ANIMALS - NPS
ANIMALSAlthough at firstglance the desertseems to have littlein the way of wildlife,it actually containslarge, diverse populations. The desertenvironment mayseem an unlikelyplace for animals tothrive or even exist.However, desert animals have adapted totheir environment,and each fills animportant niche in thedesert ecosystem.
ANIMALSBeating The HeatDesert animals have developed avariety of strategies for thrivingin a land of extremes. One of the mostcommon is to be active only at night,when the desert is coolest. Animalsmostly active after dark are callednocturnal. Foraging for food and waterat night also allows animals to use thedark for protection from predators. Sincemany desert animals are nocturnal, thedesert may seem empty to those of uswho travel through during the day — allwe see of many desert dwellers are thetracks they leave behind.Some desert animals are active onlyin the early morning and at twilight.Lizards, snakes, rodents, and insectsseek shelter in cool, humid burrowsor shade themselves under rocks andbushes. Owls survive by being nocturnal,eagles by soaring high above the earthwhere temperatures are much cooler.Phainopeplas (a bird) use a differentmethod of dealing with the summer heat;they migrate to cooler climates when itstarts to warm up.Because of their large ears, jackrabbitsand mule deer have the ability to radiateheat. Blood vessels in their ears arelocated just under the skin, and airflowing around them cools the blood.This cooled blood circulates through therest of the body, picking up more heatto carry to the ears for “disposal.” Ants,beetles, and lizards reduce the amountof heat they absorb by straightening outtheir legs as they walk across the hotdesert terrain.Drinking WhatYou EatNo animal can survive for longwithout water. Wood rats get theirwater by eating juicy cacti and otherplants that contain moisture. Snakes getthe moisture they need from the miceUNIT VII–2and other small animals they eat.Kangaroo rats and pocket mice getmuch of the moisture they need fromtheir diet of dry seeds. Seeds stored intheir humid burrows absorb moisturefrom the air. Animals utilize this moisturewhen the seeds are eaten. Kangaroorats also chemically manufacture water(called metabolic water) from dry seedsas they are being digested.Desert bighorn sheep get some of themoisture they need from what they eat,but they also have to drink water. In thedesert, water is usually found in springsor rivers and occasionally in ponds androck pools after a rain. Because theseanimals rely on this water, their territoryis limited. They can’t wander too far fromreliable water sources.Sleeping Through ItAnother method used by somedesert animals to avoid drought andheat is to sleep through it, just as somecold-climate animals hibernate throughthe winter. This dry, hot weather sleep iscalled estivation.One well-known desert estivator isthe spadefoot toad. Spadefoot toadscan survive in underground burrowsfor months or even years, covered witha jelly-like substance that keeps themmoist. They come out of estivation whenheavy raindrops cause vibrations in theearth that wake them. They will then digto the surface, find a mate, and lay eggsin the pools created by the rains. Thetoads then burrow back into the groundand estivate until it rains again. Thetadpoles that hatch from the eggs mustgrow quickly, before the pools dry up.Only a few survive to adulthood.Some animals estivate not onlybecause of heat and dryness, butbecause of a shortage of food. Plants andother sources of food tend to die backin the hottest and driest part of the year.Some desert rodents, spiders, and snailsestivate to avoid this scarcity of food.The activities in this section havebeen designed to teach children aboutthe animals of the Mojave Desert. Allanimals except one have developedtechniques for dealing with the oftenharsh desert environment. Humans,instead of adapting to the environment,often try to adapt the environment tomeet their needs. These activities willgive students ideas of what they cando to help protect the fragile desertecosystem and an understanding of whyit is important to do so.Activity 1CamouflagedCrittersOBJECTIVES: List two ways animals usecamouflage to their benefit. Describe thedifficulty predators have when searchingfor food (camouflaged animals). Name twocommon Mojave Desert animals that usecamouflage as an adaptation for survival.MATERIALS: Flagging tape, modelingclay, pictures of camouflaged animals(especially those native to the MojaveDesert).SUBJECTS: Art, language arts, science.SKILLS: Application, comparison,description, invention, observation,writing.METHOD: Students will compare picturesof insects, animals, and birds. Theywill observe the benefits of shape andprotective coloring. They will then createa camouflaged critter.Animals are adapted to theirenvironment in order to survive. Forinstance, a horned lizard is usually thesame color as the ground it lives on, adesert side-blotched lizard is colored tolook like the plants it lives on, and many
