strong>In this book, readers learn how animals &#8216;play games&#8217; in order to adapt to their habitat.  In order to survive they play hide-and-seek, play dead, and even play pretend.</p>
<p><strong>Topics: </strong>animals, adaptations, habitats, marine life, mammals, mimicry, camouflage</p>
<p><strong>Units of Study: </strong>Nonfiction, Content Area</p>
<p><strong>Reading Skills: </strong>envisionment, questioning, synthesis, determining importance</p>
<p><strong>Writing Skills: </strong>developing voice in expository writing, including conclusions that sum up and release the writer</p>
<p><strong>Thoughts: </strong>I&#8217;m worried about a boy in my class.  He dropped four reading levels over the summer.  He&#8217;s distracted during Reading Workshop and his reading log shows he&#8217;s not reading at home.  However, he&#8217;s obsessed with the books in the dinosaur bin and carries around a gaming magazine.  He&#8217;s a nonfiction reader trapped in a unit of study focused on fiction.  I think of him as I plan my read alouds.  I want to make sure that I&#8217;m finding time to tuck in nonfiction read alouds throughout the week, even though we&#8217;re not currently in a nonfiction unit.  <em>Fake Out!</em> is a high engagement nonfiction read aloud that just happens to look like a &#8220;low level&#8221; book.  Reading this book aloud &#8216;blesses&#8217; this struggling reader&#8217;s level and will hopefully make &#8220;All Aboard&#8221; books cool to read.</p>
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<title><![CDATA[Pond Habitat]]></title>
<link>http://mtownleygr1.wordpress.com/2009/09/14/pond-habitat/</link>
<pubDate>Mon, 14 Sep 2009 23:12:11 +0000</pubDate>
<dc:creator>townleym</dc:creator>
<guid>http://mtownleygr1.wordpress.com/2009/09/14/pond-habitat/</guid>
<description><![CDATA[Today we looked at a real pond, brought to us by Ms. Monsees (Grade 2/3 intern).  We got to see minn]]></description>
<content:encoded><![CDATA[<div class='snap_preview'>
<p>Today we looked at a real pond, brought to us by Ms. Monsees (Grade 2/3 intern).  We got to see minnows, snails and beetles in their own habitat!</p>
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<title><![CDATA[Free Printable Jim Arnosky Animal Habitat Activities]]></title>
<link>http://marilisa616.wordpress.com/2009/09/09/free-printable-jim-arnosky-animal-habitat-activities/</link>
<pubDate>Wed, 09 Sep 2009 17:21:00 +0000</pubDate>
<dc:creator>marilisa616</dc:creator>
<guid>http://marilisa616.wordpress.com/2009/09/09/free-printable-jim-arnosky-animal-habitat-activities/</guid>
<description><![CDATA[Free Printable Jim Arnosky Animals to ColorJim Arnosky has created a series of over 100 of his wonde]]></description>
<content:encoded><![CDATA[<div class='snap_preview'><p><a href="http://marilisa616.wordpress.com/files/2009/09/images19.jpg"><img src="http://marilisa616.wordpress.com/files/2009/09/images19.jpg?w=106" border="0" /></a><br /><img border="0" width="0" height="0" src="http://counters.gigya.com/wildfire/IMP/CXNID=2000002.0NXC/bT*xJmx*PTEyNTI1MTY4NzM*NTcmcHQ9MTI1MjUxNjg3NTE*MiZwPTQxMTg2MSZkPSZnPTEmbz1hNDgyY2M1YjdhNWE*NDY*YmRmZmY1NzgwNzM1ODBmOCZvZj*w.gif" /><b>Free Printable Jim Arnosky Animals to Color</b><br />Jim Arnosky has created a series of over 100 of his wonderful animal illustrations. You can print these and other activities. Here&#8217;s how.<br /> <a href="http://www.associatedcontent.com/article/1771146/free_printable_jim_arnosky_animals.html?cat=38">Read on&#8230;</a></p>
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<title><![CDATA[Free Printable Habitat Dioramas]]></title>
<link>http://marilisa616.wordpress.com/2009/09/09/free-printable-habitat-dioramas-2/</link>
<pubDate>Wed, 09 Sep 2009 16:08:00 +0000</pubDate>
<dc:creator>marilisa616</dc:creator>
<guid>http://marilisa616.wordpress.com/2009/09/09/free-printable-habitat-dioramas-2/</guid>
<description><![CDATA[Habitats or biomes include the flora and fauna of a particular climate; the animals that live in an ]]></description>
<content:encoded><![CDATA[<div class='snap_preview'><p><a href="http://marilisa616.wordpress.com/files/2009/09/images18.jpg"><img src="http://marilisa616.wordpress.com/files/2009/09/images18.jpg?w=132" border="0" /></a><br />Habitats or biomes include the flora and fauna of a particular climate; the animals that live in an area and the plant life that sustains them. Here are several free printable dioramas that depict plant life and animals in particular habitats. Use these for life science or social studies. Useful for several grade levels. Great interactive, hands-on activities. <a href="http://www.associatedcontent.com/article/1530727/coloring_cut_and_paste_activities_free.html?cat=4">Read more&#8230;</a></p>
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<title><![CDATA[Detroit Zoo Trip]]></title>
<link>http://shinyshiny.wordpress.com/2009/09/08/detroit-zoo-trip/</link>
<pubDate>Tue, 08 Sep 2009 23:14:09 +0000</pubDate>
<dc:creator>Julie</dc:creator>
<guid>http://shinyshiny.wordpress.com/2009/09/08/detroit-zoo-trip/</guid>
<description><![CDATA[Monday, rather than roasting meat over open flames or guzzling beer, my husband and I went to the De]]></description>
