This document provides information about a project undertaken by students in Mrs. Blair's class to research, write, and publish a book about wildflowers in coastal Mississippi. The class received a grant from the Mississippi Department of Marine Resources to fund their research, which included field trips and expert guidance from a botanist. The document outlines the initial planning process for the project and preparations for an upcoming field trip to the Sandhill Crane Refuge to observe wildflowers, though not collect samples.
The document is a collection of 54 photos from around the world in May 2012 illustrating daily life. It includes photos of children walking to school, refugees, weddings, nature, poverty, celebrations, work and play. The photos come from countries like Pakistan, India, China, Afghanistan, Bolivia, the US, and others showing ordinary human experiences from different cultures.
The EcoKnights club at Vanguard High School created this PowerPoint to share during school lunches. The purpose it to teach students, faculty and staff all about recycling and being sustainable.
This document provides an overview of native plant conservation efforts in Florida. It describes how Florida has exceptionally high plant biodiversity due to its unique geography as a peninsula between the Gulf of Mexico and Atlantic Ocean. However, the state also faces profound threats to this diversity from habitat loss and invasive species. The document profiles several organizations and individuals working to rescue imperiled plant species through research, restoration efforts, and public education initiatives. It highlights both challenges to conservation and success stories of species recovery.
This document provides biographical information about author John Green in 5 sentences. It lists his birthdate and place, where he was raised, his alma mater of Kenyon College, and some of the major awards he has received. It also lists 5 novels he has authored, including Looking for Alaska, An Abundance of Katherines, Paper Towns, Will Grayson, and The Fault in Our Stars.
Aye Ne Win-The Grandson of Former Dictator Ne Win.pdfMYO AUNG Myanmar
Aye Ne Win-The grandson of former dictator Ne Win
In the life of Aye Ne Win nothing is normal. Born in 1976 into the most powerful family in the country, that of omnipotent ruler Ne Win, the dictator’s grandson sat front row during key events in Myanmar’s history. Later the family name became a burden that landed him a lengthy prison sentence over an alleged coup plot.
From an early age Aye Ne Win learned that he was not a normal child. His mother, Daw Sandar Win, taught him how to behave responsibly and wave at the passing motorcades of visiting dignitaries.
At school some children had a hard time adjusting to their prominent fellow pupil. “When I was eight years old one of my friends told me my lunchbox was stolen,” Aye Ne Win said. “When I checked they had returned the box. My food was still in it. It turned out they had wanted to take a look at what I ate. They were disappointed I ate the same food as anybody else.”
Aye Ne Win, a well-groomed dandy with a slightly chubby posture, sat down for the interview at a cousin’s house. The Ne Win family’s lakeside residence is off limits to journalists and photographers.
When he was 12, Myanmar, then still called Burma, faced turbulent times. Millions joined protests against the junta that culminated in a national uprising on August 8, 1988. On that historical date protests and strikes paralysed the country. The army reacted with force. About 3,000 demonstrators were killed in a bloody crackdown.
“When the army shoots, it shoots to kill,” Ne Win had warned.
For Aye Ne Win the protests didn’t signify anything special. He mostly stayed in. “I and my family never felt we were in danger. There were demonstrations, yes, but we didn’t feel threatened at all. We went about our usual routine.”
https://www.facebook.com/ayenewin1976
https://www.facebook.com/%E1%80%B1%E1%80%A1%E1%80%B8%E1%80%B1%E1%80%94%E1%80%9D%E1%80%84%E1%80%B9%E1%80%B8-Aye-NeWin-1687869531442637/
The document summarizes news from the Minnesota Native Plant Society newsletter. It describes an upcoming field trip to visit prairie sites in September. It also reports that a member discovered a new species of dwarf iris, Iris pumila, in northern Minnesota, which appears to be the first record of this species in the state. Additionally, it discusses efforts by the Friends of Springbrook to save the Fridley Nature Center from proposed budget cuts and development plans that would close facilities and reduce staffing.
2012 Reflections Literature Award of ExcellenceCaliforniaPTA
This summary provides the key details from the document in 3 sentences:
The document is a student essay that discusses how diversity means many things and is everywhere. It describes several students in the class who have different backgrounds, interests, and aspirations. The essay concludes that by being ourselves and representing our heritage, we impact the world through our unique fingerprints and change it in our own way.
This document provides an overview of a book titled "kids & animalsdrawings from the hands and hearts of children & youth" which features drawings and writings from children involved in Jane Goodall's Roots & Shoots environmental program. The introduction discusses how the book originated from an art project done by a 3rd grade class, and how it expanded internationally. The book is divided into sections like "Safety," "Peace," and "Homes & Habitats" that each showcase drawings and messages from children on that theme, along with examples of environmental projects done by Roots & Shoots groups around the world.
The document is a collection of 54 photos from around the world in May 2012 illustrating daily life. It includes photos of children walking to school, refugees, weddings, nature, poverty, celebrations, work and play. The photos come from countries like Pakistan, India, China, Afghanistan, Bolivia, the US, and others showing ordinary human experiences from different cultures.
The EcoKnights club at Vanguard High School created this PowerPoint to share during school lunches. The purpose it to teach students, faculty and staff all about recycling and being sustainable.
This document provides an overview of native plant conservation efforts in Florida. It describes how Florida has exceptionally high plant biodiversity due to its unique geography as a peninsula between the Gulf of Mexico and Atlantic Ocean. However, the state also faces profound threats to this diversity from habitat loss and invasive species. The document profiles several organizations and individuals working to rescue imperiled plant species through research, restoration efforts, and public education initiatives. It highlights both challenges to conservation and success stories of species recovery.
This document provides biographical information about author John Green in 5 sentences. It lists his birthdate and place, where he was raised, his alma mater of Kenyon College, and some of the major awards he has received. It also lists 5 novels he has authored, including Looking for Alaska, An Abundance of Katherines, Paper Towns, Will Grayson, and The Fault in Our Stars.
Aye Ne Win-The Grandson of Former Dictator Ne Win.pdfMYO AUNG Myanmar
Aye Ne Win-The grandson of former dictator Ne Win
In the life of Aye Ne Win nothing is normal. Born in 1976 into the most powerful family in the country, that of omnipotent ruler Ne Win, the dictator’s grandson sat front row during key events in Myanmar’s history. Later the family name became a burden that landed him a lengthy prison sentence over an alleged coup plot.
From an early age Aye Ne Win learned that he was not a normal child. His mother, Daw Sandar Win, taught him how to behave responsibly and wave at the passing motorcades of visiting dignitaries.
At school some children had a hard time adjusting to their prominent fellow pupil. “When I was eight years old one of my friends told me my lunchbox was stolen,” Aye Ne Win said. “When I checked they had returned the box. My food was still in it. It turned out they had wanted to take a look at what I ate. They were disappointed I ate the same food as anybody else.”
Aye Ne Win, a well-groomed dandy with a slightly chubby posture, sat down for the interview at a cousin’s house. The Ne Win family’s lakeside residence is off limits to journalists and photographers.
When he was 12, Myanmar, then still called Burma, faced turbulent times. Millions joined protests against the junta that culminated in a national uprising on August 8, 1988. On that historical date protests and strikes paralysed the country. The army reacted with force. About 3,000 demonstrators were killed in a bloody crackdown.
“When the army shoots, it shoots to kill,” Ne Win had warned.
For Aye Ne Win the protests didn’t signify anything special. He mostly stayed in. “I and my family never felt we were in danger. There were demonstrations, yes, but we didn’t feel threatened at all. We went about our usual routine.”
https://www.facebook.com/ayenewin1976
https://www.facebook.com/%E1%80%B1%E1%80%A1%E1%80%B8%E1%80%B1%E1%80%94%E1%80%9D%E1%80%84%E1%80%B9%E1%80%B8-Aye-NeWin-1687869531442637/
The document summarizes news from the Minnesota Native Plant Society newsletter. It describes an upcoming field trip to visit prairie sites in September. It also reports that a member discovered a new species of dwarf iris, Iris pumila, in northern Minnesota, which appears to be the first record of this species in the state. Additionally, it discusses efforts by the Friends of Springbrook to save the Fridley Nature Center from proposed budget cuts and development plans that would close facilities and reduce staffing.
