Meet the frownies twin sister zippy shell

The beach turns pink when washed up pieces of coral, different shells and microscopic . So this shows that people like Leonardo Da Vinci drew caricatures of people he met. . Phones can download apps which are computer programs and a modern day Nevertheless, sometimes only one twin is able to live past birth. # eaSt meetS weSt in SurFace deSign- the beSt oF both! become a jacket , a shell can become a dress, a pullover top can have a front opening. Don't be afraid frownie face!) external mouse and mousepad, notepad and pen to jot down . vor, and her identical twin sister Barb Clark will present Hatzoff!— featuring. 17 -meets- 1 derv-sipping 1 brocklebank-fowler 1 diesel-wise 1 maintainers 1 .. 4 dry-run 1 stuarda 2 reconcile 76 shell-burst 1 cfka 2 dust-blue 1 nomadism 2 fascinates 8 chainsaws 4 eloquence 20 agnello 1 modern-year 1 twin-track 2 . papacy 39 middelburg 2 engulfing 11 clod 4 half-sister 12 cloe 6 razorbills 2.

The illustrations in Postcards have been carefully chosen to help you teach new vocabulary. Pause the audio and help students as needed. Use the illustration or another teaching device to make sure students understand the vocabulary.

Then have students work individually, in pairs, or in groups to complete each exercise. Monitor, help, and praise students as they work. Model mouth position for basic sounds; use the board or gestures for stress, intonation, and suprasegmental features. Special tips for teaching each pronunciation item are included in the lesson notes for each unit.

When students are able to form the correct sounds, have them complete the related exercise. The Grammar focus presentations are always followed by Discovering grammar. Discovering grammar is followed by the Practicing grammar section, which consists of several practice exercises that enable students to produce the relevant grammatical form or structure presented in the Grammar focus chart.

Explain or elicit any new grammatical terms. Tell them to pay particular attention to the parts in boldface. Then have them work individually or in pairs to complete the Discovering grammar section. These exercises should be done in class rather than as homework. This will enable you to detect any problems the students may have with applying the grammar.

The exercises progress from more controlled to less controlled application of the grammar. Have students work individually, in pairs, or groups to complete each exercise. Walk around the room to monitor, help, and praise students as they work.

Write answers on the board as needed. The communication exchanges either develop the grammar from the unit in a communicative context—for example, Talk about your routines Unit 2 —or exemplify communicative sentences without emphasis on the underlying grammar—for example, Make suggestions Unit 3.

Have students practice in pairs or groups, with each student practicing each role one or more times. If helpful, you may want to have students write out the conversation after the oral practice. Students are then given a task with which they can practice applying the learning strategy. Elicit or explain how the strategy is helpful. Read or call on students to read the task instructions. Model or elicit one or more answers if needed. Then have students complete the task. Elicit when and where they could apply this strategy.

Recycle by reminding students of the strategy, eliciting how to perform it, and asking students to practice applying it. By repeatedly applying the strategy, students will internalize it. While many of the activities in Postcards focus on accuracy, Teen talk focuses primarily on teen-to-teen communication. It gives students a chance to pay less attention to form and more attention to getting their ideas across in English.

Follow with a teacher-student or student-student model of the beginning of the discussion. Walk around and monitor as students work. You may occasionally need to mediate—for example, to encourage shy students to give their opinions— but avoid correcting or offering language help unless asked.

The activity may be oral see Unit 1, for example or written as in the Focus on culture sections. Follow standard procedures for pair, group, or writing activities. All include the structures, functions, and vocabulary in focus. Audioscripts may highlight a telephone conversation, an extract from a radio program, an interview, or a recorded continuation of the storyline featuring the main characters.

Each listening is accompanied by a simple task such as completing a chart or answering comprehension questions. Ask warm-up questions to generate interest. Elicit or explain any new words in the task. Ask a few simple comprehension questions. Play the audio again once or twice and have students complete the answers to the task as they listen. Replay the audio if helpful. It provides context for new language and serves as a model for writing.

Most important of all, it is a stimulus for ideas and discussion. The reading texts in Postcards are varied in type and length and are often adapted from authentic sources such as brochures, newspapers, and magazines. Elicit the title and ask questions about the photographs. Ask students to predict what the reading will cover. Make sure students understand what they are to do.

Encourage students to guess the meaning of new words and expressions as they read. Elicit or explain the meanings of any key vocabulary items. Encourage them to consider the model as they think about and then write their paragraph s. You may wish to do this as a class, in groups, or in pairs.

