ࡱ> _ bjbj 7 bḃ,     8VJLwZ"\rrr8,dYYYYYYY$\K_Y9 |||Y  rr4Z8 |v r rY |Y jxThYrvi;4V2Y;Z<wZfV_| "_dhY_ hY(|| |||||YY |||wZ||||_||||||||| : Science sample unit: Life SkillsDepending on each other Stage 4Unit context The focus of this unit is for students to engage in the skills and processes of Working Scientifically inorder to develop their scientific understanding about the importance of the environment for thesurvival and reproduction of all living things. Students gain an appreciation that we all have aresponsibility to care for and protect the environment to ensure that our environment continues toprovide for the needs of living things, including humans.Duration: 10 weeksUnit overviewResourcesIn this unit, students explore a range of living things in their local environment. Through the processes ofWorking Scientifically, students develop their knowledge and understanding of the features and needs of a range of living things. They explore some ways that human activity can affectthe interrelationship between living things and their environment. When undertaking this unit, it is important to take into account the individual communication strategies used by students. Students responses may be communicated through: gestures and/or facial expressions the use of visual aids or symbols, such as a communication board assistive or augmentative technology varying degrees of verbal expression written forms. A variety of activities has been presented and may be selected as appropriate to allow for students individual communication strategies, as well as their needs, interests and abilities. Note: All teachers who use animals for educational purposes must comply with the NSWHYPERLINK "http://www.schools.nsw.edu.au/animalsinschools/resources/guidelines/index.htm"AnimalWelfareguidelines.The following resources may provide additional support for teaching and learning activities in this unit: Konza, D & Woodley, L (2009) Special Education Resources for Teachers: Science, David Barlow Publishing, NSW Science & Technology K6 Teachers Kits (1991), Board of Studies NSW: Growing Up Stage 1 Mini-Worlds Stage 2 Cycles in our World Stage 2 Environment Matters Stage 3 Pennington, B (2008) Life and Living, Ages 810: Hands-on Science Experiments for the Classroom, MacMillan Education Australia  HYPERLINK "http://www.sciencekids.co.nz/" Science Kids: Fun science and technology for kids!  HYPERLINK "http://www.everythingesl.net" everythingESL: The K12 ESL Resource from Judie Haynes, HYPERLINK "http://www.everythingesl.net/lessons/animalstwo.php"Categorising and Classifying Animals lesson plan  HYPERLINK "http://www.questacon.edu.au" Questacon OutcomesAssessment overview Values and Attitudes SCLS-3VA demonstrates a willingness to engage with science-related issues relevant to their lives Skills SCLS-4WS asks questions that can be tested and makes predictions SCLS-5WS participates in planning to investigate questions or problems SCLS-6WS participates in an investigation by following a sequence SCLS-7WS collects, records and interprets data and information SCLS-8WS recognises strategies to solve identified problems SCLS-9WS uses a variety of strategies to communicate information about an investigation Knowledge and Understanding SCLS-17LW recognises features of living and non-living things SCLS-18 LW identifies structures of living things and their functions SCLS-20LW explores the interactions of living things with each other and the environment SCLS-21LW investigates the effect of science and technology on the environmentEvidence of student learning can be gathered through: Skills participation in planning fieldwork to recognise living things inthe environment and the investigation into how light affectsplants participation in conducting the investigation into how light affects plants recording and interpreting data and information gathered through fieldwork and investigation participating in community activities/projects to protect/conserve a local environment. Knowledge and Understanding distinguishing features of living and non-living things classifying living things according to structural features identifying parts of plants recognising the needs of living things constructing and interpreting food chains recognising ways living things interact with each other and with their environment. ContentTeaching, learning and assessmentResourcesSkills Working Scientifically Planning investigations Students plan investigations by: suggesting suitable methods for gathering data, including practical investigations and research, using secondary sources  identifying scientific equipment and materials, andtheir purposes