2012 Reflections Literature Award of ExcellenceCaliforniaPTA
This summary provides the key details from the document in 3 sentences:
The document is a student essay that discusses how diversity means many things and is everywhere. It describes several students in the class who have different backgrounds, interests, and aspirations. The essay concludes that by being ourselves and representing our heritage, we impact the world through our unique fingerprints and change it in our own way.
This document provides an overview of a book titled "kids & animalsdrawings from the hands and hearts of children & youth" which features drawings and writings from children involved in Jane Goodall's Roots & Shoots environmental program. The introduction discusses how the book originated from an art project done by a 3rd grade class, and how it expanded internationally. The book is divided into sections like "Safety," "Peace," and "Homes & Habitats" that each showcase drawings and messages from children on that theme, along with examples of environmental projects done by Roots & Shoots groups around the world.
This document discusses alternative approaches to science education using everyday examples and activities. It describes experiments conducted with primary school students, families at scientific breakfasts and researcher nights, and patients and families at a hospital. The experiments used common household materials and were hands-on, seeking to show that science is present in daily life and not abstract or restricted to laboratories. The results showed that the informal, family-oriented activities increased interest, curiosity, and motivation to learn science among participants. The document concludes that engaging people with everyday examples outside conventional classrooms and laboratories is important for demonstrating science is part of common life.
Create Your Own Waterwise Garden - Ipswich, AustraliaKardatou54a
This document provides information and tips for creating a waterwise garden. It discusses designing garden zones based on plant water needs, improving soil quality, choosing appropriate plants, and planning an efficient watering system. The goal is to conserve water while still having an attractive garden. Specific tips include grouping plants by water needs, using mulch to retain soil moisture, composting organic waste to boost soil nutrients, and installing separate irrigation zones to target watering.
The document provides instructions for making red cabbage indicator solution and using it to test the pH of household substances. It explains that red cabbage contains natural pH indicators that change color based on whether a solution is acidic or basic. A procedure is given for boiling and straining red cabbage to produce the indicator solution. The document then discusses pH scales and uses of pH indicators before listing the pH values of various common acids and bases.
Community Development through Gardening ManualKardatou54a
This document discusses how community gardens have transformed vacant urban lots and fostered community development. It notes that over 20% of land in American cities is vacant, posing health and safety risks. Community gardens have helped beautify neighborhoods and build community spirit. However, the permanence of gardens is uncertain. The document examines issues facing urban gardens and policies that could support their growth and protect them.
Coastal Gardens: A Planting Guide for the South West Capes Coastal Region - Y...Kardatou54a
This planting guide provides advice for gardens in the south west capes coastal region of Western Australia, from Augusta to Yallingup. It suggests using water-wise local native plants as attractive replacements for introduced plants that can harm coastal landscapes. The guide discusses how to incorporate local plants into different garden styles and maintenance practices to create water efficient gardens suited to the region's tough climate.
Native bees are important pollinators of both wild plants and over 100 crop species. Their populations have declined in recent years, so establishing plantings of native flowers can help support native bee populations. Farmers and gardeners can help bees by planting patches of native plants that provide food throughout the growing season. A diversity of native plant species with different flowering times and flower shapes will attract different bee species. Maintaining these plantings provides food and habitat for bees as well as other wildlife.
The document summarizes the September 2004 newsletter of the Minnesota Native Plant Society. It recognizes Dr. Robert Mohlenbrock for his contributions to botany and awards him an honorary lifetime membership. It also previews upcoming society meetings, including speakers on invasive plant control and grassland/woodland bird habitat. Finally, it discusses using genetic analysis to improve native plant restoration efforts.
This document provides a detailed lesson plan for a 6th grade English class on nouns that are plural in form but singular in meaning. The objectives are for students to identify and use such nouns in sentences. The lesson includes motivational activities about flowers, reading a dialogue about the waling-waling orchid in the Philippines, exercises identifying and using plural nouns, and an assignment for students to find more examples.
What More Can Trees Do For a Writer Than Make Paper?Patricia Baldwin
The document discusses L.M. Montgomery's love of nature and trees, and how her popular novel Anne of Green Gables introduced Japanese readers to pro-Western literature after WWII. It suggests Montgomery's love of nature may have influenced the reconciliation between nations. It then outlines recent scientific research showing the health benefits of spending time in nature, such as reduced stress and increased creativity. Countries like Japan and South Korea have developed "forest bathing" and other programs to encourage these benefits.
The document provides a detailed lesson plan for an English class in Grade VI. The objectives are to identify nouns that are plural in form but singular in meaning, construct sentences using those nouns, and reflect on a text. The lesson plan outlines routines, pre-activities including motivation and a listening activity, a reading activity, generalization of nouns, practice exercises identifying and writing plural nouns, an evaluation activity identifying plural singular nouns in sentences, and an assignment to list examples.
The document is a capitalization quiz that provides 20 sentences for students to identify which words should be capitalized. It tests capitalization of proper nouns like names, locations, days, months and titles. It covers capitalizing the first word of a sentence and names of people, places, holidays, organizations, movies, books and publications.
This document provides a lesson plan for a 1st grade science class about habitats. The plan introduces students to John Muir's love of nature and exploration of habitats through excerpts from his autobiography. Students will learn about how external features help different plants and animals survive in their habitats. They will research an animal and plant, draw pictures, and create interpretive signs for a classroom zoological and botanical garden display of different species and their habitats. Extensions include keeping nature journals, scheduling a performance by environmental singer Bill Oliver, and listening to a song about habitats.
1. The document describes several different carnivorous plants and their trapping mechanisms for catching insects including bladderworts, sundews, Venus flytraps, cobra lilies, and pitcher plants.
2. Bladderworts have bladders on their stems that contain trap doors with trigger hairs - when an insect touches a hair, the door opens and sucks the insect inside.
3. Sundews have sticky leaves that curl around insects, then secrete chemicals to dissolve and eat them.
4. Venus flytraps have hinged leaves with trigger hairs - if two hairs are touched the leaves snap shut, trapping insects inside until they are dissolved.
Ophélie Marek is passionate about protecting nature and making people aware of the destruction that has occurred. She has lived in many countries and interacted with different cultures, learning about their perspectives on nature. Marek studied veterinary science, sociology, and natural resources. She conducted surveys about the effects of Hurricane Katrina and wild boar presence. Marek hopes to work directly with local communities to help address their problems in a way that preserves natural habitats and cultures for future generations.
This document contains 13 short sections summarizing a variety of topics related to Indigenous issues in Canada. The sections discuss traditional Indigenous healing practices, the political nature of Indigenous identity, the author's personal experiences with anxiety related to their Indigenous heritage, lack of knowledge about Indigenous peoples among students and teachers, and the author's efforts to educate others through a school project. Overall, the document explores Indigenous identity and the author's journey of healing through engaging with their culture and raising awareness of Indigenous issues.
The document provides biographical information about author Joyce Sidman and summarizes some of her published works and themes. Sidman was born in 1956 in Connecticut and graduated from Wesleyan University. She teaches poetry writing to children and has published several poetry collections that focus on themes of nature, animals, and insects. Her writing employs techniques like personification, metaphor, and imagery to bring nature to life from an animal's perspective. The document includes an example poem about cattails changing with the seasons and suggests ways to use Sidman's works in the classroom, such as nature observation journals.
The four friends find themselves transported from New York City to strange new locations around the world after encountering a mutant monster in the subway tunnels. In the latest chapter, they arrive in the Danube Delta region of Romania and meet an old fisherman who warns them of the dangerous "silver huck" monster that lives in the swamps and channels. When the silver huck appears and demands Madison's opal, she throws it to distract the monster while the friends escape by running toward a lighthouse.