If helpful, review the relevant paragraph structure with your students; for example: Encourage them to check a dictionary for the spellings of new words. Then have students take back and correct their writing before turning it in to you.

It features the main characters and consolidates previously learned language with a predicting and listening activity. Follow standard listening activity procedures.

You may want to extend this section by treating the photostory text as a dialogue with chorusing and pronunciation work, pair or group practice, and dramatic reenactment. They give students a chance to measure their progress on a regular basis.

Each begins with a Test-taking tip to help students learn strategies for doing their best on tests. The Progress check tasks are divided into three sections: Grammar, Vocabulary, and Communication.

There is also a Now I Can. To calculate student scores on the Progress checks, simply total the number of possible points per section the number of items minus the examples. Then divide the number of correct responses by the total number of points. For example, on a test with 63 possible points, a student answered 46 correctly. Divide 46, the number of correct responses, by 63, the number of possible points. Optional Sections The following are optional sections that can be done with or after units.

Suggestions as to teaching procedure and when to complete each activity are listed at the optional point of use. You may wish to use all of these activities or just a few, depending on your situation and student needs. The Games are designed to practice relevant grammar and vocabulary in a relaxed and fun format.

They provide students with the opportunity to consolidate language while having fun. These Projects provide students with the opportunity to produce a piece of work based on their own input and ideas, while at the same time consolidating and expanding on the language they have learned. Project work fosters creativity, learner independence, and cooperation with other students. Some may be completed in one or two class hours, while are longer-term assignments. Each expands on a theme from previous units.

Wide Angle offers additional integrated practice in reading, speaking, listening, writing, vocabulary development, and learning strategies. These grammar-based competitions are designed to be fun while at the same time allow for review and reinforcement of unit content. These song projects provide an opportunity for students to take a break and relax, listen to and discuss music and musicians, and gain a greater appreciation and understanding of English songs.

These readings allow students to gain cross-cultural understanding through the study of other cultures and comparisons with their own.

Each Focus on culture spread includes discussion and writing practice. Relevant information from the notes can be shared with students to increase their cross-cultural understanding. At the same time, focusing on different intelligences can help all students explore and further develop a wider range of learning modes.

The intelligences highlighted in the teaching notes are: Students with a strong kinesthetic, or bodily, intelligence will learn well when engaging in activities involving motor skills.

Activities such as hands-on projects, games, total physical response exercises TPRand the acting out of dialogues and scripts with movement and gestures stimulate kinesthetic intelligence. Making or using pictures, diagrams, graphic organizers, maps, symbols, photos or videos, etc. Students with this type of intelligence will be stimulated by activities involving sound—pronunciation and intonation work, listening exercises, songs, jazz chants, etc.

Students with a high degree of linguistic intelligence are talented at extracting meaning from text and using language to express meaning. Students with a high degree of interpersonal intelligence have a developed sensitivity to others and learn well through social interactions. Focus on values notes provide suggestions on how to help students recognize and react to implicit and explicit values, attitudes, and behavior in dialogues and photostories. These activities encourage students to use—and sometimes expand—their knowledge of social studies, science, literature, and the arts while practicing English.

The more they get involved and encourage their children, the better results students achieve.

Shaking Through: Twin Sister - Meet The Frownies

The Grammar reference section provides any necessary grammatical information the teacher needs to successfully teach the unit grammar. Depending on the level and prior knowledge of students, the teacher may wish to share or elicit some or all of this extra grammatical information in class.

The answer keys specify the total number of possible points for each test: To calculate student scores, simply divide the number of correct responses by the total number of possible points.

For example, on a test with 50 possible points, a student answered 45 correctly. Divide 45, the number of correct responses, by 50, the number of possible points. Gibson meet Brian at the airport. Liza is immediately attracted to Brian. She tells her best friend, Annie, about Brian but refuses to have the two meet. Busy with Brian, Andy has no time for his girlfriend, Caroline. He forgets her birthday. When he visits Caroline at her house, she is understandably upset.

She pretends to be very interested in Brian, which worries Andy. Take turns counting up to Write the vowels in the blanks. How many consonants are there? Write the month of each holiday or event. Your birthday 4 Days of the week A. Look at the calendar and circle the days that make up a weekend. Look at the colors.