<content:encoded><![CDATA[<div class='snap_preview'><p>Monday, rather than roasting meat over open flames or guzzling beer, my husband and I went to the Detroit Zoo. At 9AM. On a holiday. Turns out earlier IS better at the zoo. There was hardly anyone there when we got in. And the place was crawling when we left. We started out waking up two water weasels. They were just the first thing we stopped in to see. <img src='http://s.wordpress.com/wp-includes/images/smilies/icon_wink.gif' alt=';)' class='wp-smiley' /> </p>
<p><a title="Water Weasels by tabithaspike, on Flickr" href="http://www.flickr.com/photos/87905607@N00/3902010836/"><img src="http://farm3.static.flickr.com/2441/3902010836_a4ba7b6d09.jpg" alt="Water Weasels" width="500" height="333" /></a></p>
<p>The one on the right really wanted to go play in the waterfall. And the one on the right wanted to chew the others arms off and go back to sleep. Drew and I couldn&#8217;t help but feel like we were looking into a mirror.</p>
<p><a title="Peacock by tabithaspike, on Flickr" href="http://www.flickr.com/photos/87905607@N00/3902011826/"><img src="http://farm3.static.flickr.com/2618/3902011826_c8af1d9cce.jpg" alt="Peacock" width="500" height="336" /></a></p>
<p>Were you aware that the Detroit Zoo allows peacocks to roam freely on its grounds? Yup. They do. You can find them almost anywhere at the zoo. We spotted some females too with babies (!) but I didn&#8217;t want to spook them to get any decent shots. This one wasn&#8217;t feeling very opportunistic about my camera as it was. He plopped off right after this.</p>
<p><a title="Deer by tabithaspike, on Flickr" href="http://www.flickr.com/photos/87905607@N00/3901231809/"><img src="http://farm3.static.flickr.com/2583/3901231809_59756d6384.jpg" alt="Deer" width="500" height="333" /></a></p>
<p>I wasn&#8217;t joking when I said we&#8217;d gotten there early. The deer weren&#8217;t awake.</p>
<p><a title="Tigers by tabithaspike, on Flickr" href="http://www.flickr.com/photos/87905607@N00/3902012520/"><img src="http://farm4.static.flickr.com/3479/3902012520_d690f2426f.jpg" alt="Tigers" width="500" height="332" /></a></p>
<p>Neither were the tigers. They remind me of <a href="http://www.flickr.com/photos/87905607@N00/3786200245/in/set-72057594106512663/">my cat.</a></p>
<p><a title="Lions by tabithaspike, on Flickr" href="http://www.flickr.com/photos/87905607@N00/3902013102/"><img src="http://farm3.static.flickr.com/2588/3902013102_cd6ffef076.jpg" alt="Lions" width="500" height="333" /></a></p>
<p>But the lions were awake! I&#8217;m pretty sure they had just finished their morning coffee though. Awake but still out of it. Did I say lions? I meant lion<em>esses</em>. They don&#8217;t like to be generalized in with the males. Wait&#8230; where&#8217;s the <em>lion</em>?</p>
<p><a title="Lion2 by tabithaspike, on Flickr" href="http://www.flickr.com/photos/87905607@N00/3902014464/"><img src="http://farm3.static.flickr.com/2432/3902014464_ec0f2ce93c.jpg" alt="Lion2" width="500" height="333" /></a></p>
<p>Can you see him? Me either.</p>
<p><a title="Lion2b by tabithaspike, on Flickr" href="http://www.flickr.com/photos/87905607@N00/3901234273/"><img src="http://farm3.static.flickr.com/2566/3901234273_126f6e896c.jpg" alt="Lion2b" width="500" height="333" /></a></p>
<p>Still nothin&#8217;. He was shy.</p>
<p><a title="Rhino by tabithaspike, on Flickr" href="http://www.flickr.com/photos/87905607@N00/3902015764/"><img src="http://farm4.static.flickr.com/3475/3902015764_c65f71dc6f.jpg" alt="Rhino" width="500" height="333" /></a></p>
<p>The rhinos were shy too. They were also waiting in line for their morning belly rubs. I&#8217;m not kidding.</p>
<p><a title="Bears by tabithaspike, on Flickr" href="http://www.flickr.com/photos/87905607@N00/3902018500/"><img src="http://farm4.static.flickr.com/3486/3902018500_c12c6de25f.jpg" alt="Bears" width="500" height="333" /></a></p>
<p>And bears! Ok, I went a little out of order. But bears! I&#8217;ve seen a black bear with no wires and fences between him and me, but never a brown bear. They are a<em> lot</em> bigger.</p>
<p><a title="Bisonb by tabithaspike, on Flickr" href="http://www.flickr.com/photos/87905607@N00/3902021964/"><img src="http://farm4.static.flickr.com/3102/3902021964_db3a6ec33e.jpg" alt="Bisonb" width="500" height="333" /></a></p>
<p>And bison! I suddenly fail to recall how many they have there&#8230; I know he wasn&#8217;t the only one, but he was munching happily away at some grass at the perfect angle for me.</p>
<p><a title="PolarBear8 by tabithaspike, on Flickr" href="http://www.flickr.com/photos/87905607@N00/3901250971/"><img src="http://farm4.static.flickr.com/3502/3901250971_cf108f8b98.jpg" alt="PolarBear8" width="500" height="333" /></a></p>
<p>Speaking of bears&#8230;</p>
<p><a title="PolarBear10 by tabithaspike, on Flickr" href="http://www.flickr.com/photos/87905607@N00/3902032976/"><img src="http://farm3.static.flickr.com/2509/3902032976_4c1c61c766.jpg" alt="PolarBear10" width="500" height="333" /></a></p>
<p>You can stand next to the pool where the polar bears relax.</p>
<p><a title="PolarBear11 by tabithaspike, on Flickr" href="http://www.flickr.com/photos/87905607@N00/3902033590/"><img src="http://farm4.static.flickr.com/3483/3902033590_31928f4706.jpg" alt="PolarBear11" width="500" height="333" /></a></p>
<p>There&#8217;s only a 4 inch piece of pyrex between you and them.</p>
<p><a title="PolarBear12 by tabithaspike, on Flickr" href="http://www.flickr.com/photos/87905607@N00/3902034480/"><img src="http://farm3.static.flickr.com/2426/3902034480_96fc65587d.jpg" alt="PolarBear12" width="500" height="333" /></a></p>