The four friends find themselves transported from New York City to strange new locations around the world after encountering a mutant monster in the subway tunnels. In the latest chapter, they arrive in the Danube Delta region of Romania and meet an old fisherman who warns them of the dangerous "silver huck" monster that lives in the swamps and channels. When the silver huck appears and demands Madison's opal, she throws it to distract the monster while the friends escape by running toward a lighthouse.
Here are 5 statements each describing Filipinos as either facts or opinions:
Facts:
1. Filipinos predominantly speak Filipino and English.
2. The population of the Philippines is over 100 million people.
3. The Philippines is an archipelago of over 7,000 islands located in Southeast Asia.
4. Filipinos celebrate various Catholic religious holidays such as Christmas and Easter.
5. Family is highly valued in Filipino culture.
Opinions:
1. Filipinos are friendly and hospitable people.
2. Hard work and perseverance are important values for many Filipinos.
3. Filipino food like adobo and pancit is tasty
Courses in School Supervised Gardening in the NorthEast, Part 1 Vegetablesxx5v1
This document outlines courses in school-supervised gardening for elementary schools in the Northeastern United States. It provides suggested lesson plans and activities for gardening courses across different grades, seasons, and subject areas like nature study, plant identification, and growing vegetables. The first section focuses on a gardening course for grades 1-6, dividing the year into seasons and recommending nature-related topics, plants and activities appropriate for each period.
The document provides instruction on listening skills and summarizing stories. It includes:
1. A lesson on the elements of a story, including plot, setting, characters, point of view, and conflict. Sample comprehension questions are provided from the story "Little Black Bear's Breakfast."
2. A second story called "The Frozen Sparrows" is read, and students are asked multiple choice questions to test their listening comprehension.
3. A third story called "Young Jose" is read and more multiple choice questions are given to evaluate listening skills.
4. An assignment is given where students take turns talking about themselves and their partner must listen and answer questions to show comprehension. The document emphasizes developing listening
This document discusses alternative approaches to science education using everyday examples and activities. It describes experiments conducted with primary school students, families at scientific breakfasts and researcher nights, and patients and families at a hospital. The experiments used common household materials and were hands-on, seeking to show that science is present in daily life and not abstract or restricted to laboratories. The results showed that the informal, family-oriented activities increased interest, curiosity, and motivation to learn science among participants. The document concludes that engaging people with everyday examples outside conventional classrooms and laboratories is important for demonstrating science is part of common life.
Create Your Own Waterwise Garden - Ipswich, AustraliaKardatou54a
This document provides information and tips for creating a waterwise garden. It discusses designing garden zones based on plant water needs, improving soil quality, choosing appropriate plants, and planning an efficient watering system. The goal is to conserve water while still having an attractive garden. Specific tips include grouping plants by water needs, using mulch to retain soil moisture, composting organic waste to boost soil nutrients, and installing separate irrigation zones to target watering.
The document provides instructions for making red cabbage indicator solution and using it to test the pH of household substances. It explains that red cabbage contains natural pH indicators that change color based on whether a solution is acidic or basic. A procedure is given for boiling and straining red cabbage to produce the indicator solution. The document then discusses pH scales and uses of pH indicators before listing the pH values of various common acids and bases.
Community Development through Gardening ManualKardatou54a
This document discusses how community gardens have transformed vacant urban lots and fostered community development. It notes that over 20% of land in American cities is vacant, posing health and safety risks. Community gardens have helped beautify neighborhoods and build community spirit. However, the permanence of gardens is uncertain. The document examines issues facing urban gardens and policies that could support their growth and protect them.
Coastal Gardens: A Planting Guide for the South West Capes Coastal Region - Y...Kardatou54a
This planting guide provides advice for gardens in the south west capes coastal region of Western Australia, from Augusta to Yallingup. It suggests using water-wise local native plants as attractive replacements for introduced plants that can harm coastal landscapes. The guide discusses how to incorporate local plants into different garden styles and maintenance practices to create water efficient gardens suited to the region's tough climate.
Native bees are important pollinators of both wild plants and over 100 crop species. Their populations have declined in recent years, so establishing plantings of native flowers can help support native bee populations. Farmers and gardeners can help bees by planting patches of native plants that provide food throughout the growing season. A diversity of native plant species with different flowering times and flower shapes will attract different bee species. Maintaining these plantings provides food and habitat for bees as well as other wildlife.
The document summarizes the September 2004 newsletter of the Minnesota Native Plant Society. It recognizes Dr. Robert Mohlenbrock for his contributions to botany and awards him an honorary lifetime membership. It also previews upcoming society meetings, including speakers on invasive plant control and grassland/woodland bird habitat. Finally, it discusses using genetic analysis to improve native plant restoration efforts.
This document provides a detailed lesson plan for a 6th grade English class on nouns that are plural in form but singular in meaning. The objectives are for students to identify and use such nouns in sentences. The lesson includes motivational activities about flowers, reading a dialogue about the waling-waling orchid in the Philippines, exercises identifying and using plural nouns, and an assignment for students to find more examples.
What More Can Trees Do For a Writer Than Make Paper?Patricia Baldwin
The document discusses L.M. Montgomery's love of nature and trees, and how her popular novel Anne of Green Gables introduced Japanese readers to pro-Western literature after WWII. It suggests Montgomery's love of nature may have influenced the reconciliation between nations. It then outlines recent scientific research showing the health benefits of spending time in nature, such as reduced stress and increased creativity. Countries like Japan and South Korea have developed "forest bathing" and other programs to encourage these benefits.
The document provides a detailed lesson plan for an English class in Grade VI. The objectives are to identify nouns that are plural in form but singular in meaning, construct sentences using those nouns, and reflect on a text. The lesson plan outlines routines, pre-activities including motivation and a listening activity, a reading activity, generalization of nouns, practice exercises identifying and writing plural nouns, an evaluation activity identifying plural singular nouns in sentences, and an assignment to list examples.
The document is a capitalization quiz that provides 20 sentences for students to identify which words should be capitalized. It tests capitalization of proper nouns like names, locations, days, months and titles. It covers capitalizing the first word of a sentence and names of people, places, holidays, organizations, movies, books and publications.
This document provides a lesson plan for a 1st grade science class about habitats. The plan introduces students to John Muir's love of nature and exploration of habitats through excerpts from his autobiography. Students will learn about how external features help different plants and animals survive in their habitats. They will research an animal and plant, draw pictures, and create interpretive signs for a classroom zoological and botanical garden display of different species and their habitats. Extensions include keeping nature journals, scheduling a performance by environmental singer Bill Oliver, and listening to a song about habitats.
1. The document describes several different carnivorous plants and their trapping mechanisms for catching insects including bladderworts, sundews, Venus flytraps, cobra lilies, and pitcher plants.
2. Bladderworts have bladders on their stems that contain trap doors with trigger hairs - when an insect touches a hair, the door opens and sucks the insect inside.
3. Sundews have sticky leaves that curl around insects, then secrete chemicals to dissolve and eat them.
4. Venus flytraps have hinged leaves with trigger hairs - if two hairs are touched the leaves snap shut, trapping insects inside until they are dissolved.
Ophélie Marek is passionate about protecting nature and making people aware of the destruction that has occurred. She has lived in many countries and interacted with different cultures, learning about their perspectives on nature. Marek studied veterinary science, sociology, and natural resources. She conducted surveys about the effects of Hurricane Katrina and wild boar presence. Marek hopes to work directly with local communities to help address their problems in a way that preserves natural habitats and cultures for future generations.
This document contains 13 short sections summarizing a variety of topics related to Indigenous issues in Canada. The sections discuss traditional Indigenous healing practices, the political nature of Indigenous identity, the author's personal experiences with anxiety related to their Indigenous heritage, lack of knowledge about Indigenous peoples among students and teachers, and the author's efforts to educate others through a school project. Overall, the document explores Indigenous identity and the author's journey of healing through engaging with their culture and raising awareness of Indigenous issues.