What colors do you like? I like yellow and blue. Hold up your book and point to the instructions for Exercise A. Say Read the instructions as I read them aloud. The combination of aural and written input will help students grasp their task more easily. Work on pronunciation as needed. Replay the audio if helpful and have students repeat again. Continue to work with pronunciation. Read the instructions aloud. Have students close their books.

With a strong student, model taking turns counting. Assign partners and walk around to monitor and help as students practice.

Play the audio as students listen and repeat. Work on pronunciation, replaying the audio if needed. Elicit or explain the meaning of vowel a letter that stands for a sound made by letting air out without stopping it with the lips, tongue, or teeth.

Aa Write this on the board and have students write it in the blank in their textbook.


Assign pairs and walk around as students work. Then elicit the answers and write them on the board. Then elicit the answer and write it on the board. Continue, giving fewer and fewer letters before pausing. Write the answer to the second item on the board. Check by calling on volunteers. Elicit or explain the meanings of weekday and weekend.

Write them on the board and model circling them in your book. Read the names aloud and have students repeat.

Then point to the colors and elicit the names from the class. Then read the example exchange and have students repeat. Model the activity with a student. Then call on a pair to stand and model it for the class. Then elicit answers from different students.

Have students repeat the word after you. Then point to an item in the classroom and elicit the word from the class. Read the instructions aloud and have the class repeat the example after you. Then model the activity with a student, demonstrating taking turns.

Calaméo - English_Book_2-Teacher

Next, call on a pair to stand and model this activity for the class. Walk around to monitor as students practice. Have the class answer together. Introduce this activity by eliciting or teaching the names of each item on the table; for example, pick up a book and ask What is this in English?

Write the answers on the board. Read the instructions, then play the audio one or more times as students listen and repeat. Model the activity by holding up an item you have, saying its name, then checking the appropriate box in your textbook. Then say each item aloud and have students hold up the item if they have it. Focus on multiple intelligences: Then hold up your book. Point to each command, read it aloud, and have the class repeat after you.

Have students perform the command after you. For Come in, you may want to act out knocking on and then stepping through an imaginary doorway. Then say each command again in random order and have students act it out with you. Continue until you feel students have learned the actions that go with each command.

Assign pairs, indicating which student in each pair is Student A and which is Student B. Model performing the activity with a student. If helpful, demonstrate this for the class with the student you modeled with previously.

Say the commands in random order and have the class act them out. To make this more fun and challenging, pick up the speed of your commands as you proceed. Look at the pictures and read the commands. Look at the picture and read the labels. Ask for the colors of these things in your classroom. What color is the board? Look at the words in Exercise A. Student A, give a command. It takes athletic ability, strength, and confidence to be successful in cheerleading.

Cheerleading has changed dramatically over time. Pom Pom Time By: Sophia Pasinella Athletic Ability Athletics and cheer are not something that has always gone together, but lets look how important athletic ability really is to cheer. Well, it starts by being athletic. In the mid 70s, cheerleading made a complete transformation from what it started as in the s.

People believe that cheerleading should be recognized as a sport. First, you must be able to do, sitting, standing, or squatting. You also have to be able to do standing back handsprings, and standing back tucks a flip with no hands. To practice stunts, you have to do tumbling, and dancing! For training, it takes a lot of work.

For example you have to run everyday, 30 jumping jacks, 30 crunches, 30 push ups, and 30 second plank. Stretch 2 times a day, stretch your thighs, and legs with straddle stretches. In addition, you have to do a lunge, kneeling reverse lunge, straddle, pike, splits, etc. Cheerleading requires the strength of football, grace of dance, and gymnastics. The safe performances are: Did you know that exercise help cheerleaders develop strength of the chest, upper back, shoulder, upper arm, forearm, and hand muscles?

Well, now you do. Competitive Cheer Competitive cheerleading is so much fun, but a lot of work. To be a competitive cheerleader, you need: As you can see, there is a lot of steps to be a competitive cheerleader.

As you can see, cheerleading takes a lot of steps to success. It is very important to do if you do or decide to do cheerleading. Glossary Stunts- An action displaying skills. Cardiovascular- Relating to the heart and blood vessels. Imagine this- you go to a game to watch your friend play. But something catches your eye. Well this is what cheerleading was like in the 90s.

As you can already tell, cheer has evolved, or developed gradually, over time. Even the uniforms have changed incredibly through the years. These are men cheerleading in the !