identifying safety rules when using scientific equipment and materials in an investigation  Conducting investigations Students conduct investigations by: using a range of techniques including practical experiences, surveys,fieldwork andresearch togather data and information, using digital technologies as appropriate   selecting and using appropriate equipment, measuring tools and methods to make accurateobservations and measurements  Knowledge and Understanding Living World: Structure and Function There are differences within and between livingthings. Living and non-living things Students: recognise living things and non-living things athome, atschool and in the communityPlanning and conducting fieldwork Discuss with students what they know about the environment. As a class, create amindmap that can be added to throughout the unit. Students participate in planning how they will conduct fieldwork to recognise avariety of living things in the school, home and/or community environment, egpond, park, stream. This may require teacher guidance and may include: selecting locations within the environment to make observations preparing materials and equipment, eg recording devices, cameras, clipboards and worksheets, tablets recognising safety rules and equipment planning methods for recording observations, eg completing a table, creating lists, illustrating. Fieldwork can be adjusted to suit the needs of students and may include: observing living things in the school/home recording living things in the school/home/community by photographing, videoing, illustrating, listing or creating tactile models observing and/or recording living things in the community, eg pet shop, nursery,park. Students follow the planned method to safely conduct the fieldwork to gather information about the variety of living things in the local environment that theyexplored.Mindmapping tools, such as:  HYPERLINK "http://www.inspiration.com/" Inspiration  HYPERLINK "http://www.visuwords.com/" Visuwords  HYPERLINK "https://bubbl.us/" bubbl.us Materials required for fieldwork, egrecording devices, cameras, clipboards and worksheets, tablets Skills Working Scientifically Processing and analysing data and information Students process and analyse data and informationby: interpreting data and information gathered  Knowledge and Understanding Living World: Structure and Function There are differences within and between livingthings. Features of living things Students: recognise the two main groups of living things (animals and plants) identify a variety of plants and animals in the local environment explore ways that Aboriginal and Torres Strait Islander peoples classify plants or animals  Animals and plants Teacher background: Aboriginal and Torres Strait Islander people classify animals and plants according to their use. The HYPERLINK "http://ab-ed.boardofstudies.nsw.edu.au/go/7-10/science/units/story-1/units"Classifying Animals teaching sequence for Science Years 710 in the  HYPERLINK "http://ab-ed.boardofstudies.nsw.edu.au/" Aboriginal Education website provides further information forteachers. Students play an interactive game to recognise a variety of plants and animals. Students use their observations or recordings from their fieldwork to classify theliving things that they observed into two groups: plants and animals. Thismayinclude: responding to teacher questioning to identify plants and animals selecting from visual images or words to recognise different plants and animals completing a table or classification chart labelling items as plants or animals. Additional activity Students communicate their findings to others. This may include: responding to teacher questioning creating a table or chart creating a collage of images creating a poster making a PowerPoint presentation making a multimedia presentation. Explore Aboriginal and Torres Strait Islander peoples classifications of animals and plants. Students thinkpairshare different uses that Aboriginal and TorresStrait Islander people would have for animals and plants, eg food, shelter,clothing. Board of Studies Aboriginal Education website:  HYPERLINK "http://ab-ed.boardofstudies.nsw.edu.au/go/science-7-10/units-of-work-and-teaching-sequences" Science Years 710 Story 1: Environment Aboriginal Perspectives Science Kids: Fun science and technology for kids! HYPERLINK "http://www.sciencekids.co.nz/gamesactivities/plantanimaldif.html"Plant & Animal Differences game Multimedia presentation tools, such as: PowerPoint Photo Story Movie Maker Animoto Desktop publishing software, such as: Microsoft Publisher PaintSkills Working Scientifically Processing and analysing