ANIMALSsnakes use their coloring as camouflagewhen they rest in the shade of bushes.Often, animals adapt to changes intheir habitats by using camouflage toavoid predators. Camouflage gives theorganism the ability to blend with itssurroundings.1. Introduce or review the concept ofadaptation. Show students pictures ofdesert animals that use camouflage asan adaptation for survival. Have studentsbrainstorm types of camouflage and thebenefits of this adaptation.2. Mark off two different areas outsidewith flagging tape. Make the two areas ashort distance apart. Separate the classinto two groups and assign each groupan area.3. Pass out a small ball of clay toeach student. Instruct the students togo to their area and create camouflagedcritters with their balls of clay by usingfallen sticks, leaves, or bits of gravel.Instruct the students to create crittersthat blend with their environment. Givethem about fifteen minutes to work.4. Have group one place their crittersin area one. Make sure to tell them theycannot hide the critters. They must becamouflaged in their surroundings. Givethem about five minutes to place theircritters. At the same time, have grouptwo place their critters in area two. Besure to emphasize that neither group canwatch where the other group is placingits critters.5. Ask both groups to step away fromtheir area. Inform the students that theyhave magically turned into birds andmust now find food. Ask them to holdone cupped hand on their stomach (tohold their food). Two fingers on theirother hand become their beak. Groupone will now have to find food (thecamouflaged critters) in area two, grouptwo in area one. Count to three for thefood search to begin.GLOSSARYadapt — to fit in, to be suited forgetting the things needed for survival.adaptation — special tools forsurvival, physical or behavioralcharacteristics that make an organismmore suited to its environment.biological community — all of theliving things, both plants and animals,living in a particular environment,working together to fulfill theirindividual needs.mimicry — a form of protectivecoloration, or acting, in which ananimal closely resembles another kindof animal or object in its environment.The animal being mimicked usually hastoxin which causes predators to avoidit. By imitating the toxic animal, theother animal may avoid getting eaten.niche — an organism’s special functionwithin its environment.predation — the natural act of animalscamouflage — an adaptation whichthat kill other animals for food.enables an organism to blend with itsenvironment.predator — any animal which huntsecosystem — the interaction of thesuitable arrangement — when thosebiological community (all living things)and the physical environment (water,air, minerals).environment — all those factors,both living and non-living, which makeup the surroundings of an organism.habitat — the place where a plantlive animals for its food.things necessary for survival (food,water, shelter, space) are accessible,adequate in quantity, and in keepingwith the biological lifestyle of a species.territoriality — a behavior pattern inanimals consisting of the occupationand defense of a living space.or animal lives, an organism’s home.Provides food, water, shelter, andspace in a suitable arrangement.6. Call time after ten minutes andhave both groups display their food ina designated area. Hold a viewing party,asking students to see if their clay critterwas found.7. Travel in a group to theundiscovered critters. Discuss withstudents why some critters were foundand others were not. What specialtrait or habitat helped camouflage thecritters? What animals in the MojaveDesert use camouflage as an adaptationfor survival? Can you think of any othertypes of adaptations?8. Remove sticks or rocks from theclay and return those items to theirnatural setting.EXTENDING THE EXPERIENCE:Students can write about the experienceand what they learned about camouflage.UNIT VII–3
ANIMALSActivity 2Activity 3The Comforts OfHomeDesert HomesBingoOBJECTIVES: Examine and list theminimum requirements for human life.Compare these requirements with thoseof desert animals.OBJECTIVES: Identify three differenttypes of animal homes and who mightlive there. State two ways animal homesare inadvertently destroyed by humans.MATERIALS: Crayons, paper.MATERIALS: Discovery Activity Page #1,pencils or wax markers. (You may wishto consider laminating the bingo cardsso they can be used several times andmarked with wax pencils.)SUBJECTS: Art, science, social studies.SKILLS: Analysis, application, discussion,drawing, inference, listing, observation.METHOD:1. Ask students to draw picturesof their own homes. Have them thinkabout and draw pictures of the four mostimportant things in their homes.2. Make a list