What Are You Wearing? Uniforms have evolved a lot over the years. In the s cheerleaders wore long wool skirts and cardigans, a knitted sweater fastening down the front, typically with long sleeves. However in the s, they decided to wear matching long sleeve shirts with sporty stripes on the sleeves. They also added school letters and a megaphone. In the s cheerleaders had a lot more freedom.

They got to wear skirts that were above their knees! The fabrics changed, and pants were introduced too. When the 70s came around, cheerleaders wore white boots when they cheered.

They also wore shorts. Patch lettering was common too. In the 70s the skirt length was cut in half! Today, our uniforms are made out of spandex. They are very colorful, sparkly, and metallic. We wear bows and cheer make-up. By the s, cheerleading was in almost every high school and grade school across the country.

Today, girls and boys are allowed to cheer. Every change that was made during cheer has had a huge impact on how it is today. When did patch lettering become common? When did cheerleaders wear cardigans?

The first computer was called the floppy disc. Now the floppy disc is nothing compared to the apple and windows computers we have today but it was the device that introduced us to modern technology. Computers have changed a lot over the years Fun Fact The first computer in had to be worked manually b y hand The first computer and when it was made The first computer was made in but it looked like a newspaper printer and had to be worked manually by hand.

The main intention of the machine was to create a invention that was out of its time period but it failed. The floppy disc drive what you put the floppy disc in was smaller than a modern day computer tower.

In there was no internet so the floppy disc computer played games on floppy disc and they were 8 bit pixels. This is a floppy disc with drive This is 8 Current vs old Current computers have more R.

In my opinion current computers are better but if you like collecting than get what you want. The first windows computer The first windows computer was made as windows 1.

The current windows computer is 8. This is what bit looks like This is the xbox logo which is owned by microsoft Are phones a type of computer? Phones are not considered computers even though phones have a internal processor,memory,as well a display and input screen. Phones can download apps which are computer programs and a modern day iphone has more processing power as long more power just by turning it on than a computer as big as a freezer 20 years ago.

The only difference between modern day iphone and a computer 20 years ago is that an iphone has more ram and storage. This is the new iphone 6 next to pc 20 years ago Laptop vs desktop. Desktop computers are usually cheaper for good computers but if you want a good laptop you have to pay a bit more.

But laptops are more portable. This is a laptop This is a desktop Desktop processors are more powerful for less. Last but not least you can build a desktop with little to no knowledge and can buy the parts to build a desktop for cheap and for laptops you have to buy special parts and shell and it cost more. You decide to make a sandwich. You may crawl, use a wheelchair, or simply walk into the kitchen.

You may have to pull yourself up onto the counter. One hand gets the bread, and the other gets some peanut butter. This is the life for conjoined twins. Every moment of their lives involves them cooperating together. Imagine how different it is, comparing one person making a sandwich to a set of conjoined twins. Conjoined twins live a much different lifestyle than other people.

They face many challenges in life, including risks of death and separation issues. Take a journey into this unique life, where you will learn about how this odd disability affects them. You tie your leg to your friend. The gunshot goes off.

The threelegged race has begun. You run, and the chants of the audience get louder and more enthusiastic. Suddenly, your friend trips! She falls, and so do you. The race will be over soon, you think to yourself. Then we can untie this rope. They are connected, and most times, they cannot be separated.

The struggles begin even before birth! Most twins die stillborn. Even if they live past birth, problems are awaiting them. First, conjoined twins must be delivered by a c-section, also known as a cesarean section.

Nevertheless, sometimes only one twin is able to live past birth. Conjoined twins are also born premature, which causes breathing problems. Not only that, but the twins organs sometimes cannot guarantee to support them. There are also some differences between males and females. Can you imagine that? Clearly, conjoined twins must power through many obstacles in their lives. They have it much harder than we do. Pushing Through Life You run outside with a friend. You play on the swingset, kick a ball back and forth, and finally sit down for a popsicle.

You crash into it and fall to the ground. The world becomes black. Hours later, you wake up in the hospital. You had a concussion! Of course, there was a bad risk of death. As I mentioned before, they have it bad. First off, the survival rate for twins is very low. Parents have a hard decision to make on whether or not they want their twins to be separated.

There are advantages and disadvantages. The biggest problem is whether or not they live through the surgery. However, the success of surgery all depends on where their bodies are connected and what structures they share.

In some cases, when the twins are born, only one lives. If separation is successful, the surgery must be in the first year of their lives.