data and information Students process and analyse data and informationby: drawingconclusions from data and information gathered in an investigation  Knowledge and Understanding Living World: Structure and Function There are differences within and between livingthings. Living and non-living things Students: group things according to whether they are living or non-living recognise the ways that living and non-living things are different, eg growing and reproducing Features of living things Students: describe characteristics of living things, eg living things grow and change, use food, use water and air, respond to changes and reproduce Changes in living things Students: recognise that living things have life cycles observe changes that occur in a plant and/or animal over time, eg by comparing a living adult with its offspring observe the stages in the life cycle of a common animal and/or plant represent stages in the life cycle of a common animal and/or plant in a variety of ways Living and non-living things Teacher background: Living things are identified by a combination of features, including growing; moving by themselves; taking in and using food, water and air; responding to stimuli in their surroundings; eliminating wastes; and reproducing (produce offspring). Non-living things cannot be classed as living as they do not haveall of these features. Students recognise the features of living and non-living things. Students may: respond to teacher questioning when presented with images/objects of living and non-living things, eg Does this thing move by itself? Does this thing need food? collect three images/objects of things that they would classify as living and three things that they would classify as non-living, then divide the images/objects intogroups asaclass and discuss how they grouped the images/objects, egthrough acombination of particular features circle the living things in a variety of images and discuss their features identify the odd one out in a group of images, where one image is the only livingor non-living thing; discuss why each image is the odd one out and identify characteristics of living things. Additional activity Select a familiar living thing, eg plant, insect, fish, dog, frog, and explore the life cycleto find out how it grows and reproduces. Use images to demonstrate the different stages in the life cycle. Students use a scaffold to chart the life cycle of theanimal or plant. Describe how the young of some living things are the same as the adult, eghumans, dogs. Other living things have young that are different and change asthey grow to become the same as the adult, eg insects, frogs. Examples of objects that cannot be classified as living, eg rocks, soil, water, air, toys Print or digital resources could include: visual representations ofarange of living and nonliving things word labels for a range of living and non-living things classification chart HYPERLINK "http://www.educationworld.com/tools_templates/template_LifeCycle.doc"Education World: Life Cycle Chart Template Skills Working Scientifically Questioning and predicting Students question and predict by: asking questions about familiar objects and events Communicating Students communicate by: presenting ideas and information gathered through ascientific investigation in a variety offorms, using digital technologies as appropriate  Knowledge and Understanding Living World: Structure and Function There are differences within and between livingthings. Features of living things Students: identify some external features of animals and/orplants classify a variety of living things according totheirobservable features, eg vertebrates (mammals, reptiles, fish, birds) and invertebrates (insects, spiders, snails)  represent the classification of living things in avariety of ways, eg diagrams and tables   Classifying animal (vertebrates) groups Teacher background: The images collected of fish, amphibians, reptiles, birds andmammals show some of the structural features that distinguish thevertebrate groups, eg body covering, type of limbs, the type of youngproduced. Interactive games can be used to assist students to recognise different groups ofvertebrate animals. Students sort images according to particular features, such as fur, feathers, type oflimbs. This may be done independently, in groups, or as a class. Teacher guidance may be needed. Students recognise and record the different features of animal groups. This mayinclude: responding to teacher questioning, eg Does this group have fur? Do the animals in this group have fins? matching features to particular groups labelling groups with features. Teachers