<p>This bear weights 1100 pounds. I think that&#8217;s more than my car.</p>
<p><a title="PolarBear16 by tabithaspike, on Flickr" href="http://www.flickr.com/photos/87905607@N00/3902037946/"><img src="http://farm3.static.flickr.com/2514/3902037946_eaf687034d.jpg" alt="PolarBear16" width="333" height="500" /></a></p>
<p>He&#8217;s playing with a box. He really loves this box&#8230;</p>
<p><a title="PolarBear17 by tabithaspike, on Flickr" href="http://www.flickr.com/photos/87905607@N00/3901258371/"><img src="http://farm4.static.flickr.com/3510/3901258371_7409a55812.jpg" alt="PolarBear17" width="333" height="500" /></a></p>
<p>Ok maybe not&#8230;</p>
<p><a title="PolarBear18 by tabithaspike, on Flickr" href="http://www.flickr.com/photos/87905607@N00/3901259151/"><img src="http://farm3.static.flickr.com/2666/3901259151_70ca6c75e2.jpg" alt="PolarBear18" width="500" height="333" /></a></p>
<p>The polar bears are always my favorite place to stop at the zoo. They got a brand new habitat a few years ago. There&#8217;s another part of it where you walk in a glass tunnel under their tank.</p>
<p><a title="PolarBear1 by tabithaspike, on Flickr" href="http://www.flickr.com/photos/87905607@N00/3901245901/"><img src="http://farm3.static.flickr.com/2575/3901245901_a5a236fa51.jpg" alt="PolarBear1" width="500" height="333" /></a></p>
<p>And they like to stand on it.</p>
<p>And that was most of our trip! I have more pictures <a href="http://www.flickr.com/photos/87905607@N00/sets/72157622313626480/">here</a>, lots more of the polar bears <img src='http://s.wordpress.com/wp-includes/images/smilies/icon_biggrin.gif' alt=':D' class='wp-smiley' /> </p>
<p>If anything this trip to the zoo has taught me one important thing:<br />
I need a telephoto lens.<br />
<a title="Giraffe by tabithaspike, on Flickr" href="http://www.flickr.com/photos/87905607@N00/3902016720/"><img src="http://farm3.static.flickr.com/2576/3902016720_2ce8e34003.jpg" alt="Giraffe" width="500" height="333" /></a></p>
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<title><![CDATA[]]></title>
<link>http://pgcetips.wordpress.com/2009/09/05/15/</link>
<pubDate>Sat, 05 Sep 2009 12:34:56 +0000</pubDate>
<dc:creator>katyhgte</dc:creator>
<guid>http://pgcetips.wordpress.com/2009/09/05/15/</guid>
<description><![CDATA[SESSION PLAN YEAR GROUP: 5/6 NO. OF CHILDREN: 19 ORGANISATION OF CHILDREN: Whole Class/talk partners]]></description>
<content:encoded><![CDATA[<div class='snap_preview'><p align="center">SESSION PLAN</p>
<table border="1" cellspacing="0" cellpadding="0" width="1003">
<tbody>
<tr>
<td colspan="3" width="139" valign="top"><strong>YEAR   GROUP: 5/6</strong></td>
<td colspan="2" width="187" valign="top"><strong>NO.   OF CHILDREN:</strong></p>
<p><strong>19</strong></td>
<td colspan="9" width="678" valign="top"><strong>ORGANISATION   OF CHILDREN:</strong></p>
<p>Whole Class/talk partners – on carpet for   starter and introduction to the lesson; group work in varied ability groups   for activity; whole class on carpet for plenary.</td>
</tr>
<tr>
<td colspan="9" width="522" valign="top"><strong>SUBJECT/AREA   OF LEARNING</strong> (CGFS/PNS/NC)</p>
<p>Science</p>
<p><strong>Sc1:   1b, 2a, 2c, 2d, 2e, 2j, 2k, 2l</strong></p>
<p><strong>Sc2:   1c, 5b, 5c</strong></td>
<td colspan="2" width="246" valign="top"><strong>DATE:</strong></p>
<p><strong> </strong></td>
<td colspan="3" width="235" valign="top"><strong>SESSION   BEGINS: 0915</strong></p>
<p><strong>SESSION   ENDS</strong>:   <strong>1030</strong></td>
</tr>
<tr>
<td colspan="9" width="522" valign="top"><strong>LEARNING OBJECTIVE(S):</strong></p>
<p>To be able to plan   an investigation relating to an organism’s environment.</td>
<td colspan="5" width="481" valign="top"><strong>SUCCESS CRITERIA (DIFFERENTIATED AS APPROPRIATE):</strong></p>
<p>To be able to discuss and plan an investigation   as a group.</p>
<p>To know how to plan a fair test e.g. by changing   one factor/variable and keeping everything else in the investigation the same.</p>
<p>To know how to predict results.</p>
<p>To know how to make accurate observations.</p>
<p>To know how to record results appropriate to the   investigation.</td>
</tr>
<tr>
<td colspan="14" width="1003" valign="top">
<h1>ASSESSMENT PLANS:</h1>
</td>
</tr>
<tr>
<td colspan="4" width="232" valign="top"><strong>WHO</strong> are you assessing?</td>
<td colspan="2" width="142" valign="top"><strong>WHAT</strong> are you assessing?</p>
<p>Chd’s   ability to successfully plan their own investigation.</td>
<td colspan="4" width="271" valign="top"><strong>HOW </strong>are you assessing?</p>
<p>Formative   – observations, key questioning</p>
<p>Summative   – marking and perusal of planning sheets</p>
<p>Tracker   Sheet</td>
<td colspan="2" width="176" valign="top"><strong>WHEN </strong>are you assessing?</p>
<p>Throughout   the lesson and following the lesson for summative assessment.</td>
<td colspan="2" width="182" valign="top"><strong>WHO</strong> is making the   assessments?</p>
<p>Teacher   and TA</td>
</tr>
<tr>
<td colspan="7" width="424" valign="top"><strong>PRIOR LEARNING</strong> (what do the   children already know?)</p>
<p>Chd   have been learning about food chains and habitats since the start of the   Spring term.</p>
<p>Children   did a field study in the playground last lesson – to build on their knowledge   and apply investigation skills to context.</td>
<td colspan="7" width="579" valign="top"><strong>WHAT DO I NEED TO   PREPARE/COLLECT BEFORE THE LESSON?</strong></p>