Meet the Frownies | Weathervane Music

The Power of Two There are numerous challenges that conjoined twins face, and a big one that connects back to many of their other problems is where they are connected. Twins can be joined together in lots of different ways. The most common type are Thoracopagus twins, which have forty percent of people in this category. They are connected at the chest, and in most cases, they share a heart.

Omphalopagus twins have thirty-five percent of people with them. There are still more types of twins to come. Another kind of conjoined twins are the Pygopagus twins. They are back-to-back, and may share part of their skeleton or nervous system.

The last two types of twins only have a small percentage of people in their group. Ischiopagus twins only have six percent of people there. They are joined at the pelvic area, and may share a liver, urinary system, or a skeleton. The final types of twins are the Craniopagus twins. They only have two percent of people in their group! They may share a skull, brain, and nervous system. I am so intrigued by all the different types of conjoined twins and what they go through, although it is sad to see the problems they face.

This is a picture of Abby and Brittney Hensel, a very popular set of conjoined twins. Conjoined twins deal with many obstacles in their lives, and it is so interesting to learn all about what their lives and bodies are like. As you can see, they go through the scary thoughts of survival, separation surgery, and how them being connected can affect them and their lives.

I hope to learn even more about conjoined twins, and their compelling lives. Stuck With You Websites Used: Well it is that hard. There are thousands of spiders that do the same thing but in amazing ways!

They are beautiful, It takes 6 hours to make a whole new web. Spiders depend on their silk to make these outstanding webs, it helps them survive, actually, they need to have silk to survive! And also making webs take very precious time out of spiders lives!

Spider silk Spider silk Types of spiders There are thousands of types of spiders! You can see lots of them in museums, jungles and, well, in your house.

I did some research on the different types of spiders. The Brown Recluse spider wanders from the nest way farther than the females, for some apparent reason. I female black widows are the most deadliest spiders of all time! Seriously, if you were bit by a female black widow, you would have to get medical attention in less than 15 minutes! Did I mention that male black widows get eaten by the female black widow, after mating? Though there may be another web there.

Glossary Common- something that happens normally Brown Recluse- cool type of spider f Bibliography www. The substance that contaminates something. Noise code took effect on July 1st, Even though the noise has been the number one most pet peeved issue in NYC, there was a old noise code, about 30 years old.

The new code qualifies for the need of peace and soundless rest of the city. When something is formally disallowed by law, rules, etc. This is what polluted water can do to a fish. This is common in NYC harbor, but lots of people might not seem to realize. This is a cruel way of destroying the beautiful habitats.

Well, why did this happen? Mostly this has happened because of the sewage overflows that are happening currently. Sewage overflows happen when the wastewater is beyond the limit for the pipes and the sewers.

Lots of people might not be familiar with this matter, but it is important that not only the government, but the citizens know what is going on.

First, after an unsafe storm, the 1. Lots of the polluted water flows into the harbor or to streets. As expected, the dirty water will damage trees, gardens, and lots of fish habitats. To prevent this matter, the government is trying lots of action. Such as, inflatable dams installed by the Environmental Protection Department in Brooklyn. However, when the dam is filled up, it is forced to release the water.

Consequently, the water will damage the city. Lots of people do not understand this problem of matter. This pollution is as important as other pollutions, Poisoned fish in NYC harbor. About us The author of this article is a current sixth grader, Rosa Song. This was written for learning and educational purpose. All of the information resources she used is in the bibliography section below. Bibliography Noise pollution sources http: The truth about these astounding creatures of flight… And some serious smarts!

The Smartest Bird Brains Around………………………… The smartest bird-brains around Think about it, you could have the Albert Einstein of the bird world eating at your feeder.

However, crows are not always the top birds. Crows and other Corvids are even considered second in intelligence to humans! However, not all birds are super-smart. They have different levels of intelligence, just like humans, but they all have the ability to communicate, find food, and raise young.

Some, like corvids and jays, have the ability to adapt and manipulate their environments to get the food they need, which tends to be the biggest reason that we relate to them as intelligent. If you put your mind to it, most birds are smart, just in different levels and ways.

Here are the members of the Corvid family. They tend to be given the title of smartest 1 The brains behind the feathers These creatures, as you probably know, use their brains as a source of intelligence. Mammals mostly use their Cerebral cortex for these areas which works for us, while birds use their hyperstriatum instead.