may introduce the name of the vertebrate groups (fish,amphibian, reptile, bird and mammal), if appropriate. Additional activities Students: use some simple keys to classify a variety of animals complete a print or digital poster or presentation identifying some features ofthe selected vertebrate group (fish, amphibian, reptile, bird or mammal) play an interactive game to recognise plants, animals, insects, mammals andbirds. Visual images: fish amphibian reptile bird mammal Interactive games: HYPERLINK "http://www.animalgame.com/"Animal Game HYPERLINK "http://www.rockingham.k12.va.us/resources/elementary/1science.htm" \l "5"Science RPCS Science Kids: Fun science and technology for kids! HYPERLINK "http://www.sciencekids.co.nz/gamesactivities/plantanimaldif.html"Plant & Animal Differences game Note that the Science Kids game uses the word mammal to represent animals. Activities for classification keys can be found in: Konza, D & Woodley, L (2009) Special Education Resources for Teachers: Science, David Barlow Publishing, NSW, pp 6064 Art-making resources for print poster Multimedia presentation tools, such as: PowerPoint Photo Story Movie Maker Animoto Desktop publishing software, such as: Microsoft Publisher Paint Skills Working Scientifically Questioning and predicting Students question and predict by: asking questions about familiar objects and events Conducting investigations Students conduct investigations by: using a range of techniques including practical experiences, surveys,fieldwork andresearch togather data and information, using digital technologies as appropriate   working individually and/or collaboratively to participate in an investigation   Processing and analysing data and information Students process and analyse data and informationby: drawingconclusions from data and information gathered in an investigation  Knowledge and Understanding Living World: Structure and Function There are differences within and between livingthings. Features of living things Students: identify some external features of animals and/orplants Living things have structures that carry out specialised functions. Plants Students: observe some structures in plants, eg root, stem and leaf appreciate that the structures in a plant serve aspecific function, eg the hardness of a stem provides support and transport of water and nutrients, and leaves absorb light and make food What do plants need? Teacher background: In the following activities, students could be provided with living flowering plants such as weeds or small seedlings. Alternatively, images of plants may be used. Terrariums containing a variety of small living plants can be constructed from 2litrePET soft drink bottles. In the investigation involving terrariums, it is importantthat the containers are sealed so that they are airtight. Once set up, theplants growing in the terrarium recycle the water and air that they produce anduse. Placethe terrariums in a location with good light, but not in direct sunlight. Students participate in conducting an investigation to identify what plants need from their surroundings in order to grow and reproduce. The investigation may takethe form of: creating and observing a terrarium planting seeds to observe the growth of the plant. Students add information that they have found out from their investigation to the class mindmap on the environment. How do plants get their needs from their surroundings? Students observe a range of types of plants and recognise some of the features common to the plants, eg green colour, leaves, stem. Students observe examples/images of flowering plants and recognise the parts (structures), eg roots, leaf, stem, flower, seeds, fruit. This may be done through: responding to teacher questioning, eg Is this the leaf? selecting or matching labels to parts of the plant labelling a plant diagram interactive activities. Students thinkpairshare the question What do the different parts of a plant do? and brainstorm their initial responses. They collate and record their observations. This could be done through: labelling photographs/videos/drawings a cloze passage answering guided questions a written explanation. Students investigate the function of the roots in taking in water and minerals, andthe stem in transporting these to all parts of the plant. The roots of a plant areplaced into water coloured with food dye and the plant is left overnight. Students observe where the dye is found throughout the plant. With teacher guidance, students compare their observations with their initial responses. They thinkpairshare the question What do plants need from their environment? and brainstorm their initial responses. Students collate their responses. They recognise that plants need air, water (containing minerals from the soil) and light from their surroundings.  