<p>Smart   board                                 Cotton   Wool</p>
<p>Whiteboards                                4 x Trays</p>
<p>Post   it Notes                                  Black Sugar Paper</p>
<p>Planning   Sheets                          Access   to water – to dampen cotton wool</p>
<p>Sellotape                                     Chd’s science books</p>
<p>Scissors                                       Jars/Pooters</td>
</tr>
<tr>
<td colspan="14" width="1003" valign="top"><strong>ORGANISATION OF   OTHER ADULTS</strong> <em>(Specify who, what they will be doing   and  how you will inform them of their   role)</em></p>
<p><strong><em>Who? TA – informed via a TA link Sheet</em></strong></p>
<p><strong><em>Doing what? Working with LA groups, where appropriate –   as chd will be in mixed ability groups.</em></strong></td>
</tr>
<tr>
<td colspan="7" width="424" valign="top"><strong>USE OF ICT </strong>(<em>if appropriate)</em></p>
<p><em>Smartboard</em></td>
<td colspan="7" width="579" valign="top"><strong>CROSS CURRICULAR   LINKS </strong></td>
</tr>
<tr>
<td colspan="14" width="1003" valign="top"><strong>SPECIAL   CONSIDERATIONS INCLUDING HEALTH AND SAFETY; BEHAVIOURAL ISSUES; TIMETABLE;   MEDICAL; SEN ISSUES ETC.</strong></p>
<p><strong>Assembly   at 1030 – two chd Harriet and Jayde to leave at 1025 – ensure plenary before   chd leave.</strong></p>
<p><strong>Chd   will be leaving the classroom environment for part of the lesson – ensure an   adult is outside with chd at all times and that the playground is secure.  Ensure also that an adult is inside with   the chd – as chd may be coming in and out of the classroom at differing   times.  Speak to TAs regarding the   same.</strong></td>
</tr>
<tr>
<td colspan="9" width="522" valign="top"><strong>LEARNING   OBJECTIVE </strong>(in   child friendly terms)</p>
<p>To plan an investigation relating to an   organism’s environment.</td>
<td colspan="5" width="481" valign="top"><strong>KEY   VOCABULARY</strong></p>
<p><strong>Investigation,   prediction, variables, factors, method, fair test, observations, equipment,   results, environment, conditions, record.</strong></td>
</tr>
<tr>
<td width="69" valign="top"></td>
<td width="53" valign="top"><strong>Time</strong></td>
<td colspan="7" width="400" valign="top"><strong>Children’s   activities to meet learning objectives (differentiated where appropriate)</strong></p>
<p>Discuss…Investigate…Share…Watch…Note…Write</p>
<p>Listen…Respond….Explain…Read…Explore…etc.</td>
<td colspan="4" width="352" valign="top"><strong>How   will I and other adults support, manage and assess learning? (including key   questions)</strong></p>
<p>Explain….Demonstrate….Model….Ask…Observe…</p>
<p>Discuss….Enable….Target…etc.<strong> </strong></td>
<td width="129" valign="top">
<p align="center"><strong>Resources</strong></p>
</td>
</tr>
<tr>
<td width="69" valign="top">
<p align="center"><strong>Introduction /context of the lesson</strong></p>
</td>
<td width="53" valign="top">0915</td>
<td colspan="7" width="400" valign="top">Recall previous lesson relating to the   chd’s exploration of food chains in the school playground.</p>
<p>What do we mean by the word environment,   when we are discussing animals and their habitats?  Ask chd if they have been thinking since   last lesson about the environments for the organisms that we found.  <strong>Ask   chd to discuss with talk partners the type of environment/conditions that we   might find certain organisms in – e.g. slugs.</strong></p>
<p>Tell chd that this morning they will be   planning their own investigation in groups – ensure chd arranged into four   groups – evenly numbered where possible and consider any behaviour issues   i.e. preferably chd within a group where they will work on task.  Also consider mixing abilities, to a   certain extent, for peer learning.</td>
<td colspan="4" width="352" valign="top"><strong>Ask   chd to note ideas on their whiteboards and tell them you will be asking from   people who you have not heard from yet this lesson e.g. .Choose chd without   their hands up.</strong></td>
<td width="129" valign="top">Whiteboards</p>
<p>Smartboard</td>
</tr>
<tr>
<td width="69" valign="top">
<p align="center"><strong>Main Teaching input</strong></p>
</td>
<td width="53" valign="top">0920</p>
<p>15mins</td>
<td colspan="7" width="400" valign="top">Before setting the chd on task in their   groups recall what makes an excellent science investigation – our success   criteria for a good science investigation…ask chd to discuss with their talk   partners and compare with notes on the Smartboard – add any new ones where   relevant. Keep these key points of criteria on the Smartboard for the   remainder of the lesson for the chd to refer to.</p>
<p>Ask chd for some examples of what   variables/factors they might change? What they might do? What equipment they will   need? Ask them the key questions from our success criteria.</p>
<p>Tell chd what equipment is available in the   classroom – if chd do decide to try different materials e.g. rough and smooth   – sand is available in the classroom and chd could try using soil from   outside/leaves/grass/water/plastic etc.</td>
<td colspan="4" width="352" valign="top"><strong>Ask   chd to discuss with their talk partners the different variables/factors they   could change and what they would keep the same.  What would they observe?</strong></p>