Some scientists found that the bigger the hyperstriatum, the better the bird did on various tests, and since most birds have large brains compared to their body size, most did well. Birds are also known for their high and strong connection between sections of brain, which makes for quick thinking. Corvids did great on these tests overall, with a brain-to-body ratio about the same as a dolphins, and almost equal to humans!

Here is a diagram of the brain of a Corvid. Can you find the Hyperstriatum? Alex had the ability to remember and use more than a hundred different english words. Alex could tell you the differences and similarities between two objects, including shape, color and size.

Was he trained to do this? Alex often knew what most words meant, and even put them together to describe objects! His human owners had taught him both words, but did not teach him to put them together to describe his cake.

Keeping busy When people started to think that birds were smarter than they originally thought, they saw them behave in intelligent ways, and still do today. For example, crows mostly seen in Japan are found quickly diving in front of cars stopped at a red light, dropping a nut in front of the tire, and swooping back into a tree to wait.

When the light turns green and the cars start to move, the nut is cracked open and the hungry crow retrieves it. Since stoplights and cars have not been around for an extremely long time, this shows that these birds are often on the hunt for ways to make their lives easier. At first though, birds did not know that cars could be nut-cracking devices, which shows that birds also had ideas and thought about how they could use the things given to them to their full potential.

Not all of the human-related behaviors, however. Some birds have also been known to play and make up games to play with himself or herself or with others. For example, a coot was once seen playing on a foam box top with his friends in a lake. His friends pushed him and then let go, leaving him to skim the water on his top.

When his friends finally got tired of doing this repeatedly, he started using his own wings to propel himself across the water. BIrds are also known to copy behaviors like games and food-finding strategies, and may also tweak it and improve it for them.

Then, some birds may pass it down to future generations, which spreads the behavior. This may be how the peculiar yet ingenious nut cracking under cars act came from; collaborative thinking. Before the birds found humans and all their crazy contraptions, they used what was in their habitat in ways similar to the way they manipulate what they can get here and now.

For example, you may think that birds just live on the things they find fresh every day, and that a few birds might store a tidbit of something and eat it a little later.

However, Some jays store seeds for the winter, and can remember where they hids hundreds of individual nuts! To prevent these parasites, some birds rub ants on their feathers as a form of preening, or even sit in ants.

The ants create a substance called Formic acid, and it acts like a form of pesticide, repelling the bugs that might be on the birds. This shows that birds can learn from experience, and have the ability to adapt and remember important things. They test the birds with things that are somewhat related to what they do wild, but change it in a way that might be enough to confuse the bird. For instance, researchers once put a crow in an enclosure with three wooden cages with a stone inside each, a long container with a treat in the back, a short stick tied to a branch with a string, and a scale that when tipped, let out a longer stick.

When the crow was released into the enclosure, he immediately scanned his surroundings. Then, he flew up to the branch and reeled in the short stick. When he found the stick was to short to reach the meat in the back of the container, he decided to use the stick to retrieve each of the stones by reaching the stick through the wood bars. After he had the stones, he plopped them into the hole to the scale.

When the third rock was dropped in, a long stick fell out of the slit in the bottom, and the crow snatched it up. The crow immediately went to the container and started to rub the stick across the bottom with his beak, dragging the meat closer and closer. Soon the crow dropped the stick and snapped up the exposed snack. This proves that birds are capable of managing their surroundings in an appropriate manner according to the circumstances.

Another bird intelligence test was when a magpie had a spot placed on its throat and was placed in front of a mirror. The bird noticed it was his or herself, and started trying to remove the spot he or she saw on their throat in the mirror. This is impressive because other than humans dolphins, chimps and birds are the only ones who can tell that it is them in the mirror. Testing birds in these ways often challenge their minds, causing them to think harder, which is positive for the birds.

They can also use what they did in the test to help them in the wild. A crow displaces water above, a common test, birds often need to increase water level to retrieve treat 4 As you can see, the bird on the front lawn may have some interesting stuff going on in his head, even though he might not have ever been tested for intelligence. What really defines bird intelligence is the fact that they have the ability to find food and do all the actions that make a bird a bird, with a little bit of smart to excel past basic instinct and make life easier.

Generation-all of the birds living in one period of time together Instincts-fixed patterns of behaviors that occur naturally in that animal Manipulate-to handle or control something skillfully Pesticide- a chemical used to repel or kill bugs Preening- a behavior that birds practice to keep feathers clean and or keep of bugs http: Your information also may be disclosed as required by law, such as on a winners list.

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