DOCSLIB.ORG

Reference Center Catalog

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Reference Center Catalog REFERENCE CENTER CATALOG KANSAS DEPARTMENT OF WILDLIFE AND PARKS 512 SE 25TH AVE. PRATT, KS 67124 (620) 672-0751 [email protected] Dear Reference Library User, We are pleased to announce that we have made a major change in the way we serve our users. We have organized our materials into kits that cover specific topics, such as “Kansas’ Day,” “Birds,” “Insects,” and “Weather.” This eliminates the need to “hunt” through the entire catalog to find materials on a specific topic. The new catalog will reflect this change. There are 55 study kits each containing a complete listing and description of all the resources within the study kit. Several popular topics such as “Birds,” for example, are subdivided into subtopics: “Birds of Prey,” “Predator Birds,” “Bird Houses and Feeders,” and “Birds - General.” Included with each kit is a list of additional resources which can be obtained from the Wildlife Education Service section. An order form is included with each kit. With the number and variety of resources available per kit, sharing the resources with other educators should be more convenient. There is an appendix listing the “Education Standards” being met through the utilization of the kit’s resources. An additional appendix estimates the UPS shipping cost for returning the kits. We encourage users to utilize UPS for returning the kits to take advantage of their free $100 insurance policy. Because there will only be 1-3 kits per topic area, we suggest you give us a three to four weeks notice for receiving your kit. It is also important to return the kits by their due date to avoid a backlog for the kit. To avoid possible delays in handling and shipping we are requesting you consider the following suggestions: 1. Ensure that the video and DVD players you use are in good working order. 2. Use the provided inventory checklist to insure all the resources are being returned. 3. Securely fasten the tops of the shipping container with the provided plastic strips. 4. The reverse side of the shipping label should be utilized when returning the materials. Use the enclosed order form or call (620) 672-0751 or email [email protected] to obtain the desired kit(s). TABLE OF CONTENTS TITLE PAGE NO. Adaptation in Animals: K - 3rd ................................................................................................ 1-4 Adaptation in Animals: 4th - 6th .............................................................................................. 5-8 Aquatic: K - 3rd ......................................................................................................................9-13 Aquatic: 4th - 6th ...................................................................................................................14-18 Aquatic: 7th - 12th .................................................................................................................19-22 Bats: K - 3rd..........................................................................................................................23-24 Bats: 4th - 8th.........................................................................................................................25-26 Biomes: K- 8th......................................................................................................................27-29 Birds (General): Preschool - 3rd ............................................................................................30-34 Birds (General): 4th - 6th .......................................................................................................35-38 Birds (General): 7th - 12th .....................................................................................................39-42 Bird Houses and Feeders: K - 3rd..........................................................................................43-45 Bird Houses and Feeders: 4th - 12th .......................................................................................46-49 Birds of Prey: K - 3rd............................................................................................................50-52 Birds of Prey: 4th - 8th ..........................................................................................................53-55 Birds (OWLS): K - 4th..........................................................................................................56-57 Boy/Girl Scouts Campfire: Preschool - 3rd............................................................................58-61 Boy/Girl Scouts Campfire: 4th - 8th .......................................................................................62-66 Butterflies: K - 3rd ................................................................................................................67-69 Classifications: Preschool - 3rd .............................................................................................70-72 Classifications: 4th -12th........................................................................................................73-75 Dinosaurs: K - 6th .................................................................................................................76-77 Earth Day: K - 3rd.................................................................................................................78-83 Earth Day: 4th - 6th................................................................................................................84-89 Earth Day: 7th -12th...............................................................................................................90-95 Fish: 1st - 6th .........................................................................................................................96-97 Game Birds: 3rd - 12th.........................................................................................................98-100 Geology (Rocks and Minerals): 4th - 10th ..........................................................................101-102 Insects: K - 3rd..................................................................................................................103-107 Insects: 4th - 8th.................................................................................................................108-110 Kansas Day: K - 3rd ..........................................................................................................111-114 Kansas Day: 4th - 6th .........................................................................................................115-118 Life Cycles: K - 3rd...........................................................................................................119-122 Life Cycles: 4th - 6th..........................................................................................................123-126 Life Cycles: 7th - 12th........................................................................................................127-129 Mammals of Kansas: 4th - 8th............................................................................................130-133 Mammals of Kansas (Predator): 1st - 3rd ...........................................................................134-137 Mammals of Kansas (Prey): 1st - 3rd .................................................................................138-142 I TABLE OF CONTENTS TITLE PAGE NO. Outdoor Wildlife Learning Sites (OWLS): K - 3rd ............................................................143-150 Outdoor Wildlife Learning Sites (OWLS): 4th -12th ..........................................................151-159 Plants: 1st - 3rd ..................................................................................................................160-162 Plants: 4th - 10th ................................................................................................................163-165 Reptiles: K - 3rd................................................................................................................166-168 Reptiles: 4th - 8th...............................................................................................................169-171 Restoring Our Resources: K - 3rd......................................................................................172-175 Restoring Our Resources: 4th - 6th.....................................................................................176-180 Restoring Our Resources: 7th -12th....................................................................................181-184 Spiders: K - 3rd.................................................................................................................185-186 Trees: K - 3rd....................................................................................................................187-189 Trees: 4th - 6th...................................................................................................................190-192 Trees: 7th - 12th .................................................................................................................193-196 Weather: K -3rd ................................................................................................................197-199 Weather: 4th - 8th ..............................................................................................................200-202 II REFERENCE CENTER ORDER FORM 512 SE 25TH AVE. PRATT, KS 67124 (620) 672-0751 SEND MATERIALS TO: LAST NAME FIRST NAME NAME OF SCHOOL OR ORGANIZATION STREET ADDRESS CITY STATE ZIP CODE KIT’S TITLE DATE NEEDED Adaptation In Animals Correlates
Load more

Recommended publications
  • Wildlife Is EVERYWHERE
    Conservationist NEW YORK STATE Wildlife is EVERYWHERE NEW YORK STATE Welcometo Conservationist In this issue: Mule deer in the western U.S. are found near human development, as are New York’s white-tailed deer. Want to receive We enjoy seeing Conservationist for Kids wildlife, but at home? Subscribe to Conservationist magazine! sometimes it’s You’ll get six issues of the award- nearer than we winning Conservationist expect. How will magazine each year, plus Conservationist for Kids in the you live in October, February and April harmony with your issues. Call 1-800-678-6399 wild neighbors? for information about how Visit to subscribe. www.dec.ny.gov for information for kids interestedKids GO in (Getthe environment. Check out Outside) for activity ideas, and look for Conservationist for Kids online. Contact us at: Conservationist for Kids This issue of Conservationist for Kids is funded by 625 Broadway, 4th Floor Return a Gift to Wildlife. Donations to this program Albany, NY 12233-4500 support fish and wildlife conservation in New York State, including education about conservation issues. Go to or e-mail us at www.dec.ny.gov/animals/327.html for more information. [email protected] 2 Cover photo Gerry Lemmo Wildlife is everywhere. DEC/Scott Smith Animals are found wherever there is suitable habitat. Some species have adapted to live near people and may be seen where they were once unfamiliar visitors. Many–such as bobcat, fisher, owls and coyotes–are nocturnal (active mostly at night) or secretive and are noticed only by careful observers or by their tracks or other signs.
    [Show full text]
  • Polar Bears Are One of the Largest a Camera with a Telephoto Lens
    Come see animals US $16.95 / $21.95 CAN R o s face to face eet the olar ear ... i m p b n through in-your-face animal adventures. g / C face to face with animals a Cuddly cubs. r is brought to you exclusively from n e National Geographic photographers and Powerful predators. y researchers in the field observing animals. Each book combines exciting Lords of the Arctic . firsthand animal information with f stunning animal photography. Read about a close calls, narrow escapes, and the one c that got away. Find out about the field of e animal study and observation and all the t latest discoveries. o f a You’ll find important conservation c have you ever messages about the need to protect e been face to face with animals and their threatened habitats. w You’ll receive “tips from the expert” with i a polar bear? fun and practical nuggets of information t about working with animals in the field. h face to face with Norbert Rosing has. He's had his tires A “facts at a glance” reference section P slashed by a polar bear, almost became O puts information at your fingertips. L a polar bear’s lunch when his truck A scientific adventure experiment, a A became stuck in a snowdrift, and nearly R glossary, and a “find out more” section lost his fingertips to frostbite. But he B all help you process what you’ve learned. E keeps returning to the beautiful Arctic A landscape and to the company of his R S favorite animal.