<p><strong> </strong></p>
<p><strong>Model   a few ideas and put an example on the planning board to assist and encourage   LA’s and any others who are unsure – therefore chd have a basic class   contributed example to refer to.</strong></td>
<td width="129" valign="top">Whiteboard</p>
<p>Smartboard</p>
<p>Planning Sheet A3</p>
<p>Post it notes</p>
<p>Trays</p>
<p>Cotton Wool</p>
<p>Sugar Paper</p>
<p>Sellotape</p>
<p>Scissors</p>
<p>Water</p>
<p>Pooters and Jars</td>
</tr>
<tr>
<td width="69" valign="top">
<p align="center"><strong>Activities </strong></p>
<p align="center"><strong>(differentiated as appropriate)</strong></p>
</td>
<td width="53" valign="top">0935</p>
<p>40 mins</td>
<td colspan="7" width="400" valign="top">Set chd on task in their groups.</p>
<p>Ensure chd work as a group to decide a plan   for their investigations.  Chd to   complete planning board as a group.  Once   worksheets are completed, chd can collect equipment.</p>
<p>Chd to collect slugs from outside – collect   more than one where possible to ensure more accurate results.  Where necessary suggest this to LAPs.  MAPs and HAPs should try and consider this   for themselves.</td>
<td colspan="4" width="352" valign="top"><strong>Focus   groups: </strong>Who   will be working with which group?</p>
<p>T –HAPs/MAPs</p>
<p>TA with LAPs</td>
<td width="129" valign="top">Planning sheets for the chd</p>
<p>Post it notes</p>
<p>Equipment for task (as above)</td>
</tr>
<tr>
<td width="69" valign="top">
<p align="center"><strong>Plenary</strong></p>
</td>
<td width="53" valign="top">1015</td>
<td colspan="7" width="400" valign="top">What did we find out?</p>
<p>Did our results match our predictions?</p>
<p>Did we manage to plan a fair investigation –   refer to success criteria and our key class questions?</p>
<p>Could we have made our investigations better?</td>
<td colspan="4" width="352" valign="top"></td>
<td width="129" valign="top">Smartboard – success criteria</p>
<p>Chd’s planning sheets</td>
</tr>
<tr>
<td colspan="8" width="473" valign="top"><strong>EVALUATION OF   LEARNING:</strong></p>
<p>What was the impact of your teaching on the   children’s learning?</p>
<p><strong> </strong></td>
<td colspan="6" width="530" valign="top"><strong>EVALUATION OF   TEACHING:</strong></p>
<p>What went well and why?</p>
<p>What could have been improved and how?</td>
</tr>
<tr>
<td width="64"></td>
<td width="61"></td>
<td width="17"></td>
<td width="93"></td>
<td width="93"></td>
<td width="47"></td>
<td width="47"></td>
<td width="46"></td>
<td width="45"></td>
<td width="125"></td>
<td width="142"></td>
<td width="51"></td>
<td width="49"></td>
<td width="122"></td>
</tr>
</tbody>
</table>
<p><strong><br />
</strong></p>
<p align="center"><strong>Teacher-Assistant Link Sheet</strong></p>
<p><strong> </strong></p>
<table border="1" cellspacing="0" cellpadding="0">
<tbody>
<tr>
<td width="641" valign="top"><strong>Learning   objectives</strong></p>
<p>To be able to plan an investigation   relating to an organism’s environment.<strong> </strong></td>
</tr>
<tr>
<td width="641" valign="top"><strong>Success   criteria</strong></p>
<p>To be able to discuss and plan an investigation   as a group.</p>
<p>To know how to plan a fair test e.g. by changing   one factor/variable and keeping everything else in the investigation the   same.</p>
<p>To know how to predict results.</p>
<p>To know how to make accurate observations.</p>
<p>To know   how to record results appropriate to the investigation.</td>
</tr>
<tr>
<td width="641" valign="top"><strong>Vocabulary</strong></p>
<p><strong>Investigation,   prediction, variables, factors, method, fair test, observations, equipment,   results, environment, conditions, record</strong></td>
</tr>
<tr>
<td width="641" valign="top"><strong>Activities</strong></p>
<p>Ensure chd work as a group to decide a plan   for their investigations.  Chd to   complete planning board as a group.    Once worksheets are completed, chd can collect equipment.</p>
<p>Chd to collect slugs from outside – collect   more than one where possible to ensure more accurate results.  Where necessary suggest this to LA.  HA should try and consider this for   themselves.</td>
</tr>
<tr>
<td width="641" valign="top"><strong>Resources   for your group</strong></p>
<p>Tray                                            Planning Sheets</p>
<p>Cotton   Wool                                  Post it Notes</p>
<p>Black   Sugar Paper                      Access to water – to dampen cotton wool</p>
<p>Sellotape                                     Chd’s   science books</p>
<p>Scissors</p>
<p>Jars/Pooters</p>
<p><strong>NB </strong>– if chd do decide   to try different materials e.g. rough and smooth – sand is available in the   classroom and chd could try using soil from   outside/leaves/grass/water/plastic etc.</p>
<p><strong> </strong></td>
</tr>
<tr>
<td width="641" valign="top"><strong>Further   information about the lesson</strong></p>
<p><strong> </strong></p>
<p><strong>Chd will be leaving the classroom environment for part of   the lesson – ensure an adult is outside with chd at all times and that the   playground is secure.  Ensure also that   an adult is inside with the chd – as chd may be coming ina nd out of the   classroom at differing times.</strong><strong> </strong></td>
</tr>
<tr>
<td width="641" valign="top"><strong>Brief   feedback to teacher</strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></p>