Questacon: HYPERLINK "http://scienceplay.questacon.edu.au/living/terrarium.html"Terrarium Science and Technology K6: Mini-worlds Stage 2, Task 4 Designing and making a terrarium Science Kids: Fun science and technology for kids! HYPERLINK "http://www.sciencekids.co.nz/experiments/seedgermination.html"Plant Seeds & Watch Them Grow experiment Science and Technology K6: Growing Up Stage 1, Task 6 What do seeds need to germinate? Plants and/or images of plants Worksheet for identifying parts of the plant: HYPERLINK "http://www.primaryresources.co.uk/science/plants.htm"Primary Resources Worksheet Interactive activities: HYPERLINK "http://www.rockingham.k12.va.us/resources/elementary/1science.htm" \l "5"Science RPCS (smartboard activities for labelling plants) HYPERLINK "http://classroom.jc-schools.net/basic/sciplants.html"Plants Basic Skills Practice Games  Skills Working Scientifically Questioning and predicting Students question and predict by: predicting the outcomes of aninvestigation usingbackground knowledge, experience and/orscientific understanding  Planning investigations Students plan investigations by: working individually and/or collaboratively to record aspects of their plan   recognisingvariables to be changed, kept the same and measured in an investigation Conducting investigations Students conduct investigations by: selecting and using appropriate equipment, measuring tools and methods to make accurateobservations and measurements  working individually and/or collaboratively to participate in an investigation   following safety rules when using equipment and tools in an investigation  recording observations and measurements, using appropriate units and abbreviations   Processing and analysing data and information Students process and analyse data and informationby: interpreting data and information gathered  relating data and information gathered to questions and predictions  drawingconclusions from data and information gathered in an investigation  Problem solving Students solve problems by: identifying problems that can be investigated scientifically identifying different strategies that could be used tosolve a problem  Communicating Students communicate by: using a variety of strategies including tables, graphs and diagrams to present data and information, using digital technologies as appropriate   Knowledge and Understanding Living World: Environment Living things depend on each other and the environment. Students: recognise that sunlight is a source of energy forplants investigate the needs of living things as they grow, eg the effect of light and water on plantsConducting a plant investigation: plants in their environment Teacher background: Students plan and conduct a controlled experiment to testaquestion about plant growth. The investigation method requires two groups of510seedlings growing in containers. In order to produce valid and reliable results, it is important that only one thing (variable) is changed. In setting up the test,all other variables need to be kept the same, such as the time period for the test, and using plants of the same type, size and approximately the same stage ofdevelopment. Students work in groups to conduct a controlled experiment to investigate how light affects the growth of plants. They identify the question to be investigated: Doplants grow better in more or less light? Use teacher-guided questioning to assist students in planning their investigation. Students consider: equipment needed, eg tools, shade cloth, containers/pots, soil, watering can, twocontainers with 510 seedlings growing in each safety aspects, eg masks, gloves what is changed, eg the amount of light each group of plants receives what should be kept the same, eg soil, temperature, type of plants, size and age of plants, how often the plants will be watered, amount of water used the length of time the testing will be conducted, eg four weeks the times when observations and measurements will be made, eg same time eachweek. Provide each group of students with two trays or ice cream containers, each containing 510 growing seedlings. Students identify how they will adjust the light available so that both groups of plants get light, but one group will get more light thanthe other. Avoid positions where the plants will get too hot. The containers are labelled to identify whether they are in more light or less light. The amount of light available to the plants could be changed by