    [Show full text]
  • Fur, Feathers, and Scales
    ZAP!ZAP! Zoo Activity Packet Fur, Feathers, and Scales A Teacher's Resource for Grade 1 www.kidszoo.org Fur, Feathers, and Scales/Grade 1 Fur, Feathers and Scales ZAP! Zoo Activity Packet Table of Contents Learning Objectives page 3 Background Information for the Teacher page 4 Pre-Visit Activities page 7 At-the-Zoo Activities page 12 Post-Visit Activities page 15 Resources page 24 Evaluation Form page 29 Fort Wayne Children's Zoo Activity Packet 2 www.kidszoo.org Fur, Feathers, and Scales/Grade 1 Fur, Feathers, and Scales Zoo Activity Packet Learning Objectives The work sheets and activities in this Zoo Activity Packet are suggested to help students learn that: 1. Animals have different body coverings depending on what class they belong to: Mammals - fur or hair Birds - feathers Reptiles - dry scales Amphibians - moist, smooth skin Fish - wet, slimy scales 2. Animal coverings come in a variety of colors and patterns. 3. Colors and patterns protect animals by: -helping them blend into their surroundings (example: a tiger in tall grass). -making them look like something else (example: a walking stick insect). -warning others to stay away (example: skunk). 4. Animals bodies are different shapes and sizes. They don’t all have the same characteristics (example: number of legs, position of eyes and ears on head, tails, toes, etc.). Fort Wayne Children's Zoo Activity Packet 3 www.kidszoo.org Fur, Feathers, and Scales/Grade 1 Background Information for the Teacher: Animal Body Coverings Types of Body Coverings So we can study them more easily, animals are grouped into classes according to their characteristics.
    [Show full text]
  • Marine Mammal Adaptations Teacher Guide
    Photo by Lori Polasek, Alaska SeaLife Center Teacher Guide Recommended for Grades 1-4 Distance Learning Teacher Guide: Marine Mammal Adaptations Alaska Academic Standards Science A12, A13, A14a, B4 Language Arts C2a; Arts C4, C5; National Academic Standards The following National Academic Standards for grades K-4 are addressed within this program: Science as inquiry Abilities necessary to do scientific inquiry Understanding about scientific inquiry Life science The characteristics of organisms Life cycles of organisms Organisms and environments Physical science Properties of objects and materials Objectives Through this Distance Learning session your students will be able to: Define the word adaptation. List several marine mammals and their characteristics. Describe some marine mammals that are specific to Alaskan waters. Explain how their adaptations make them well suited for their habitats. Use the scientific method to experience and explain the function of blubber. Background Information Marine mammals are animals that breathe air through lungs, are warm- blooded, have hair (at sometime during their life), give birth to live young and suckle their young. Marine mammals also get all or most of their food from the ocean. Marine mammals are a diverse group thought to have evolved from terrestrial ancestors to aquatic life through a number of unique physical adaptations. There are four groups of marine mammals including: cetaceans (whales, dolphins, and porpoises), pinnipeds (seals, sea lions and walrus), fissipeds (sea otter and polar bear), and sirenians (manatees and dugongs). This session will focus on the adaptations which allow pinnipeds and fissipeds to survive cold, Alaskan waters. 1. Pinnipeds - Pinniped means “ fin footed” mammals.
    [Show full text]
  • Endangered Species Inventory List Please Use This List to Check Off Items Before Returning the Kit to Milner Library. Box – Pa
    Endangered Species Inventory List Please use this list to check off items before returning the kit to Milner Library. Box – Part 1 Books Teacher’s Manual Pictures Researchers Use Tiger Self-Portraits for a Far-Flung Survey Realia Rhino Floor Puzzle (54 pieces) Stuffed Toys (in 1 pkg) - African Elephant - Black Rhino Box – Part 2 Books Bengal Tiger: Animals in Danger Brother Eagle, Sister Sky Center for Marine Conservation (in orange binder) A Clean Environment: A Study of Pollution (worksheets) (blue binder) Danger On the African Grassland Endangered Animals (A New True Book) Endangered Desert Animals Endangered Isalnd Animals Endangered Ocean Animals Endangered Species: Wild and Rare (Ranger Rick’s Naturescope) Exotic Animals: Pictures, Facts, Activities (Safari Series) Extremely Weird Endangered Species Presenting the “Bear” Facts About Endangered Species (worksheets) (blue binder) Protecting Endangered Species (Usborne Conservation Guide) Protecting Rivers and Seas (Usborne Conservation Guide) A Rhino Comes to America Vanishing Animals (Teacher’s Guide) (in pkg w/Booklets) A Whale of a Job (worksheets) (blue binder) Zoobooks: The Apes Zoobooks: Elephants Zoobooks: Endangered Animals Zoobooks: Giant Pandas Zoobooks: Rhinos Zoobooks: Saving Our Animal Friends 1 | Endangered Species Inventory List Booklets Conservation Can’t Wait (in plastic envelope w/Endangered Plants and Animals) Endangered Plants and Animals (in plastic envelope w/Conservation Can’t Wait) Wildlife Conservation International (blue binder) Magazines Focus (World Wildlife Fund) (2 individual binders, 2 articles total) (in envelope w/Booklets) HSUS News (1 binder, 2 articles total) (Vol. 37, #2, Spring 1992) National Geographic (2 individual binders, 2 articles total) Ranger Rick (1 blue 3-ring binder, 10 articles total) Time (1 article) Wildlife Conservation (1 article) Newspapers (in envelope w/Booklets) The New York Times (Tues.