<p><strong> </strong></td>
</tr>
</tbody>
</table>
<p><strong> </strong></p>
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<title><![CDATA[Habitats]]></title>
<link>http://eatsleeplearn.wordpress.com/2009/09/04/habitats/</link>
<pubDate>Fri, 04 Sep 2009 22:04:54 +0000</pubDate>
<dc:creator>crstarlette</dc:creator>
<guid>http://eatsleeplearn.wordpress.com/2009/09/04/habitats/</guid>
<description><![CDATA[After a long summer of blog negligence, I have returned with some photos of our most recent project.]]></description>
<content:encoded><![CDATA[<div class='snap_preview'>
<p>After a long summer of blog negligence, I have returned with some photos of our most recent project.  We are doing a small project on animals, their habitats, and their coverings (fur, feathers etc.) and ability to blend in.  We read <a href="http://www.amazon.com/Color-Camouflage-Lets-Read-Find-Out-Science/dp/B000OABARI/ref=sr_1_3?ie=UTF8&#38;s=books&#38;qid=1252100185&#38;sr=8-3">What Color is Camouflage?</a>, <a href="http://www.amazon.com/How-Guinea-Fowl-Got-Spots/dp/0876144164/ref=sr_1_1?ie=UTF8&#38;s=books&#38;qid=1252100335&#38;sr=1-1">How the Guinea Fowl Got Her Spots</a>, and <a href="http://www.amazon.com/See-Animals-Hiding-Jim-Arnosky/dp/0439232155/ref=sr_1_1?ie=UTF8&#38;s=books&#38;qid=1252100411&#38;sr=1-1">I See Animals Hiding</a> about animal coverings and about animal habitats we read <a href="http://www.amazon.com/Guide-Planet-Earth-Steve-Murrie/dp/0545103568/ref=sr_1_1?ie=UTF8&#38;qid=1252121359&#38;sr=8-1">Guide to the Planet</a> and <a href="http://search.barnesandnoble.com/booksearch/isbninquiry.asp?box=9781435113633&#38;pos=-1&#38;EAN=9781435113633">Animals at Home</a>.  Then each of the kids picked an animal and habitat with the stipulation being that they would each be doing a different habitat.  We printed out pictures of their animals from the internet and they made models of them using <a href="http://www.crayola.com/products/splash/MODEL_MAGIC/index.cfm">model magic</a>.  Then the kids colored pictures of their habitats which we glued into plastic bins to give their model animals each a home.  In order of the pictures above, Jack made an anteater living in the rainforest, Zeke made a rhinoceros living in the savanna, and Ukiah made a bat living in a cave.  They all made some cute details!  Jack drew a colorful snake hanging from a tree in his rainforest.  Zeke really concentrated on getting the colors right and drew acacia trees, and Ukiah put slime and cave paintings on his cave walls.  It was fun and I&#8217;ll follow up shortly with pictures of our trip to the zoo scheduled for tomorrow.</p>
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<title><![CDATA[Habitats: Nature Through Human Eyes]]></title>
<link>http://grmuseum.wordpress.com/2009/09/02/habitats-nature-through-human-eyes/</link>
<pubDate>Wed, 02 Sep 2009 17:25:05 +0000</pubDate>
<dc:creator>grmuseum</dc:creator>
<guid>http://grmuseum.wordpress.com/2009/09/02/habitats-nature-through-human-eyes/</guid>
<description><![CDATA[Have you ever wondered about the weird assemblage of stuff at the entrance to the Museums Habitats ]]></description>
<content:encoded><![CDATA[Have you ever wondered about the weird assemblage of stuff at the entrance to the Museums Habitats ]]></content:encoded>
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<title><![CDATA[Casual pc game Zulus Zoo download]]></title>
<link>http://plaxgames.wordpress.com/2009/08/16/casual-pc-game-zulus-zoo-download/</link>
<pubDate>Sun, 16 Aug 2009 17:27:11 +0000</pubDate>
<dc:creator>plaxgames</dc:creator>
<guid>http://plaxgames.wordpress.com/2009/08/16/casual-pc-game-zulus-zoo-download/</guid>
<description><![CDATA[Zulus Zoo absolutely hidden demonstratively object pc game About game of: Help Zulu`s Zoo intensivel]]></description>
<content:encoded><![CDATA[<div class='snap_preview'><table>
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<td align="center"><b>Zulus Zoo  absolutely hidden   demonstratively object  pc game</b></td>
</tr>
<p></p>
<tr>
<td align="center"><a href="https://store.bigfishgames.com/cart.php?productID=4256&#38;siteID=1&#38;afcode=af2c6019cff1" rel="nofollow"><img src="http://games.bigfishgames.com/en_zulus-zoo/th_screen1.jpg" border="0" alt="Zulus Zoo"></a></td>
</tr>
<p></p>
<tr>
<td><b>About game of:</b> <br /> Help Zulu`s Zoo  intensively win   a little a  million dollar  brilliantly grant  on the  smartly part  of making  quietly sure  the zoo is in fall over ennobled  hurriedly shape  and  deeply affects the judges! Find and  hurriedly feed  the animals, direct order the habitats on the  smartly part  of collecting  superb trash , and  gently explore   a little a   well wide   broad-minded of Hidden Object scenes,  pretty to  succeed. Play zest and exciting minigames, and get let down to challenging Zoo Tests, as with you  consciously climb  your way fm. lowly Novice,  pretty to  an  amazing expert  indecent trainer! Make Zulu`s Zoo the best!</td>
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<p></p>
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<td><a href="http://tiny-games.com/games/zulus-zoo/">Zulus Zoo pc game of download</a> 140 MB</td>
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<title><![CDATA[Butterflies and other insects]]></title>
<link>http://biodiversitybankfoot.wordpress.com/2009/08/05/butterflies-and-other-insects/</link>