The document provides biographical information about author Joyce Sidman and summarizes some of her published works and themes. Sidman was born in 1956 in Connecticut and graduated from Wesleyan University. She teaches poetry writing to children and has published several poetry collections that focus on themes of nature, animals, and insects. Her writing employs techniques like personification, metaphor, and imagery to bring nature to life from an animal's perspective. The document includes an example poem about cattails changing with the seasons and suggests ways to use Sidman's works in the classroom, such as nature observation journals.
The four friends find themselves transported from New York City to strange new locations around the world after encountering a mutant monster in the subway tunnels. In the latest chapter, they arrive in the Danube Delta region of Romania and meet an old fisherman who warns them of the dangerous "silver huck" monster that lives in the swamps and channels. When the silver huck appears and demands Madison's opal, she throws it to distract the monster while the friends escape by running toward a lighthouse.
The four friends find themselves transported from New York City to strange new locations around the world after encountering a mutant monster in the subway tunnels. In the latest chapter, they arrive in the Danube Delta region of Romania and meet an old fisherman who warns them of the dangerous "silver huck" monster that lives in the swamps and channels. When the silver huck appears and demands Madison's opal, she throws it to distract the monster while the friends escape by running toward a lighthouse.
Here are 5 statements each describing Filipinos as either facts or opinions:
Facts:
1. Filipinos predominantly speak Filipino and English.
2. The population of the Philippines is over 100 million people.
3. The Philippines is an archipelago of over 7,000 islands located in Southeast Asia.
4. Filipinos celebrate various Catholic religious holidays such as Christmas and Easter.
5. Family is highly valued in Filipino culture.
Opinions:
1. Filipinos are friendly and hospitable people.
2. Hard work and perseverance are important values for many Filipinos.
3. Filipino food like adobo and pancit is tasty
Courses in School Supervised Gardening in the NorthEast, Part 1 Vegetablesxx5v1
This document outlines courses in school-supervised gardening for elementary schools in the Northeastern United States. It provides suggested lesson plans and activities for gardening courses across different grades, seasons, and subject areas like nature study, plant identification, and growing vegetables. The first section focuses on a gardening course for grades 1-6, dividing the year into seasons and recommending nature-related topics, plants and activities appropriate for each period.
The document provides instruction on listening skills and summarizing stories. It includes:
1. A lesson on the elements of a story, including plot, setting, characters, point of view, and conflict. Sample comprehension questions are provided from the story "Little Black Bear's Breakfast."
2. A second story called "The Frozen Sparrows" is read, and students are asked multiple choice questions to test their listening comprehension.
3. A third story called "Young Jose" is read and more multiple choice questions are given to evaluate listening skills.
4. An assignment is given where students take turns talking about themselves and their partner must listen and answer questions to show comprehension. The document emphasizes developing listening
Shri Gian Chand Rampal was born in 1923 in Hoshiarpur, Punjab. He had a distinguished career as a professor of botany at Hindu College in Delhi from 1947 to 1988. He was passionate about sports, the outdoors, and cultivating plants. He made many contributions to developing the botanical gardens at Hindu College. Rampal also served in the military and attained the rank of major in the NCC. He was respected and beloved by his many students, who went on to successful careers, and was known for his discipline, kindness, and love of family.
1. The document describes 7 different genres of text: narrative, recount, spoof, procedure, descriptive, report, and news item.
2. It provides examples of each genre, including summaries of "The Ugly Duckling" narrative, a recount of a scary airplane trip, a spoof about two police officers, instructions for making a flower crown, a description of the author's house, a report about elephant characteristics, and a news item about a man who damaged homes with a bulldozer.
3. The document analyzes the key components of each genre such as orientation, complication, resolution, events, goal, description, and newsworthy details.
Creative Writing Competition Colegio Las Cumbreslennyambrosini
This document contains 7 short stories submitted by junior students for a creative writing competition. The stories include:
1) A story about a girl named Juana who lives on a planet and has pink wings and blue hands and feet.
2) A story about a superhero named Super M who can run fast, lift elephants, and help people.
3) A story about three pirate names Sam, Jake, and Austin who go searching for treasure on an island.
4) A story about two characters Dean and Pearl who go to a laboratory and find a bomb that is set to explode in the city.
5) A story involving a character who finds a boy in a box who leaves a
This document summarizes a project conducted with 4-5 year old children to teach them about plant life. The project involved outdoor observations of trees and collecting samples. Children learned to identify different trees, their leaves and fruits. They observed seasonal changes. Activities included drawing trees, matching leaves to fruits, and planting acorn seeds. The children demonstrated their understanding of what plants need to live and grow. They learned trees are made of bark, roots, trunks and foliage through hands-on exploration.
The passage describes a silver wedding anniversary being celebrated by Robert Fredrick and his wife Annie May Cowley. It provides some biographical details, noting that Robert Fredrick was born on June 10, 1898 and fought in World War I, while Annie May Cowley was born in 1893. The passage also mentions the death of Mrs. Alex Vankoughnett on January 13, 1963 at the age of 84, where she was praised for her baking up until the end.
Assessing the Landscape of Local Food in AppalachiaKardatou54a
This document assesses the landscape of local food in Appalachia. It finds that Appalachia has significant agricultural assets like a diverse foodshed, knowledgeable farmers and gardeners, and a rich food culture. However, some communities lack infrastructure, entrepreneurs, education, and regional capacity to meet the growing demand for local food. The document examines gaps and opportunities in infrastructure, entrepreneurship, education/training, cultural heritage, and regional capacity. It recommends strategies like improving infrastructure, supporting entrepreneurs, providing education, sustaining heritage, and strengthening regional collaboration to grow Appalachia's local food economy.
Attracting Beneficial Insects with Native Flowering Plants - Michigan State U...Kardatou54a
Three key points:
1) This document discusses attracting beneficial insects like natural enemies of pests and pollinators to farms and gardens through the use of native flowering plants.
2) It provides a table listing 26 native Midwestern plant species that flower at different times throughout the growing season and are highly attractive to beneficial insects like predators, parasitoids and bees.
3) The table can be used to select plants that will provide a continuous source of pollen and nectar for these beneficial insects through planting combinations that have overlapping bloom periods.
This document provides information on plants that attract butterflies in the Bay Area of California, including:
1. A list of the top butterfly nectar flowers, noting bloom season, attracted butterflies, height, and other details. Dandelion, Jupiter's beard, and California buckeye are among the most recommended.
2. A list of top caterpillar food plants like asters, buckwheats, California pipevine, and fennel. Narrow-leaved milkweed and passion vine are also recommended.
3. A list of common butterflies in the area like Anise Swallowtail, Western Tiger Swallowtail, Cabbage White, and Painted Lady. Flight periods
Bay Friendly Gardening: From Your Backyard to the BayKardatou54a
The Bay-Friendly Gardening Program was developed to encourage environmentally friendly gardening choices that reduce waste and protect local watersheds. It teaches gardening practices that work with nature, such as composting organic matter on-site rather than sending it to landfills. This helps restore soil health and reduces pollutants from entering the San Francisco Bay through stormwater runoff. The program provides resources to Alameda County residents and aims to improve soil, conserve water resources, and support local wildlife through gardening.
California Water Stewards: Innovative On-Farm Water Management PracticesKardatou54a
This summary highlights water conservation practices at American Farms in Salinas, CA:
1) They use permanent 80-inch beds with minimum tillage that reduces water needs by limiting exposed soil surfaces and maintaining consistent soil moisture levels.
2) A permanent set sprinkler system allows for flexible, plant-needs based irrigation instead of fixed schedules, reducing over-watering.
3) Vegetable transplants further reduce water by establishing crops from starts instead of seed. Together these practices have increased water efficiency and allowed multiple crops per field each year.
Cases in Water Conservation: How Efficiency Programs Help Water Utilities Sav...Kardatou54a
This document provides case studies of 17 water systems that implemented successful water conservation programs. It summarizes the problems each system faced, the approaches they took to implement conservation programs, and the results achieved, which included significant water savings, reduced costs, and delayed or avoided infrastructure expansion needs. The case studies demonstrate a wide range of techniques used by systems of various sizes to achieve water management goals through strategic conservation efforts.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
1) The EcoBlock project proposes a sustainable housing development model for China that is self-sufficient in terms of energy, water, and waste management.