either: placing the containers of plants in different positions in the classroom so that one receives full light and the other low light OR placing both containers of plants in the same location, covering one group with shade cloth to reduce the light and leaving the other uncovered to get more light. Students predict which group of plants will grow the best, eg the plants in more light will grow better. Discuss with students how they could observe and measure the growth of theplant, eg height, number of leaves, colour of leaves. Decide on an appropriate method for recording observations and measurements, eg photographs, table orchart. Each group is responsible for caring for their plants during the time the investigation is carried out. A care plan or guide can be created for students tofollow. A digital orphotographic display could be set up in the classroom tocreate a sequence for theinvestigation. Students record their observation and measure the plant growth at the specified times during the period of the investigation. This could be done by taking photographs and using a pre-prepared worksheet or table to ensure that all groupsofstudents are recording the results in the same way. At the end of the investigation period, collate the class results. With guidance, students calculate the mean growth of the plants, eg height, number of leaves. Individually or as a class, graph the results. Students compare the results with theirprediction about which plants would grow the best. Students use the class results to develop a conclusion for their investigation, egthe plants grew better in more light. They record their conclusion, which may bedone by: completing a cloze passage answering guided questions writing a conclusion. With teacher guidance, students brainstorm the question Why do plants grow better in more light? Equipment required for the investigation, such as: plants soil water containers/trays labels measuring instruments shade cloths (these allow varying amounts of light topass) Knowledge and Understanding Living World: Structure and Function There are differences within and between living things. Features of living things compare the similarities and differences in the needs of living things, eg plants need sunlight andwater, animals need food and water  Living World: Environment Living things depend on each other and the environment. Students: recognise that living things need food recognise that food is a source of energy for animals recognise that sunlight is a source of energy forplants Animals and the environment Teacher background: Plants make their own food and use the food they make togrow and reproduce. They use the green colouring in the leaves (chlorophyll) totrap light. Plants use the suns light (energy) to make food from the water (andminerals from the soil) and the air (carbon dioxide). Students will now lookatwhat animals need from the environment. What do we know about what animals, including humans, need to grow and reproduce? Add responses to the class mindmap on the environment. Where do animals get the things they need to survive? Select a familiar non-domestic animal and explore the needs of that animal, egseagull, duck, frog, lizard, possum, mouse. Where does the animal live? What sort of shelter does it use? What type of food does it need? Where does itfind food? This can be through: matching pictures of foods and environments to the animal selecting from a list of foods/environments/shelters completing a cloze passage reading an information report and answering guided questions using research skills to answer set questions or write an informative paragraph. Do animals and plants need different things? Remind students about their investigation into what plants need to grow and reproduce. Students recognise that plants need light to make their food and that animalsget their food from plants or other animals. Students thinkpairshare the question What do we know about what plants and animals need from their environment? Students recognise that the environment must provide what plants and animals need to survive and reproduce.  