<pubDate>Wed, 05 Aug 2009 20:10:27 +0000</pubDate>
<dc:creator>Margaret</dc:creator>
<guid>http://biodiversitybankfoot.wordpress.com/2009/08/05/butterflies-and-other-insects/</guid>
<description><![CDATA[A really pretty Small Tortoiseshell butterfly was hovering around the Bergamot (Monarda didyma) that]]></description>
<content:encoded><![CDATA[<div class='snap_preview'><p>A really pretty Small Tortoiseshell butterfly was hovering around the Bergamot (Monarda didyma) that was waiting to get planted in the Potager Garden today, and a Small White (male) as well. But the best place in the church gardens at present for butterflies is the potato &#8220;avenue&#8221; we planted at the entrance &#8211; the potato plants are in flower and since Sunday I have seen several Peacocks and a Small Tortoiseshell on them. Small Tortoiseshells seem to be declining in Central and Southern Scotland, so it&#8217;s good to have them here.</p>
<p>Today by the potager there was also a Two-spot Ladbybird, and a BEAUTIFUL Shield Bug, which might have been Troilus luridus, but I am not sure. We planted the bergamot and other herbs to attract more insects.</p>
<p>Thistles, docks and clover appearing in the wild flower meadow and will have to be dealt with.</p>
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<title><![CDATA[Mercado de carbono X Habitats naturais]]></title>
<link>http://flavionogueira.wordpress.com/2009/08/04/mercado-de-carbono-x-habitats-naturais/</link>
<pubDate>Tue, 04 Aug 2009 15:12:28 +0000</pubDate>
<dc:creator>Flavio P. Nogueira</dc:creator>
<guid>http://flavionogueira.wordpress.com/2009/08/04/mercado-de-carbono-x-habitats-naturais/</guid>
<description><![CDATA[Duas sociedades científicas internacionais se uniram para pedir aos participantes do mercado de carb]]></description>
<content:encoded><![CDATA[Duas sociedades científicas internacionais se uniram para pedir aos participantes do mercado de carb]]></content:encoded>
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<title><![CDATA[Oryx tale soup]]></title>
<link>http://quitealone.com/2009/07/31/oryx-tale-soup/</link>
<pubDate>Fri, 31 Jul 2009 08:02:44 +0000</pubDate>
<dc:creator>Matthew Teller</dc:creator>
<guid>http://quitealone.com/2009/07/31/oryx-tale-soup/</guid>
<description><![CDATA[Yesterday, twenty Arabian oryx &#8211; a kind of white antelope, native to the Middle East &#8211; w]]></description>
<content:encoded><![CDATA[<div class='snap_preview'><p><img class="alignright size-full wp-image-113" title="nationaloryx" src="http://quitealone.wordpress.com/files/2009/07/nationaloryx.jpg" alt="nationaloryx" width="300" height="200" />Yesterday, twenty <a href="http://en.wikipedia.org/wiki/Arabian_oryx" target="_blank">Arabian oryx</a> &#8211; a kind of white antelope, native to the Middle East &#8211; were released into the wild at <a href="http://en.wikipedia.org/wiki/Wadi_rum" target="_blank">Wadi Rum</a> in Jordan, as the latest step in efforts to reintroduce the animal to the wild after its near-extinction in the 1970s.</p>
<p>A bit of background: oryx once roamed widely from Egypt to Syria to Oman. They were a prize target for hunters, who celebrated the chase in epic poems: oryx became symbols of grace and fortitude, mythologized like bulls in Spanish culture or stags in British culture. The arrival of 4WD vehicles and automatic weapons in the 1940s meant that hunters could finally outpace the oryx &#8211; and in twenty years, they massacred virtually the whole population. A few breeding pairs were <a href="http://www.saudiaramcoworld.com/issue/198204/return.of.the.oryx.htm" target="_blank">saved and flown to Phoenix, Arizona</a>, to form the nucleus of a &#8216;World Herd&#8217;, from which all surviving oryx are now descended.</p>
<p>Since then various countries have brought in reintroduction programmes, but almost none meets international guidelines. Oman could not control poaching at <a href="http://www.oryxoman.com/" target="_blank">its huge reserve</a> on the Jiddat al-Harasis plain, reduced the boundaries and was <a href="http://www.reuters.com/article/scienceNews/idUSL3065930320070630" target="_blank">struck off</a> UNESCO&#8217;s World Heritage Site list. Dubai has a desert reserve, centred on the <a href="http://www.al-maha.com/" target="_blank">Al-Maha</a> luxury hotel. Abu Dhabi has crammed hundreds of oryx (along with giraffe and heaven knows what else) onto the small <a href="http://www.desertislands.com/EN/" target="_blank">Sir Bani Yas island</a> and called it a wildlife park with &#8211; predictably &#8211; a luxury hotel. They&#8217;re repeating the theme at a desert reserve in the south, due to open later this year with another luxury hotel, <a href="http://78.31.106.173/Projects/Qasr_Al_Sarab_/Overview.aspx" target="_blank">Qasr al-Sarab</a>. Jordan&#8217;s habitats have been destroyed by overgrazing of sheep and goats; its oryx have remained penned in a small reserve at <a href="http://rscn.org.jo/orgsite/RSCN/RaisingAwareness/ReservePrograms/ShaumariWildlifeReserve/tabid/108/Default.aspx" target="_blank">Shaumari</a> for the last 30 years.</p>
<p>Only in Saudi Arabia, where there is much less pressure for tourism development, has oryx reintroduction worked, at the immense <a href="http://www.ncwcd.gov.sa/English/uruqbanimaarid.aspx" target="_blank">Uruq Bani Maarid</a> reserve in the Empty Quarter.</p>