    [Show full text]
  • Scientific Classification
    1/12/2015 seaworld.org/en/animal-info/animal-infobooks/california-sea-lion/scientific-classification/ PARKS KIDS SHOP ANIMALS CARE LANGUAGE Scientific Classification → Scientific California Sea Lion Classification Scientific Classification Habitat & Distribution Physical Characteristics Senses Adaptations Communication & Echolocation Order - Pinnipedia Behavior 1. Pinnipeds are seals, sea lions, and walruses. Some scientists classify pinnipeds as a suborder of the Diet & Eating Habits order Carnivora. Reproduction Family - Otariidae Birth & Care of Young 1. Otariids, also referred to as "eared seals", include all sea lions and fur seals. Otariids are characterized Longevity & Causes of by having external ear pinnae (ear flaps) and long flippers. Death Conservation & Research Books For Young Readers Bibliography Otariids have an external ear structure and are also referred to as "eared seals". Genus, Species - Zalophus Californianus 1. The genus name Zalophus comes from the Greek za, a prefix expressing emphasis, and lophos, meaning "crest." It refers to the large crest on the skull of an adult male. 2. Most scientists recognize three geographically separated subspecies of the California sea lion: Z.c. californianus, Z.c. wollebaeki, and Z.c. japonicus. This information booklet concerns Z.c. californianus unless otherwise noted. Fossil Record 1. The earliest otariids appear in the fossil record about 12 million years ago. The first Zalophus fossils date back to the late Pleistocene, about 120,000 to 220,000 years ago. http://seaworld.org/en/animal-info/animal-infobooks/california-sea-lion/scientific-classification/ 1/1 1/12/2015 seaworld.org/en/animal-info/animal-infobooks/california-sea-lion/habitat-and-distribution/ PARKS KIDS SHOP ANIMALS CARE LANGUAGE Habitat & Distribution Scientific Classification California Sea Lion Habitat & Distribution → Habitat & Distribution Physical Characteristics Senses Adaptations Communication & Echolocation Distribution Behavior 1.
    [Show full text]
  • Zoobooks Apes.Pdf
    Created and Written by John Bonnett Wexo Scientific Consultants Frederick A. King, Ph.D. Director, Yerkes Regional Primate Research Center Harold M. McClure, D.V.M. Yerkes Regional Primate Research Center Richard Tenaza, Ph.D. University of the Pacific ON THE COVER: A Mountain Gorilla Courtesy of the FREE Zoobooks eSafari. A silverback male mountain gorilla races through the forest beating his chest in a ritual charge to show dominance. EEXPLORXPLOR EE books.co EVEN MORE! Come wander om oo m Q: What is the first thing an orangutan learns in school? zothrough our Virtual Zoo, finish up your homework with the A: The Ape-B-C’s. Animal Directory, and then relax Q: Why didn’t the banana snore? with some Games & Activity Pages. A: It didn’t want to wake up the whole bunch. Best of all, visit the Q: What do you get when you cross your pet parrot with a gorilla? U To find out, sign up for your free RET JUNG eSafari at www.zoobooks.com. EC at LE S When you sign up for your FREE zoobooks.com eSafari at www.zoobooks.com/safari, for printable activities, online games, you’ll discover: •• WhatWhat Chest-Chest- live action videos, and drawings and • Best wildlife sites on the web beating Means poems done by kids like you! • Animal jokes, puzzles, games, activities beating Means It’s a secret online hangout just for • Wildlife and zoo news PagePage 1111 kids. Only Zoobooks subscribers like • Animal cams you can get in! Find your password • Green tips, save-the-animals sites and causes on our Kids Zooworks page.