2) It aims to address the significant environmental impacts of China's current "Superblock" developments, which place major demands on infrastructure, by creating neighborhoods that generate their own renewable energy and recycle water and waste on-site.
3) The EcoBlock concept has the potential to substantially reduce China's environmental impacts if implemented on a large scale, saving resources like drinking water and preventing pollution of rivers and landfill overuse.
Choosing the Right Plants for A Beautiful, Trouble Free Garden - Natural LawnKardatou54a
This document provides information about choosing plants that thrive with minimal care in the Pacific Northwest region. It discusses getting to know your site conditions, planning your garden design, and selecting plants suited to each area. The guide outlines steps for soil preparation, planting, mulching, and watering to help plants become established. It also provides resources for plant selection and professional assistance. The overall message is that by choosing adapted plants and giving them a good start, homeowners can create beautiful, low-maintenance gardens.
Clean Waters: Rethinking Plant Selection for the Home Landscape - University ...Kardatou54a
This document discusses the benefits of using native plants in home landscaping. It begins by explaining that while early American gardens featured European styles and exotic plants, some advocates promoted using native species. It then defines native, non-native, and invasive plants. The summary discusses how native plant landscaping provides ecological benefits like supporting wildlife, requires less maintenance, and helps the local environment. It concludes by offering tips for homeowners to begin incorporating native species into their existing landscapes or when planning new designs.
Coastal Gardens: A Planting Guide for Kangaroo IslandKardatou54a
This planting guide provides advice for coastal gardens on Kangaroo Island, suggesting water-wise local native plants as alternatives to introduced species. It discusses the benefits of local plants, which are well-adapted to the harsh coastal conditions. The guide outlines various garden designs and provides information on specific plant species that can tolerate coastal exposure or require some protection, along with their characteristics and growing needs. It also identifies common garden plants that have become invasive weeds.
Community Waterwise Display Garden - Goulburn Valley Water, AustraliaKardatou54a
The document describes a waterwise display garden created by Goulburn Valley Water to showcase water efficient garden styles including a native garden, cottage garden, and succulent garden. It aims to inspire residents to develop their own waterwise gardens. Descriptions of 20 featured plants are provided, highlighting their water needs, growth habits, and characteristics. The garden incorporates principles of water efficiency like mulching and efficient irrigation while maintaining aesthetic appeal.
Connecticut Native Tree and Shrub Availability ListKardatou54a
This document provides a list of native trees and shrubs that are available from nurseries in Connecticut. It begins with an introduction explaining that the list was compiled from a survey of Connecticut nurseries and is meant to help homeowners, landscapers and conservation groups locate native planting stock. It then lists over 50 species of native evergreen and deciduous trees as well as shrubs. Each plant listing provides the scientific and common names. The document concludes by referencing several guides with more information on native plants and their wildlife habitat value.
Consejos Para Ahorrar Agu Hogar Y JardínKardatou54a
Este documento ofrece consejos para ahorrar agua tanto adentro como afuera del hogar. Recomienda usar plantas nativas y de bajo consumo de agua en el jardín, regar sólo cuando sea necesario, y mejorar el suelo con mantillo. También sugiere reemplazar inodoros y cabezales de ducha por modelos más eficientes, arreglar fugas, y lavar ropa y platos sólo con carga completa. El objetivo es utilizar el agua de manera más eficiente para beneficio de todos.
Conservation Gardening: Sustainable Practices for a Healthy Landscape - Unive...Kardatou54a
Sustainable gardening practices promote environmental health and human well-being. Gardening reduces stress, improves mental health, and aids recovery from illness. It also fosters respect for the interconnected web of life shared in backyards. The North Carolina Botanical Garden employs conservation techniques like composting, mulching, limiting lawn size, planting natives, and water-wise practices to create low-maintenance, multi-seasonal gardens beneficial to people and ecology.
The document discusses ways to conserve water inside and outside the home. It provides tips for conserving water in different areas of the home, including the bathroom, kitchen, and laundry room. Specific recommendations include installing low-flow showerheads and faucet aerators, fixing leaks, only running full loads of dishes and laundry, and turning off water when not in use. Outdoor water conservation tips focus on efficient irrigation of lawns, gardens, and landscaping. The overall message is that small changes in daily habits can significantly reduce household water usage.
Conserving Water in the Garden: Designing and Installing a New Landscape - Or...Kardatou54a
To conserve water in a new landscape:
1. Start with a plan that groups plants by water needs and uses permeable surfaces.
2. Improve the soil by adding compost or other organic matter to increase water retention.
3. Select drought-tolerant native or Mediterranean plants and water-efficient turf.
4. Use drip irrigation, water deeply and infrequently, and repair any issues with sprinkler systems to avoid overwatering.
Conserving Water on Home Lawns and Landscapes in New JerseyKardatou54a
The document provides tips for conserving water on home lawns and landscapes in New Jersey. It recommends watering only when needed, improving soil water retention, using drought-tolerant plants, and applying mulches. Specific tips include watering early in the morning, checking soil moisture before watering, gradually adapting plants to infrequent deep watering, reducing lawn size, and topdressing soil with compost to improve water retention.
Conserving Water Outdoors - Texas Water BoardKardatou54a
The document provides tips for conserving water outdoors through efficient landscape watering practices. It recommends using drip irrigation or soaker hoses for non-turf areas. For lawns, it suggests using sprinklers that produce large drops of water close to the ground. It also provides tips for maintaining an automatic sprinkler system, such as adjusting settings seasonally and checking for leaks. Additional water-saving steps include mulching, choosing drought-tolerant plants, watering only when needed, and harvesting rainwater.
Conserving Water Through Better Irrigation Management - Denton CountyKardatou54a
- Conserving water through better irrigation management is important as demand for water increases and future water supplies are limited.
- Proper irrigation involves understanding concepts like evapotranspiration and water banking. Watering should be done less frequently but apply more water each time to water deeper into the soil and fully saturate the root zone.
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This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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Slideshare: http://www.slideshare.net/PECBCERTIFICATION
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Coastal Mississippi Wildflowers
1. Coastal Mississippi
Wildflowers
Book XIII
Marine Discovery Series
Printed 1998
Mississippi Department
of Marine Resources
1141 Bayview Avenue, Suite 101
Biloxi, Mississippi 39530
2.
3. Coastal Mississippi
Wildflowers
Written by
Alicia M. Blair
Howard II Elementary
Biloxi, Mississippi
Researched and illustrated by
students in Mrs. Blair's class of 1997
Produced by
Mississippi Department of Marine Resources
Book XIII: MARINE DISCOVERY SERIES
This book is dedicated to all the classes of young scientists.
Acknowledgements
We would like to thank the following people for their part in the preparation and
production of this book:
Jerry Mitchell
Zan Skelton
Lori Powell
Dr. Janet Richards
This publication was funded in part through a
federal grant from the National Oceanic and
Atmospheric Administration (NOAA), Office of
Ocean and Coastal Resource Management under the
Coastal Zone Management Act of 1972, as amended
4. As Ms. Fitzgerald, known as The Fitz to her students, walked out of the
classroom, she said, "I hope to have some very good news tomorrow! Bye." The students
looked at each other and wondered, "What now?"
The next morning Ms. Fitz was beaming but refused to say a word until all the
students were in the classroom. When the last student passed through the door, she called
everyone into the class library.
She took a deep breath and said, "We are going to write a book!" The students
looked at each other. Suong spoke up, "We already write books."
"Oh, but this one is going to be special. The Mississippi Department of Marine
Resources has given us a grant that will pay for research books, field trips, and publishing
supplies so we can research, write, and publish a book on Mississippi wildflowers!" The
students cheered, for they loved writing books, collecting research, and gardening.
"What's the difference between a wildflower and a regular flower?" asked Linda.