of what the studentsfeel are important. Differentiate betweenneeds and wants. Challenge childrento think about what is essential forsurvival. Make sure this includes food,water, shelter, and space. Explain thatthese must also be available in a suitablearrangement. Whenever one of thesebasic needs is threatened or removedthe animal may not be able to survive.3. Show students pictures of desertanimals and ask them to draw oneof these in its habitat. Make sure thisdrawing includes where the animal getsfood, water, shelter, and space.4. Compare the needs of humans withthose of other animals.EXTENDING THE EXPERIENCE: Havestudents go outside and look for animalhomes. When a home (crack, burrow,nest, etc.), is found, discuss what mightlive there and why it chose this location.Are all of the essentials needed forsurvival found nearby?UNIT VII–4SUBJECTS: Art, language arts, physicaleducation, science.SKILLS: Description, discussion, drawing,listing, observation.METHOD: All animals need a homeof some sort. This home will usuallyprovide them with shelter and protectionfrom predators. Different animals havedifferent needs and, therefore, havedifferent types of homes.1. Ask students to describe theirhomes. Identify the type of animal homesfound in the area (nest, burrow, hole,water, crack, etc.).2. Give each student a bingo cardand marker. Take them on a short walkthrough the desert. Have students findan animal home and name an animalthat might live there. Place an X on theappropriate square. Play continues untileveryone gets bingo.3. Conclude with a sharing circle. Askstudents to describe the most interestingand unusual homes that were found.Can they name any homes that probablyexist in the area but were not found?Ask each student what his/her favoritedesert animal is and where it lives?Would that animal be harmed if its homewere destroyed? Where might it find anew home?EXTENDING THE EXPERIENCE: Havestudents create posters or bumperstickers that support preservation ofdesert animals’ homes. Have studentschoose a natural area in or near theschoolyard to adopt and improve asa habitat for animals. Improvementof habitat can include litter pick-up,fencing against trampling, planting nativevegetation, and constructing anti-erosiondevices.Activity 4Night SoundsOBJECTIVES: Define the concepts ofanimal communication, predation,territoriality, mate-seeking, adaptation,and mimicry. Provide examples ofhow these physical and behavioraladaptations allow animals to survive intheir environment.MATERIALS: Blindfolds, noisemakers.(You will need a pair of identicalnoisemakers for each pair of students.Examples of noisemakers: shakersand maracas, film canisters containingpebbles, rubber bands that can betwanged, whistles, bells, blocks of woodthat can be clapped together.)SUBJECTS: Language arts, math, science,social studies.SKILLS: Application, computation,discussion, evaluation, listening.METHOD: This game is designedto demonstrate the importance ofsound in such animal behaviors ascommunication, predation, territoriality,mate-seeking, adaptation, and mimicry.1. Spend some time familiarizingstudents with the terms listed in theobjectives.2. Explain the procedures of theactivity to the students.
ANIMALS3. Blindfold students and have themstand in two parallel lines at least fortyfeet apart. The students should bestanding back to back, with their handsbehind their backs.4. Walk behind each line placing onenoisemaker in each student’s hands. Forthe first round, everyone gets something.Have the participants all practicemaking noise with their devices. Remindstudents they will not only be makinga noise, but must listen closely for thesound of their partner.5. The leader gives a signal to begin.The participants attempt to find their“mate” by using the noisemakers. Whenthey find their “mate,” they shouldhalt, stop making noise, stand quietlytogether, and wait for the other pairs tofind each other.6. It will be easy for the last twoanimals to find each other, since they willbe the only two making any sound! Afterall the “mates” have been found, takeoff the blindfolds, return to a circle, anddiscuss the activity.POSSIBLE RESULTS:1:1 ratiocritter finds its mate2:1 ratiotwo critters find the same mate1:0 rationo mate available or mate not found7. Are some animals able to findmates more easily than others? Why? Ifthe concept of predation does not arisein the discussion, inject it briefly beforeplaying a second round.8. Have students face outward in thelines again to play a second round. Thistime, one or two persons will not get anoisemaker. They will be the predators.Predators can capture (touch) prey onlyafter the prey makes noise. Play again.9. After playing a second time, discusssome limitations that may be placedFun Facts — SOME ANIMALSOF THE MOJAVE DESERTBIRDSMAMMALSCommon ravenCorvus coraxGambel’s quailCallipepla gambeliiGreater roadrunnerGeococcyx