<p>Now Abu Dhabi has struck a deal with Jordan to release oryx at Wadi Rum. Twenty animals were flown over earlier this year for acclimatization, and the enclosure gates were opened yesterday. Abu Dhabi newspaper <em>The National</em> sent a journalist &#8211; her report <a href="http://www.thenational.ae/apps/pbcs.dll/article?AID=/20090731/NATIONAL/707309894/1040/rss" target="_blank">is here</a>.</p>
<p>All looks great, eh? Nice, feel-good story.</p>
<p>Unfortunately, this is not good journalism. Jordan&#8217;s RSCN nature conservancy society has been conducting experiments in oryx release at Wadi Rum for the last 7 years &#8211; but Wadi Rum is not an oryx habitat. It&#8217;s too sandy and too mountainous: the oryx always roamed south and had to be brought back. Several died from broken legs sustained on the scree slopes. The RSCN eventually called a halt and pulled out. Then the semi-autonomous <a href="http://www.aqabazone.com/" target="_blank">Aqaba Special Economic Zone Authority</a> (a commercial body, not a conservation organization) stepped in to try and boost local income through increased tourism to the area. It is they, not the Jordanian government in Amman, who have struck the deal with Abu Dhabi: this oryx release is a laudable effort, but it has little or no scientific basis. It is economic. I have talked to several conservationists, including independent scientists with no axe to grind, who are well aware the release will fail.</p>
<p>The article is also littered with factual errors. Sheikh Zayed did make a contribution to saving the species from annihilation, but the real work had been done years before with the establishment of the World Herd. Oryx conservation projects are not &#8216;planned&#8217; for Saudi Arabia, but have long been under way there.</p>
<p>And why did they send someone with poor Arabic? &#8220;Aion elmaha&#8221; &#8211; or, more properly, &#8220;ayoun al-maha&#8221; &#8211; does not mean &#8216;beautiful eyes&#8217;, but &#8216;the eyes of the oryx&#8217;.</p>
<p>As for a professional journalist recycling the sentimentality of the father standing with his hand on his son&#8217;s shoulder &#8211; well, there&#8217;s no accounting for taste.</p>
<p>A lazily written story, presented as if it&#8217;s the conclusion &#8211; save oryx, breed oryx, release oryx, job done.</p>
<p>In truth, this is just the start. What is now involved is a pouring of resources into making sure the oryx survive: manpower, cars, data collection, analysis, maintenance of GPS collars and monitoring equipment, perhaps intervention, enforcement of anti-poaching laws, environmental education for local people, development of tourism strategies&#8230; the list goes on! This is why poor countries like Jordan can&#8217;t afford to do it alone &#8211; and why a highly-placed source within the Jordanian conservation community told me that, given a choice, he&#8217;d prefer to drop the whole oryx programme and focus attention on something less expensive and more likely to succeed.</p>
<p>But the oryx has become a popular symbol of conservation (<a href="http://rscn.org.jo/" target="_blank">see logo</a>), like the panda or the tiger &#8211; despite the fact that conservation science has moved on from spotlighting big mammals and is now devoted to broader, but less sexy, preservation of habitats (which ensures survival of hundreds of species together).</p>
<p>Once the oryx was allowed to be eliminated in the wild, reintroducing it means we have now become entangled in a never-ending story of management and control, pretty much in perpetuity &#8211; rather like with the <a href="http://en.wikipedia.org/wiki/American_Bison#Comeback" target="_blank">bison</a> in North America.</p>
<p>The Wadi Rum release is an interesting experiment, but it is not a &#8220;success story&#8221;. I&#8217;m disappointed in the usually excellent <em>National</em>, leaving its readers so ill-informed.</p>
<p>UPDATE (12 Sept 09): To their credit, The National sent the same reporter back to cover the story again a short time later – her <a href="http://www.thenational.ae/apps/pbcs.dll/article?AID=/20090906/NATIONAL/709059859" target="_blank">second story, published 6th Sept,</a> covers the issues much more clearly and accurately, I think. Thanks (and kudos) to her and the newspaper.</p>
<p>UPDATE 2 (also 12 Sept 09): My article on the conservation status of the Arabian oryx throughout the Middle East and Arabian Peninsula was published last week in <em>Saudi Aramco World</em> magazine – <a href="http://www.saudiaramcoworld.com/issue/200905/rx.for.oryx.htm" target="_blank">click here to read it</a>. Let me know what you think by leaving a comment below&#8230;</p>
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<title><![CDATA[População mundial de 300 mil Bisbis concentrada nas florestas da Madeira]]></title>
<link>http://biogilde.wordpress.com/2009/07/30/populacao-mundial-de-300-mil-bisbis-concentrada-nas-florestas-da-madeira/</link>
<pubDate>Thu, 30 Jul 2009 10:40:07 +0000</pubDate>
<dc:creator>biogilde</dc:creator>
<guid>http://biogilde.wordpress.com/2009/07/30/populacao-mundial-de-300-mil-bisbis-concentrada-nas-florestas-da-madeira/</guid>
<description><![CDATA[Primeiro estudo sobre espécie de ave Regulus madeirensis descoberta em 2007 A ilha da Madeira é todo]]></description>
<content:encoded><![CDATA[Primeiro estudo sobre espécie de ave Regulus madeirensis descoberta em 2007 A ilha da Madeira é todo]]></content:encoded>
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