Biology for Kids HYPERLINK "http://www.kidsbiology.com"kidsbiology.com HYPERLINK "http://www.kidsbiology.com/biology_basics/needs_living_things/living_things_have_needs1.php"Needs of living things HYPERLINK "http://schools.sd42.ca/conway/files/2012/09/1.21.pdf"The Needs of Living Things School District #42 HYPERLINK "http://scottforesman.com/state/nv/washoe/pdfs/g1_less06.pdf"Washoe County School District Social Studies First Grade Units Lesson 6: What Living Things Need  ContentTeaching, learning and assessmentResourcesSkills Working Scientifically Communicating Students communicate by: using a variety of strategies including tables, graphs and diagrams to present data and information, using digital technologies as appropriate   Knowledge and Understanding Living World: Environment Living things depend on each other and the environment. Students: describe a simple food chain, eg plant is food for caterpillar which is food for magpie represent simple food chains in a variety of ways, such as a pictorial representation or flowchart, egplant ! caterpillar ! magpie  Living things depend on each other Teacher background: Plants (producers) are eaten by animals (consumers). Foodchains show the feeding relationships between living things in a community. Afood chain can be represented with arrows showing the direction that food (therefore energy) moves. The decay of dead plants and animals returns minerals tothe soil and these are recycled through the plants into the food chain. Introduce students to simple food chains. Have students draw a table with threecolumns:  Enter a list of the pets owned by students in the right-hand column. Discuss with students the foods eaten by each animal (responses need to be natural foods, such as meat, fish, rather than dog food, cat food). Students place these foods in the middle column, corresponding with the relevant animal. For foods that are not plants, engage students in further discussion about the animal that is the source of the food, eg meat may be cow, sheep, chicken. Decideon the plant that is consumed by that animal and place this in the lefthandcolumn. Students draw arrows in their table from the left to right to represent is eaten by foreach animal, eg:  Students construct other simple food chains using words or pictures torepresenthowfood (energy) moves from one living thing to another, egleaves(beetles(spider(bird.  Science and Technology K6: Mini-worlds Stage 2, Task 3 Investigating the relationships within an environment Science and Technology K6: Cycles in our World Stage 2, Task 7 Designing food chains and food webs Skills Working Scientifically Conducting investigations Students conduct investigations by: working individually and/or collaboratively to participate in an investigation   following safety rules when using equipment and tools in an investigation  recording observations and measurements, using appropriate units and abbreviations   Problem solving Students solve problems by: identifying problems that can be investigated scientifically identifying different strategies that could be used to solve a problem  Communicating Students communicate by: presenting ideas and information gathered through ascientific investigation in a variety of forms, using digital technologies as appropriate   Knowledge and Understanding Living World: Environment Living things depend on each other and the environment. Students: describe a simple food chain, eg plant is food for caterpillar which is food for magpie recognise an ecosystem in the local environment identify the relationships between plants and animals within an ecosystem  participate in aninvestigation of an ecosystem through constructing and observing an ecosystem orexperiencing an existing ecosystem identify how a particular habitat in the local environment is used by plants and animals Human activity can affect how an ecosystem functions. Students: engage with an ecosystem to recognise the effects ofparticular waste, eg plastic bags and bottles in the school environment, fishing lines and hair ties in rivers and streams, and oil and grease in drains  respond to ways to reduce the effect of wasteon anecosystem, eg putting rubbish in the bin, using biodegradable detergents and plastics, and exploring alternatives to dumping oil and grease into drains that feed rivers and streams   explore positive and negative changes to the environment as a result of human activity, egbuilding cities, farms and roads, fishing or pollution    participate in and/or investigate caring for an ecosystem, eg planting trees or constructing fences toprotect the habitat  Caring for our environment Teacher background: Students could be reminded of the living things they identifiedin their fieldwork at the start of the unit when they investigated a local environment, egschool grounds, pond, park, stream. They could also visit or observeimages or video footage of other habitats to recognise the plants and animals in the community. Individually or as a class, create a simple food chain to represent the flow of energy between plants and animals identified in the habitat, eg pond food chain: plant(insect ( fish ( bird. Discuss with students