californianusRed-tailed hawkButeo jamaicensisTurkey vultureCathartes auraBlack-tailed jackrabbit Lepus californicusCoyoteCanis latransDesert cottontail rabbitSylvilagus auduboniiDesert kangaroo rat Dipodomys desertiDesert bighorn sheepOvis canadensis nelsoniDesert wood ratNeotoma lepidaTownsend’s big-eared batPlecotus townsendiiWhite-tailed antelope squirrelAmmospermophilus leucurusFISHBonytail chubGila elegansColorado squawfish Ptychocheilus luciusDesert pupfishCyprinodon spp.Humpback chubGila cyphaRazorback suckerXyrauchen texanusINSECTS AND ARACHNIDSBroad-necked darkling beetleCoelocnemis californicusGiant desert hairy scorpionHadrurus arizonensisDesert tarantula Aphonopelma chalcodeson predators. Examples include: mustcapture animal within three secondsafter noise has been made; can onlycapture one or two animals per game.Play the game again.10. After playing a third round,discuss how the new rules affectedpredators. What factors in nature limit apredator’s success? Conclude by havingstudents name the most importantfactors in the survival of animals, aspresented in this game. Do skills inusing senses help animals survive intheir environment? How?EXTENDING THE EXPERIENCE:Introduce the idea of predators imitating(mimicking) the noise sources in someway. This will help students to see howpredators adapt, making it easier forthem to capture prey. The game maythen be played again. Discuss this newREPTILES AND AMPHIBIANSDesert tortoiseGopherus agassiziiRed-spotted toadBufo punctatusCollared lizardCrotaphytus insularisChuckwallaSauromalus obesusRosy boaLichanura trivirgataSidewinderCrotalus cerastesoption (mimicry). Did it affect the game?Are predators the only living things thatuse mimicry? Although gopher snakesare not poisonous, they have verysimilar coloration to rattlesnakes, theycoil up like rattlesnakes, and they havebeen observed whipping their tails indry weeds, producing a rattle-like sound.Why?Activity 5Birds And LizardsOBJECTIVES: List two ways animals usecamouflage to their benefit. Describethe difficulty predators have whensearching for food (camouflaged animals). Name two common MojaveDesert animals that use camouflage asan adaptation for survival.UNIT VII–5
ANIMALSMATERIALS: Pictures of Mojave Desertlizards and birds, such as roadrunners,loggerhead shrikes, and American kestrels; rope to designate starting line;quart-size plastic bags; pipecleaners cutinto two-inch strips (two or more stripsfor each participant). Note: The pipecleaners need to be at least three different colors. One color should blend readily into the environment — for example,light tan for dry leaves and weeds. Onecolor should blend a little less well, andone color should not blend at all. Tan,green, and hot pink are good choices.SUBJECTS: Physical education, science.SKILLS: Observation, psychomotordevelopment.METHOD: This is a simple game, easilyadaptable to a variety of animals andenvironments. The game is played outof-doors (although it can work indoorson a multi-colored carpet). It works bestif played in an area with some groundvegetation as opposed to a bare surface.The game is a relay and a hunt combinedinto one.Loggerhead shrikes (a bird) eat largeinsects, small birds, mice, and lizards.When hunting is good, it stores excessfood by impaling it on thorns, cactusneedles, or barbed wire. Roadrunnersfeed on insects, scorpions, lizards, andsnakes. They usually run after their preyrather than fly. American kestrels aresmall hawks and include lizards in theirdiet.1. Before the game begins, preparethe field by scattering pipecleaners in anarea approximately fifteen feet square.Some of the pipecleaners should be easily seen, and some should hide a bit. Thepipecleaners represent camouflaged andnon-camouflaged lizards. Don’t allowthe students to observe your placing ofthe “lizards.” With a rope or by drawinga line, designate a starting line approximately forty feet from the “lizards.”UNIT VII–62. Share the pictures of birds and lizards with the students. These birds huntand eat lizards (and they eat other thingsas well.) Discuss the physical and behavioral adaptations that each animal (lizardor bird) uses to survive. For what kind ofhabitat might each lizard be best suited,judging from its coloration?camouflaged animals. Have them findpictures of brightly colored animals. Howcan they survive when they are so easilyseen? Are there ever any advantages tobeing brightly colored?3. Divide the group into two or threeequal teams, each bearing the name of alizard-eating bird. Have students line upbehind the starting line. Allow plenty ofspace between teams. The first person inline in each team receives a plastic bag,which represents the bird’s stomach.Activity 64. Students will quickly walk, not run,from the starting line to the lizard area,pick up the first lizard they see (theymay only retrieve one lizard at a time),place it in the “stomach,” and