Ms. Fitz thought about it for a moment and then answered. "A wildflower is a flowering
plant that grows naturally without cultivation, while what you call a regular flower refers
to a flower that has been brought into the area purposely by humans either for food,
decoration, medicine or to attract wildlife." "Can we use the wildflowers that we planted
when we were in second grade?" asked Sade.
"Yes!" cried Ms. Fitz. "Not only will we use those, but we will collect and plant
even more."
"Wow, where will we get more?" asked Keith. He was always anxious to go
anywhere. Ms. Fitz explained that the class would go to several private gardens and
public parks. They would collect plants wherever they could receive permission.
"We must not collect plants from areas that are protected by law. We also must be
careful not to collect a plant that is a threatened or an endangered species."
"What's an endangered species?" asked Linda.
"An endangered species is a plant or an animal that may become extinct if
something isn't done soon to save it," replied Tess.
"Isn't it an animal that lives in the rain forest that poachers are killing?" asked
David.
"Yes, you are all correct," added Ms. Fitz. "But we have endangered species here
in Mississippi, too. Just imagine what would happen if someone picked all the flowers of
one species and that species grew in only one place. Those flowers would never have the
chance to go to seed and reproduce. It wouldn't take long for them to disappear
5. altogether. Remember, extinct is forever. But if a plant is endangered, there is still time to
save it."
"How can we find out which plants are threatened or endangered?" asked Lisa.
"I have a brochure that is put out by the Museum of Natural Science in Jackson. It
tells about all the endangered plants and animals of Mississippi." Ms. Fitz went to the file
cabinet and found it. She handed it to Lisa and said, "Why don't you do a report on this
for the class?" Lisa looked up and smiled.
When Lisa read the brochure, she discovered that only two plants in Mississippi
were on the list. One was the Southern Spicebush and the other was the Price's Potato
Bean. Lisa looked up and asked Ms. Fitz, "Don't you have a Spicebush in your yard?"
"Why, yes, I do." Ms. Fitz looked at the picture and decided it was not the same
one. This was another case when one common name referred to two different plants.
When Lisa read the article she found out that the Spicebush (also called the
Pondberry) grows to six feet tall and has pale yellow flowers in the spring. It grows in the
Yazoo Delta area of Mississippi. It also lives in other southeastern states. The plant grows
best in wetlands such as bottomland hardwoods. It is endangered because people are
draining the wetlands and suing the lands for homes, farms, or other businesses.
The following Tuesday the students entered the classroom. They looked at the
man who was standing in the corner of the room. He had books, plants, and slides.
"Who are you?" asked Dustin. The man introduced himself as Mark LaSalle, a
botanist and expert on wildflowers. When all students arrived, Dr. LaSalle talked about
the project and ways he could help. Then he showed the students photographs of some of
the local wildflowers. The students asked lots of questions about how and where to find
the wildflowers. Dr. LaSalle reminded the students to pick flowers only with permission
of the landowner.
"Picking flowers that are endangered is against the law," he reminded them.
"Ms. Fitz picks flowers from the side of roads and highways," commented Thuy.
"That is all right if you pick in the area that is usually mowed. Highways and
roadsides are filled with wildflowers. It's a good place. But be careful. Watch out for cars.
I don't want any of you to get hurt," warned Dr. LaSalle.
Ms. Fitz smiled at Thuy and added, "You should have an adult with you if you
want to collect on the side of the road. Cars are not the only problem. You want to watch
out for broken glass, snakes, and insects."
"I thought you weren't afraid of snakes," remarked Linda.
6. "I'm not, but I have a respect for them and I always wear boots, long pants, and
walk slowly through the grass. I don't want to step on a snake and I don't want it to get
frightened and bite me!" replied Ms. Fitz.
Before Dr. LaSalle left, he gave the students a
very special plant to take care of. The plant was a
Sundew. He recommended that they put it in the sunny
west window and put a jar over it. This would keep it
warm and moist. The students crowded around the
plant and commented about how small it was. "What's
so special about it?" asked John.
"The Sundew is a carnivorous plant," answered
Dr. LaSalle. "Wow!" cried John. He immediately
looked around the room to see if there were any flies he
could catch. Binh walked over to the class library and
found the book on Mississippi wildflowers. She looked
up Sundew and read quietly.
When she finished, she informed the class that
Sundews were common to the Gulf Coast and bloomed
from April to June. "What do the flowers look like?"
asked Vu.
Binh replied, "They are very small, only about
¾” long and they are pink. Each has five petals and they really are carnivorous!" Dr.
LaSalle quietly slipped out of the room as Cuong put the Sundew in the window and
covered it.
"Our first field trip will be Friday. We are going to the Sandhill Crane Refuge.
We will not be able to collect any flowers, but we will get to see a variety of them." Ms.
Fitz and the students began to list all the supplies they would need to bring. The plant
press, shovels, buckets, and pruning shears would be left behind. But the camera,
notebooks, field guides, colored pencils and pads would be taken.
"What about the microscope?" asked Andrea.
"It's too awkward, but we could take the magnifying glasses," answered Ms. Fitz. Before
she could turn around and ask someone to pack them, three students jumped up and
headed for the supply closet.
"Could I use markers to draw the pictures instead of colored pencils?" asked Linh.
"You could, but if you make a mistake it is difficult to fix. With colored pencils you can
erase a mistake and blend colors. You decide," replied Ms. Fitz.
7. On Friday morning, everyone was early.
Two of the chaperones were Navy volunteers, Jo
Nall and Don Wolfe. As soon as the students said
the Pledge of Allegiance and listened to the
announcements, they were out the door. The bus
was filled with excitement. The day was cool and
crisp--perfect for field work.
Mr. Harper was at the door to meet them
when they arrived. Quickly, groups were formed
and some went to the conference room for a short
presentation while the others went to the room that
showed Sandhill Cranes and pitcher plants. Another
room had other local birds displayed. While the
students found the birds interesting, they were
anxious to hit the trail to see the wildflowers. After
a demonstration on fire fighting, they did just that.
Groups of five and a chaperone walked along the trail. Students tried to guess the
names of the flowering plants.
"Hey, there's a Sundew over here!" yelled Audrey.
"Come see this big green spider!" said Bui, trying to shout over Audrey.
"What's this?" asked Nicole.
Everyone hurried from one beautiful thing to
another. Ms. Fitz reminded them to take notes. They
could share their experiences later. Several students
drew pictures, while others took photographs. The trail
was long and the students were tired when they
returned to the bus. But a nap was just what they
needed.
After returning to the class, they soon began
talking at once and trying to show their drawings. So
Ms. Fitz asked them to sit down and write a narrative
about the trip including all the things each one had
seen. "Do this while it is fresh in your mind.
Tomorrow we will share."
The following week, the research books arrived.
"This is like Christmas!" shouted Maria. Some of the field guides were from
Florida, Texas and Louisiana. Some had sketches and some had photos. All were filled
8. with wildflowers. Chris put all the books on the top bookshelf so everyone could find
them.
Ms. Fitz then assigned each student a research project. They were to look through
all the books and find one flower that grew on the Mississippi Gulf Coast and bloomed
during the fall. "This will be your flower and you will learn everything you can about this
one flower. Some of you found flowers last week at the Refuge that you wanted to adopt.
Now find them in the book."
Within a few days, everyone had
selected a flower and started researching.
Meanwhile Ms. Fitz went searching along the
roadsides for the plants. When she found one,
she gave it to the student who was an expert on
that flower. The flower was drawn and then
pressed for the herbarium collection. Sometimes
a student found the flower in his or her yard and
brought it in. Again, Ms. Fitz warned them not
to take plants from someone's yard without
permission. Through the winter months the
book research continued.
In Social Studies class, students were
drawing the symbols of Mississippi. Quang
asked if the Magnolia was the state wildflower.
"No, but it is the state flower," answered Ms.
Fitz. "Keep looking through the magazine and see if you can find the state wildflower."