    [Show full text]
  • Bear Box Contents
    U.S. FWS Wyoming Ecological Services Educational Boxes 3/28/2011 Bear Box Contents Actual contents may vary slightly Skulls o Grizzly Bear o Black Bear o Pronghorn o Mountain Lion Tracks o Grizzly Bear o Plaster cast Grizzly Print o Black Bear o Deer o Moose o Dog Back country Bear Proof Food Container Furry bear puppet Bear Ear Tag Teaching Curriculum Bears: Imagination and Reality Guide Book Teacher's Guide - "Wildlife In Danger" Education Activities - "Owner of the Earth: Grizzly Bear" Bear Essentials: Source and Guide Book-Clarkson ESRI - Computer Mapping Packet Stamps Stamp Pad Bear Track Sticker Predator Food Chain Game Skychart Books o Amazing Mammals, Part I - National Wildlife Federation o Amazing Mammals, Part II - National Wildlife Federation o Bear - Down o Bears Bears Bears - Osborne o Bear - Schoenherr o Bears - Scholastic Discovery Book o Bearstone - Hobbs o Bear Attacks - Herrerro o Colorado's Threatened or Endangered Wildlife - Co. Division of Wildlife o Endangered Animals - Zoobooks o Endangered Species Coloring Book - EPA o Endangered Species Wild and Rare - National Wildlife Federation o Field Guide to Mammal Tracking - Halfpenny o Grizzly Cub - McIntyre U.S. FWS Wyoming Ecological Services Educational Boxes 3/28/2011 o How do Bears Sleep - Bird o I Am A Little Bear - Crozat o Last Bit Bear - Robinson o Mountain State Mammals - Russo o Now I know Bears - Troll Associates o Polar Bears - Zoobers o Rescue Josh McGuire - Mikaelsen o The Two Legged Creature - Walters o Way of the Grizzly - Patent o Wildlife Adventures
    [Show full text]
  • NWF 2018 Action Report
    Protect, Restore, Connect Wildlife Habitat Goal 1: Protected Habitats 4 Goal 2: Working Lands 8 Goal 3: Dear Friends, Water for Wildlife 12 From the Gulf of Mexico to the Arctic, wildlife across our nation face unprecedented Goal 4: threats to survival. With the sobering news that one-third of all wildlife species are at Coasts 16 risk of or vulnerable to extinction, the National Wildlife Federation adopted an ambi- tious four-year strategic plan—Saving America’s Wildlife: Toward a Common Agenda Goal 5: 2018–2021—which is a clear roadmap for restoring our extraordinary wildlife heritage. Communities 18 This annual report—2018 Action Report: Advancing a Common Agenda for Wildlife—high- lights the important progress we’ve made over the first year to recover wildlife. Despite deep partisan gridlock, we achieved significant conservation wins for clean water, forest Transform Wildlife Conservation restoration, and private-lands conservation by working collaboratively with our powerful family of state and territorial affiliates and partners. We are also taking essential steps Goal 6: to evolve as an organization to become an even more effective, resilient, equitable, and Advance 21st Century Wildlife Management 22 collaborative force for wildlife. Goal 7: We hope that you will take a moment to learn more about our vision for the future, the Confront Climate Change 24 concrete steps we plan to take, and our progress over the past year. We firmly believe that when we save wildlife, we save ourselves. And by working collaboratively across this
    [Show full text]
  • Curriculum Vitae OLIVER A. RYDER, Ph.D
    Curriculum Vitae OLIVER A. RYDER, Ph.D. * * * PERSONAL DATA Place of Birth: Alexandria, Virginia Business Address: San Diego Zoo Institute for Conservation Research 15600 San Pasqual Valley Road, Escondido, CA 92027-7000 Business Telephone: (760) 291.5452 Business Facsimile: (760) 796.5631 E-mail Address: [email protected] Web Pages: http://www.sandiegozoo.org/ www.biology.ucsd.edu/faculty/ryder.html EDUCATIONAL BACKGROUND 1968-75 University of California, San Diego: Ph.D. in Biology 1964-68 University of California, Riverside: B.A. in Biology with High Honors CURRENT PROFESSION Director of Genetics, Kleberg Chair; San Diego Zoo’s Institute for Conservation Research; San Diego, CA Adjunct Professor of Biology; Department of Biology, University of California, San Diego; La Jolla, CA Adjunct Professor of Biology; Department of Biology, San Diego State University Visiting Scholar; Center for Conservation Biology, University of California, Riverside; Riverside, CA PROFESSIONAL BACKGROUND 2009- Adjunct Professor of Biology; Department of Biology, San Diego State University 2007- Visiting Scholar; Center for Conservation Biology, University of California, Riverside; Riverside, CA 1995- Adjunct Professor of Biology; Department of Biology, University of California, San Diego; La Jolla, CA 1986- Director of Genetics, Kleberg Chair; San Diego Zoo’s Institute for Conservation Research; San Diego, CA 1988-95 Adjunct Associate Professor of Biology; Department of Biology, University of California, San Diego; La Jolla, CA 1979-87 Research Associate; Department