quicklywalk back to the starting line, where theyhand the “stomach” to the next teammember. The leader goes to the backof the line. If you choose to make this acompetitive game, the winning team isthe one that goes through the entire linefirst.5. After playing one round, have thegroups examine the contents of theirplastic bags. Which color lizard was“eaten” the most, the second-most, andthe least? The brightly colored, noncamouflaged lizard should be the mostabundant.6. Play another round or two of theactivity. The time it takes for a team tocomplete a round will grow longer as itbecomes more difficult to hunt for thelizards. After the game is over, have students scour the area to search for lizardsthat still might be hiding. The studentswill be surprised at how many lizardsthey missed!EXTENDING THE EXPERIENCE: Havestudents research how camouflageis used by other animals world-wide.Challenge them to find pictures of thebest camouflaged and the most strangelyKeeping CoolOBJECTIVES: Demonstrate the conceptof thermo-regulation and how exothermic (see definition in Method section)animals must work to keep their bodytemperature regulated. Name two strategies employed by exothermic animalsfor regulating body temperature. Nametwo common exothermic animals of theMojave Desert.MATERIALS: Fahrenheit thermometers(each team of two needs one), sets ofcardboard insects (seven insects in eachset), masking tape, scratch paper andpencil, watch for activity leader.Note: Make insects out of colored cardboard. Attach thermometers to coloredcardboard. Each team needs a thermometer and insects with matching colors.SUBJECTS: Language arts, math, science.SKILLS: Analysis, application, discussion,inference, problem solving, prediction,small group work.METHOD: Students will use a thermometer to simulate a lizard. The thermometer“lizard” will have to travel to find food,while maintaining a pre-determined average temperature.All animals must maintain body temperatures within certain ranges to stayactive and alive. Animals can be dividedinto two general groups according to theway they maintain their body temperatures — endotherms (inside heat) andexotherms (outside heat). Mammals andbirds are endotherms and produce heat
ANIMALSwithin their bodies, allowing them tomaintain a fairly constant body temperature, regardless of outside temperatures.All other animals (amphibians, fish,reptiles) obtain most of their heat fromthe environment. Many exotherms regulate their body temperatures by movinginto warmer or cooler spots in theirenvironment. Lizards and snakes, forexample, alternate between basking inthe sun and resting in the shade to keeptheir body temperatures within the rangethat permits them to stay active andalive. Exotherms can also regulate theirbody temperature by burrowing and byvarying the angle of their exposure to thesun.even a few degrees from 98.6 F, we canget sick or even die.PREPARATION: This game is to be playedoutdoors and works best on a sunny,warm day. Find an area where two linescan be drawn about fifty feet apart. Ifpossible, choose a location containingshrubs or rocks that provide shade spotsand some full sunlight areas.7. Explain the procedures of the game:ACTIVITY:1. Let the children pair up, and giveone thermometer to each team. Explainhow to read the thermometer, then challenge each team to find the highest andthe lowest temperatures in the activitysite.2. After about five minutes, call thegroup together. Add the highest temperature found by the group to the lowesttemperature and divide by two to findthe average temperature.3. Instruct the teams to place onepiece of masking tape on their thermometer two degrees above the average temperature and another piece of tape twodegrees below the average.4. Ask if anyone in the group has everhad a fever. Explain that humans andother mammals produce heat insidetheir bodies and have a steady temperature regardless of outside temperatures.If our body temperatures go up or down5. Explain that unlike humans, animalssuch as lizards, snakes, and frogs getmost of their body heat from their surroundings. On hot days, a lizard’s bodytemperature goes up; on cold days, thelizard’s body temperature goes down.Introduce the terms endotherm and exotherm to the group.6. Tell the students that they are goingto play a game in which they pretendtheir thermometers are a special kind oflizard. Give a set of insects to each team.The set’s color should match the color oftheir “lizard.”(A) Each team will place its lizard’sfood (the insects) in various placeswithin the activity area. Be sure some areplaced in sun, some in shade, and somein partial shade.(B) Teams have about fifteen minutesto move their lizards around as theylook for food. The lizard can eat only oneinsect every two minutes. Each teamwatches the thermometer window at alltimes to be sure the lizard does not gettoo hot or too cold. The top of the mercury column should always be visible inthe window.