A few minutes later, Ursula exclaimed, "It's the Coreopsis!" She went to the book
on Mississippi wildflowers and looked it up. "Ms. Fitz, there are lots of Coreopsis. How
will we know which is the state wildflower?" said Ursula with a very puzzled look on her
face.
Ms. Fitz explained how each flower has a family name, genus name, species
name, and a common name. "That's so confusing," shouted Keith. "One name ought to be
enough."
"Think about it. You have a last name that you share with other people in your
family. Then you have a first name that separates you from those people in your family.
Then some of you have a nickname--one that is very special and just for you. The same
thing happens with plants." She went on to explain that scientists give each plant a name
that shows the relationship that the plant has with other plants. The name is in Latin. But
people like you and me look at the plant and call it by a name that describes how it looks-
-like the Sunflower. That's how plants get so many names. To keep it all straight, use the
Latin species name and there will be no confusion.
9. So Ursula looked at the list and found
the species name. Then she compared it to the
flowers in the book. Finally, she looked up and
said, "This is the Mississippi wildflower." She
pointed to the Coreopsis lanceolata.
"Don't we have one of those in our
garden?" commented Hoang.
"Yes, we do. Let's go outside and look at
it for just a minute." And they did.
In the spring, students selected another
flower to study. This time they picked a spring
blooming plant. Ms. Fitz continued to bring in
samples.
Then one morning she announced that
they were going on another field trip. This time
they would go to a private garden in Ocean
Springs. They would be allowed to collect
plants. All the students helped to pack the
equipment--this time they included shovels,
buckets, bags and plant presses.
Once again, the Navy chaperones and the students arrived early. They drove to
Ocean Springs. One group got off at Miss Becky's house while the second group went to
Miss Dot's house. Both ladies are members of the Mississippi Native Plant Society.
Miss Dot took the students to her front yard where clumps of Coreopsis grew. The
students helped her dig up and thin out much of it. Samples were placed in old newspaper
bags which were blown up and tied off to protect the plant. Then they went to a bed of
Obedient plants which also grew in clumps. Donny looked up from the plant and
exclaimed, "The stems are square!"
"Yes, they are members of the Mint family and all of them have square stems,"
informed Miss Dot.
"What's this?" asked Suong.
"It's Yarrow. That's an old-time plant. It has a tall stalk of white flowers,"
explained Miss Dot. "It's called a Skull Cap."
The students then piled back into the bus, carefully placing their plants in a box in
the back. At Miss Becky's house, they started in the front where she has a Plant Rock
10. Filter. She explained that the plants clean the sewage and waste from her house before it
is returned to the ground.
"Plants not only provide us with oxygen and food but
they also use our waste to become stronger plants," Miss
Becky continued. The students looked at each other rather
skeptically. But Ms. Fitz reassured them that this was indeed
true and that this method had even been used in space.
Miss Becky explained that she was a member of the
Mississippi Native Plant Society. "Is anyone here a native of
Mississippi?" Several hands went up. "If you were born here
then you are a native of Mississippi. Some plants are like that.
They were here a long time before the European settlers came.
Other plants are naturalized and they came with the settlers,
sometimes on the bottom of shoes, and other times the settlers
brought them. When the seeds and plants got here, the climate
and soil were just like home, so they thrived."
She looked around her garden and found a Plantain,
also called Whiteman's Footprint, because it was found
everywhere the white man went. "Chew on it and then put it
on an insect bit. It will stop the itching." "Of course," she
quickly added, "never put a plant in your mouth unless you
are positive that you have identified it correctly! The plant
could be poisonous or you may be allergic to it."
"Hey, there's some Yarrow," shouted Chris.
"Does anyone in your class have asthma?"
asked Miss Becky.
"Yes, Cuong does," said Linda.
"Some asthma sufferers drink a tea made of
this to clean out the sinuses," explained Miss
Becky. Quietly Cuong worked his way over there.
The class followed Miss Becky around her
yard. She pointed out the Blue Sage, which is a
Mississippi native. It blooms all summer and
attracts butterflies. The Common Violet is common
in the area and can be eaten raw in a salad. The
small tender leaves are best.
11. In one of the wetter spots in her yard, the students found Horsetail. This species of
plant is so old, it was eaten by dinosaurs. The Mayhaw tree is a native and has red
berries. These make a delicious jelly that is also very good for the heart. Elderberries are
another native. People and wildlife eat these berries. Boneset is another plant in the
bones. "But it tasted terrible!" said Miss Becky. The Crimson Clover is sued in the
treatment of cancer. St. John's Wort is used in AIDS research. Then, of course, there is
the Campers' Friend. She held up a large soft leaf and explained how campers could
safely use it instead of toilet paper. The students rolled their eyes up. "It's also called
Mullein and makes a good tea," Miss Becky explained.
At the end of their tour they arrived at the potting shed where Miss Becky passed
around seeds and plant cuttings to all. Like kids at Christmas, the students smiled and
said thank you as they hurried excitedly toward the bus.
Afterward, the students went to the Gulf Islands National Seashore for lunch. Ms.
Fitz warned them that they could not pick any flowers at the park, but they could take
photos and draw them. While some students played on the playground equipment, others
sprawled on the grass to draw flowers or watch insects with the magnifying glasses.
After returning from the field trip, Ms. Fitz was anxious to press some of the
flowers before they started to wilt, store the seeds, and plant the living plants.
Minh brought over the plant press and Thu found the stack of newspapers. They
opened the press. The first layer was a wooden rack. The second was made of cardboard,
cut from a box and had the same shape and size as the wooden rack. The third layer was a
sheet of newspaper. The plant was carefully placed on the newspaper. Each leaf was put
into position. The flowers were placed so that each would dry flat. Plants with roots had
to be cleaned first. No need to press the dirt! A student filled out the label and placed it
next to the plant. Another layer of newspaper was placed on top of the plant. Another
plant was placed on it. Every three of four layers of newspapers, a layer of cardboard was
added. When several layers of cardboard were in place, the wooden rack was added. All
layers were tied together with a cord. The press was placed by the air conditioner so that
the air could flow through the cardboard and dry the flowers. It would take several weeks
for the flowers to dry.
Meanwhile other students sorted through the plants and put them in bottomless
plastic pots. These pots were then placed in the garden soil, watered and labeled
according to species. "Why do you put them in the pot?" asked Thuy.
"This way we know where the plant is even when it has died back after
blooming." Ms. Fitz lowered her voice and whispered, "It also protects them from the
weed-wacker man!"
One afternoon, Viet had finished all his work and was looking for something to
do. He looked at the plant press that had been sitting by the air conditioner for over a
month and thought that it was time to check and see if the plants were ready to mount.
12. With permission from Ms. Fitz, he
carefully untied the cord and opened the
press one layer at a time. The plants
looked and felt dry. "Can I mount
these?" asked Viet.
"Do you remember how?"
quizzed Ms. Fitz.
"I think so. I have to get the
large white construction paper and the
rubber cement. Then I put the plant on
the paper and center it. If any dirt falls
off, I have to remove it. Then I put
rubber cement on the back of the flower,
the leaves and the stem. Then I place it
on the paper. If any rubber cement
leaks, I have to wipe it off with a
tissue."
"Good, I am glad you
remembered." Ms. Fitz smiled and
whispered, "Go for it!" and he did. Later
she went by and watched him for a while. He was doing a good job. "Don't forget to glue
the labels on the bottom corner," she instructed. Viet nodded and continued his work.
Another afternoon while weeding the garden, several students decided that it was
time for another field trip. "I haven't been on a field trip yet," said Robert, a new student.
"I didn't get to go on the trip to Miss Becky's house because I was sick," added Steven.
"We could go to the Farmer's Market like we did in
the second grade," said Peter. "They sell plants
there." So the boys went to Ms. Fitz with their
idea.
"That's great! Ms. Sturgis is going next
week with her class of second graders. We could
help her with the kids and still get to look for
wildflowers," agreed Ms. Fitz. But the following
Tuesday it rained so the students had to wait until
Thursday.