    [Show full text]
  • At the Zoo: Kindergartners Reinvent a Dramatic Play Area Page 1 of 8
    ECRP. Vol 10 No 2. At the Zoo: Kindergartners Reinvent a Dramatic Play Area Page 1 of 8 At the Zoo: Kindergartners Reinvent a Dramatic Play Area Mary Bowne Fishback Center for Early Childhood Education College of Family and Consumer Sciences South Dakota State University Brookings, South Dakota Sue Brokmeier Fishback Center for Early Childhood Education College of Family and Consumer Sciences South Dakota State University Brookings, South Dakota Abstract In a South Dakota early childhood program, children and adults in the kindergarten classroom collaborated to build a “classroom zoo” in support of the children’s pretend play. Creation of the zoo incorporated information about animals and zoos that the children and their families and teachers located in secondary sources such as nonfiction books and the Web site of the San Diego Zoo. Zoo-related activities culminated in a Grand Opening to which families and other classrooms in the center were invited. Background Information The Fishback Center for Early Childhood Education is located in Brookings, South Dakota, on the campus of South Dakota State University. The program houses three laboratory preschool classrooms and one kindergarten classroom. At the time of the activities reported in this article, 22 children were enrolled in the toddler lab. Thirty-four children were enrolled in the 3- and 4-year-old classrooms, 38 in the 4- and 5-year-old classrooms, and 22 in the kindergarten classroom. Fishback Center has been accredited by the National Association for the Education of Young Children since 1978. The threefold mission of the Fishback Center is (1) to be a model inclusive childhood program that ensures optimum experiences for training early childhood teachers, (2) to provide a unique research opportunity for students and faculty, and (3) to serve as a community resource for families.
    [Show full text]
  • ES Teacher Packet.Indd
    VOCABULARY "MJFOTQFDJFT See “exotic” *OEJHFOPVT Refers to a species which is native to #BTJDOFFET Necessities for the survival of an a region; refers to people who have traditionally organism: food, water, shelter, air and space occupied a region #JPBDDVNVMBUJPOThe absorption and concentration *OKVSJPVT: Refers to a species which is harmful of toxic chemicals in the tissues of organisms. in some way to humans, agriculture or wildlife Toxins are stored in fatty tissues of animals and are resources passed up the food chain from prey to predators. *OUSPEVDFETQFDJFT A species that was transported, Toxins occur in higher concentrations in animals at often by human activity, from its native region to the top of the food chain. new locations #JPDMJNBUJD[POF PSCJPNF A region broadly .BTTFYUJODUJPO The dying out of species on a large defined by the relationship of the area’s temperature scale over a geologically short period of time (a few range, annual precipitation and living organisms million years or less) #JPEJWFSTJUZ The relative abundance and number of .JOPSCSFFETBreeds of domestic livestock that living organism in a certain area. Biodiversity can exist only in small numbers and may be in danger of refer to the diversity of genes in a species and the extinction diversity of ecosystems on the planet. /JDIFAn organism’s ecological role in its $POTFSWBUJPO The management of natural resources, environment including wildlife and habitats, to sustain resources 0WFSIBSWFTUJOHThe gathering, catching, hunting or for the future. Preservation, protection and wise use killing of species or natural resources at a higher rate can all be a part of conservation practices.
    [Show full text]