(C) If the temperature is going toolow, the lizard must warm up in the sun. Ifit is going too high, the lizard must cooldown in the shade. Perhaps a partiallyshaded area will be just right as the lizard digests its insect and waits for thenext one. The students may not use theirown bodies as shade for the lizards.(D) When the leader calls out “insect,”the teams move their lizards along theground to the first insect. The insectis gathered up, and each team decideswhere the lizard will rest as it digests itsfood. The lizard may move during thistime if the temperature is going too highor too low.(E) After two minutes the leader callsout “insect” again, and the process isrepeated.(F) After all insects have been “eaten,”the students will gather together and discuss their lizards’ search for food.8. Allow the teams a few minutes toplace their insects around the area andbegin the game.9. Discussion questions at the end ofthe activity might be: Were you able tokeep your lizard within the safe range?Did any lizard heat up or cool down toomuch? If so, what might have happenedto your lizard? Did your lizard have to doa lot of scurrying around to survive?What might happen to a desert lizardif you took it home for a pet? How canlizards cool off or heat up other than bymoving to the shade or sunlight? Howdo you cool off when you get too hot?What do you do now that you could notdo if your body temperature respondedto surrounding temperatures in the sameway as your lizard?EXTENDING THE EXPERIENCE: Real lizards commonly burrow into the groundto escape hot and cold temperatures. Letthe teams play another game in whichthey can bury their lizards in order tomaintain the lizards’ temperatures at asafe level.This activity is adapted from an OBISactivity. Copyright by Delta Education,Inc. Hudson, NH 03051. Reprinted bypermission of the copyright holder.UNIT VII–7
Discovery Activity Page #1ANIMALS
adaptation. Show students pictures of desert animals that use camouflage as an adaptation for survival. Have students brainstorm types of camouflage and the benefits of this adaptation. 2. Mark off two different areas outside with flagging tape. Make the two areas a short distance apart. Separate the class into two groups and assign each group .
STYLE CG & CGI* TO ASME B16.20 TO SUIT ASME B16.5 FLANGES In accordance with ASME B16.20, Inner Rings are mandatory for the following flange designations (see Toble 3). Class 900 - NPS 24 to 48 Class 1500 - NPS 12 to NPS 24 Class 2500 - NPS 4 to NPS 12 ASME B16.20 does not
API 624 VALVES QUALIFIED For API 602 valves, a NPS ¾ class 1500 test valve may be used to qualify all valves NPS 1 and smaller in class1500. For API 602 valves, a NPS 1-1/2 class 1500 test valve may be used to qualify all valves NPS 1-1/4 through NPS 2-1/2 in class 1500. For all other
Basic Rules As Stated In AETCI 36-2216 - No smoking during the duty day for both (PS and NPS) - Call to quarters curfew is 2200 during school nights/2400 on weekends (NPS only) - No cell phones during the duty day (NPS only) - No POV use during the duty day unless approved by Det staff (NPS only) - Marching everywhere during the duty day (NPS only)File Size: 1MB
fresee experience index: retail nps & satisfaction report - q2 2018 4 satisfaction and nps rankings retailer csat nps 1 amazon 83.6 46 2 bath & body works 82.9 39 3 coach 82.8 39 4 victoria's secret 79.6 36 5 apple 81.1 36 6 nike 80.5 36 7 costco 80.6 35 8 l.l. bean 80.5 35 9 sephora 80.0 35 10 bj's wholesale club 80.8 34 11 homegoods 80.3 34 12 discount tire 81.0 34 retailer csat nps
For a given processor model number, memory population, and NUMA node per socket (NPS) configuration, the pre-BIOS firmware chooses the optimal memory interleaving option. There are three NPS options available: NPS 1, NPS 2, and NPS 4. The following diagrams are examples of supported DIMM configurations in a system. Notice, however, that most
This document covers the Worcester 44 / 59 series: Pressure rating - Variable 459 series Size range - DN 65 - 200, NPS 2 ½ - 8 599 series Size range - DN 50 - 150, NPS 2 - 6 M44 series Size range - DN 65, NPS 2 ½ M45 series Size range - DN 80 - DN 200, NPS 4 - 8 M59 series Size range - DN 50 - DN150, NPS 2 - 6
4 EVS Block 1- Animals are different (Land and water animals, fast and slow animals, body parts of fish, caring for young ones). Block 2- Amazing animals (Wild and domestic animals, farm and pet animals, food animals eat young ones of animals). Block 4- Beautiful Birds (Features of birds, w
IT’S ALL ANIMALS, L1: Animals That Work For Us 12-12-19 are domestic animals. This means they are not wild. They are tame. They live around people. Horses and cows are domestic animals. So are dogs. Other animals work for people without training. Those animals do what’s natural (NA chuh rul) for them. That means they