Dressed in their Botanist T-shirts, the
fourth graders led the second graders down the
block towards the Farmer's Market. It took only ten
minutes to walk there. In the large building the
students saw only a few plant stalls. Ms. Fitz
13. bought a Fig tree. In a stall outside she found a Wild Azalea, Blue Iris, and a Purple
Coneflower. It took most of the students to carry them all back to school.
One day in Art class, the students were drawing some of the flowers Ms. Fitz
brought to school. She reminded them that they would have to identify the flower and
label the drawing. Thanh quietly raised his hand and asked Ms. Fitz, "Which Sunflower is
this?"
"First look at the leaves. Are they alternate or opposite?" answered Ms. Fitz.
Thanh looked and replied, "Both! The bottom leaves are opposite but the top are
alternate."
"That eliminates these flowers," answered Ms. Fitz while pointing to her
reference book. "Now look at the shape of the leaves. This one has long thin leaves--
linear," she continued.
"Do you think it is the Narrow-leaf Sunflower?" asked Thanh. They looked at the
flowering date which was July to December.
"Okay, that's possible," they both
agreed. Then they looked at the distribution
which was throughout Mississippi. "That's
not much help," said Ms. Fitz. After looking
at the flower and the description, Thanh and
Ms. Fitz finally decided that the flower was
indeed a Narrow-leafed Sunflower.
One morning before school was out,
Ms. Fitz called the students to the library
and made a very important announcement.
"Boys and girls, we are ALL going to fifth
grade together!" The students cheered--
some because they were excited about being
in the same class next year and others just to
know they were going on to fifth grade.
When the roar died down, she explained that
the process was called looping and that she
was looking forward to working with them
again in fifth grade. This would also give
them the opportunity to finish the book on
wildflowers.
When August arrived, students were excited about their new room, which was on
the third floor instead of the second. It was larger and the greenhouse fit into one of the
tall southern windows.
14. On the first day of school, Ms. Fitz reminded the students about their unfinished
project. The garden was weeded, Botany folders were dusted off, plant presses were
emptied, and seeds were planted.
Students were divided into four groups. Each group was assigned one chapter for
the book. Students compared notes and wrote a rough draft. Drafts were edited and typed.
Now the work to assemble the book began. Sketches were selected and research was put
into paragraph form. Each group decided on a title for their book and wrote a dedication.
Ms. Fitz took a photograph of each group for the author page. For three days the students
edited, typed, drew, thought, and finally produced a finished project. On the morning of
the fourth day, the students joined Ms. Fitz in the library. Each group read their book and
showed the illustrations. Students made suggestions and freely gave compliments.
The art teacher collected the sketches
and watercolors. The best examples were
framed and hung on the wall. Ms. Fitz
collected the books and told the students that it
was time to plan the Author's signing party.
15. Resources
Crosby Arboretum, Picayune
Poster on Wildflowers NASF-CFFP-178 from the U.S. Forestry Service
Poster on Wildflowers of MS, from the Mississippi Transportation Commission, P.O.
Box 1850, Jackson, MS 39215-1850
Mississippi Native Plant Society
Bibliography
Barnhart, H. 1986. Dictionary of Science. Hammond, Inc., NJ.
Brown, C.A. 1980. Wildflowers of Louisiana and Adjoining States. Louisiana State
University Press, Baton Rouge, LA.
Cooper, M., and R.L. Jones, Ph.D. 1992. Endangered Species of Mississippi. Museum of
Natural Science, Jackson, MS.
DeFazio, J.T. 1993. Developing Backyard Wildlife Habitats in Mississippi. Allmond
Printing Co., Aberdeen, MS.
Eleuterius, L.N. 1981. An Illustrated Guide to Tidal Marsh Plants of Mississippi and
Adjacent States. MS-AL Sea Grant Consortium.
Loughmiller, C. and L. 1994. A Field Guide to Texas Wildflowers. University of Texas
Press, Austin, TX.
Martin, L.C. 1993. Wildflower Folklore. The Globe Pequot Press, CT.
Peterson, R.T. and F. Tenenbaum. 1982. A Field Guide to Wildflowers Coloring Book.
Houghton Mifflin Co., Boston, MA.
Pope, T., Odenwalk, N. and C. Fryling, Jr. 1993 Attracting Birds to Southern Gardens.
Taylor Publishing Co., Dallas, TX.
Rickett, H.W. Ed. 1969. Wild Flowers of America. Crown Publishers, Inc., NY.
Sitton, D.M. 1995. Sunflowers. Gibbs Smith Publisher, Layton, UT.
Taylor, W.K. 1992. The Guide to Florida Wildflowers. Taylor Publishing Co., Dallas,
TX.
16. Timme, S.L. 1989. Wildflowers of Mississippi. University Press of Mississippi, Jackson
and London.
Wasowski, S. 1994. Gardening with Native Plants of the South. Taylor Publishing Co.,
Dallas, TX.
Children's Literature
Amsel, S. 1993. A Wetland Walk. The Millbrook Press, Brookfield, CN.
Cox, R.K. and B. Cork. 1990. Usbourne First Nature: Flowers. EDC Publishing, Tulsa,
OK.
DePaola, T. 1988. The Legend of the Indian Paintbrush. Scholastic Inc., NY.
Duke, K. 1992. Aunt Isabel Tells a Good One. Puffin Unicorn, NY.
Kroll, V. 1995 Sweet Magnolia. Charlesbridge Publishing, Waterstown, MA.
Nixon, J.L. 1995. If I Were a Writer. First Aladdin Paperbacks, NY.
17. Glossary
achene A small dry, hard fruit with one seed that does not open when ripe.
alternate Leaves placed singly along the stem, not opposite.
annual A plant that lives one year (or one growing season).
axillary On the axil, the spot where the leaf stem meets the branch or the stem.
basal Growing from the base of the stem.
berry A simple fruit with skin around the fleshy meat and seed.
biennial A plant that lives two years (or two growing seasons).
bracts A small leaf that grows at the base of a flower.
capsule A dry fruit, which opens into tow or more sections when ripe.
carnivorous Plants that "digest" animal matter.
cluster A group of flowers.
compound Made of two or more similar parts.
corm The underground stem of a plant, bulblike.
deciduous A plant that loses leaves annually.
disc (disk) The central part of the composite flower that is surrounded by rays and
is made up of tiny tubular flowers.
drupe A fruit with a hard seed or pit inside.
elliptic Shaped like an oval.
entire Margin of the leaf is smooth and without lobes or teeth.
evergreen Has green leaves or needles yearlong.
habitat The place where a plant naturally grows.
lanceolate Rounded base narrowing to the tip, lance-shaped.
legume A pod, such as a pea or bean, containing many seeds.
linear Long and narrow.
lobed Having lobes, rounded parts of leaves or petals.
margin The edge of a leaf.
nodes The place on a stem where leaves grow.
opposite Placed in pairs across from each other on a stem, not alternate.
orbicular Like a sphere or circle, round.
ovate Egg-shaped.
panicle An elongated, branched flower cluster with stalked flowers.
perennial A plant that lives more than two years (or two growing seasons).
petals The segment of the flowers, usually colored.
pinnate The leaf that has a structure similar to a feather, with lateral branching.
pinnatifid Divided in a pinnate manner.
raceme A cluster of flowers with stalked flowers arranged along a central stem.
18. ray The petal-like flowers of a composite "flower" that encircle the disk
flowers.
rhizome Root-like, horizontal, underground stem that sends up leafy shoots.
rosettes Circular group of leaves located around the bases of plants.
scapose Having a leafless flower stalk.
schizocarp The dry fruit that divides in two, each containing a seed.
spatulate Broad rounded end and narrow base, shaped like a spatula.
stamen The male organ of a flower that contains pollen.
taproot A very long central root like a carrot.
terminal The end of a stem or branch.
toothed Having tooth-like indentions along the edge of a leaf.
trifoliate Having three leaves or appearing to have three.
tubular Hollow, round, open at one or both ends.
umbel A cluster of flowers where the stalks are similar in length and come
from a common center (like the rays of an umbrella).