some scenarios of what might happen if one of the steps in the food chains changes, such as: plants died the fish did not reproduce and their numbers decreased the insect numbers increased the birds died. Explore with students some examples of human activities that could cause these scenarios, eg poisons in the water could kill the plants, oil on the water could kill insects or fish, fishing line and plastic bags could kill the birds. Consider the local environment that they observed and the ways in which human activities can impact on the survival of the plants and animals in the area. This mayinvolve: recognising the human activities that would occur in the habitat, eg hiking, picnic, swimming, fishing, playing recognising things in the habitat that have been created by humans, eg bridge, playground, path, road, fence. Discuss the impact of these activities on the habitat, eg litter, noise, removing or destroying parts of the habitat, reducing shelter and food, polluting the air and water What can we do to protect our environment? Students participate in activities that assist in protecting and conserving alocal environment, eg removing litter, planting trees. Students create a community awareness campaign to preserve the local habitat, using print or digital resources. This may involve: a poster an information booklet a multimedia presentation a television/radio commercial. Students reflect on what they have learnt about the envi!:CDIJOPWfh !  ( 1 2 3 4 5 6 ; < T U y z 7 8 i p q & @ A 56ĺ˭˭˭˭˭˺ˠēĺ˭˭˭ďď˭˺˭h=h{h=B*aJphfh{h=B*aJph h=aJ h=5aJh{h=5aJ h{h=h{h=aJh+Eh=5CJh+Eh=5CJaJh=5CJaJh+Eh=5CJaJ4!:BCDEFGHIz|kd$$IfTl\ ,7`   t44 laT $Ifgd= IJW 2 pbYY $Ifgd=$Ifgd=okd$$IfTlr ,7`    t44 laT2 3 4 5 6 7 8 9 : FWkd$$IfTl40 7 S!7 t44 laT $Ifgd=Wkd:$$IfTl40 7`S!7 t44 laT: ; < J T gZZ <<$Ifgd=kdZ$$IfTlr  ,7/      t44 laT $Ifgd=T U i  & |||||q $Ifgd= $Ifgd= $Ifgd=pkd$$IfTl0 7S!7  t44 lapT 67)*4e)34>MNUV   678Ѹ˸˸Ѹѧ˗фuj>h=Uh=jh=UhBIh=0JaJjhBIh=UaJjh=UaJ h=6aJhO~h=aJh{h=6aJ h=aJh{h=aJh=0JaJh{h=0JaJ h{h=jh{h=U. )  }tt $Ifgd=Ykdk$$IfTl4G0 7`S!`7 t44 laT $Ifgd= $Ifgd= & F <<$Ifgd=m$ 8EFMNoqr #ABMNW_`  PQ^lmzٻ葈䧑䧑h=56aJh+Eh=56aJh{h=5aJh{h=aJjh=Uh Zh=0Jjhkh=U h Zh=jh Zh=Uh= h{h=jh=Uhh=0J5 !#,A <<$Ifgd=gd=Ykd$$IfTl40 7 S! 7 t44 laTABWH^zzmzzzzzzmz <$Ifgd= $Ifgd= <$Ifgd=pkdW$$IfTl0 7l   t44 lapT Wij<f<$If^gd= $Ifgd= <$Ifgd= $Ifgd=`a$%abjxy,MfghstNOPQ :;оvp h=aJjh+Eh=Ujh+Eh=Ujh+Eh=UjF h+Eh=Uj/ h+Eh=U h=56h+Eh=56h+Eh=5h{h=5aJ h{h=h=56aJ h+Eh=h+Eh=56aJh=h{h=aJ, $Ifgd=gd=Vkd$$IfTl0 7l  t44 laT,M OFFF== $Ifgd= $Ifgd=kdH$$Ifl4F+,7_  t06    4lap hR C`jfKzr r! $Ifgd= $Ifgd= $Ifgd=;C`j23Kz ^!d!g!h!q!r!!!!!!!!!!!!!!!!!!"""&"'"("L"ʻⰻ✻⑻ h{h=j]h=Ujh=Uhh=0Jjh=Ujh=U h+Eh= h=aJh{h=5aJh+Eh=5h= hh=h{h=6aJh{h=aJ6r!!!!(""" $Ifgd= $Ifgd=J$EƀϫIfgd=L"M"""""""""""" ###=#>#?#\#######$$$$$$M%N%%%%ĹIJđ{pepj'h=Ujh{h=Uh;ch=56aJh{h=5aJj"hh=Uh{h=6aJh+Eh=56aJ h+Eh=jhh=U hh=h=56aJhsTh=56aJh+Eh=5aJ h{h=h{h=aJ h=aJ$""""#?#\#####vmmmd[mmmm $Ifgd= $Ifgd= $Ifgd=kd$$IflF+,7_ t06    4la #!$c$$$$l&&h'''$(J(^((((( ),)O)G*H*&+'+ $Ifgd= $Ifgd=%%%%%%%!&"&#&?&@&a&b&l&'''#'Z'['^'_'h'J(^(((((((( )))+),)1)O)))))))))))))<*=*׹˭ޤh=h+Eh=56aJ hh= h=aJh{h=aJh\h=0J6aJ"j(h\h=6UaJjh=6UaJ h=6aJh{h=6aJjh{h=Uh{h=0J6aJ5=*G*H*n*q*w*x****** +$+%+'+Y+\+]+++++++++",H,[,\,a,b,c,,,̻񧣘ħyoch]wh=56aJh+Eh=5aJ h{h=h"]7h=h6W h"]7h= hh=j*h=Uh=jh{h=UhBIh=aJhbh=0Jh=0JaJhbh=0JaJj)hbh=UaJjh=UaJ h=aJh{h=aJ#'++++++,,,",H,\,b, $Ifgd= $Ifgd=J$EƀgIfgd= b,c,,,,4-P-u---sjjjaVjjj <$Ifgd= $Ifgd= $Ifgd=kd+$$Ifl4F+,7_ t06    4laf4 ,,,,,,,,,,2-3-4-P-u------s..."/;/E/00000001111?1@1l1m111112Q2÷խխբ~~~~~~~ h=6aJh{h=56aJh{h=5aJ h{h=j/1hh=Uh{h=6aJh+Eh=56aJ h+Eh=jr,hh=U hh= h=aJh{h=aJh]wh=56aJh=56aJ.--.s..."/;/E/s//)0002C2Q22 4Y4505B67777v7 $Ifgd= $Ifgd=Q222223333M3R3s3y33333333333L4N444550555555555/606666666777S7T7v7w7777777718283848588ٺٯjh{h=Uh{h=hsTaJh{h=B*aJph h=aJh{h=aJh+Eh=56aJ h{h=h= hsTh=Av7w77781828384888 $Ifgd= $Ifgd= 888888888889E9S9l99999999999:?:n:o:w:::::;; ; ;};~;;;;ĸըըՁwըljs>hh=Uh{h=6aJ h=aJ h+Eh=j;hh=Uj&7hh=Uh= hh=h=56aJh+Eh=56aJh+Eh=5aJ h{h=h{h=aJh{h=0JaJjh{h=Uj5h=U*88889E9S9l99qf]]T]]T $Ifgd= $Ifgd= <$Ifgd=kd6$$IflF+,7_ t06    2l4la9:?:w::::;;;<<S= >d>>>?????x@@ <$Ifgd= $Ifgd= $Ifgd= $Ifgd=;;;;;;<<M<N<U<V<Y<Z<<<<<==>=S===Z>[>d>o>??R?S?k?o?w?x??????.@/@@@@@@@@@Aù٬٬٥٬٬٬٬ْ٥ٞh{h=B*aJphh=h]wh=56aJ hsTh= h{h= h=aJ h=6aJh{h=6aJh{h=56aJh{h=5aJh{h=aJjKGhh=U hh=j2Chh=U2@@@@@@@@AHAAUBBBPCvCCCCCC <$Ifgd= $Ifgd=<$If^gd=m$ (($Ifgd= <<$Ifgd= h$If^hgd=AAAAA9A:A;AFAGAHAIAAAAAAAAAA1B2B3BRBSBUBBBBBBBBBBBBBBBBB'CECFCHCICLCMCOCնիիՃիիիh{h=6 h=6aJ h=0JjIMh=Ujh=Uh= hbCh=jLLh=Uh{h=0JjKh=U h{h=jh{h=Uh{h=aJh{h=6aJ h=aJ2OCPCCCCD D D DD+D;D*aJh"]7h=aJh"]7h=h]w hsTh=h= hh= h=aJh{h=aJ h{h=HLLLIMM"NUNoNNOLOrOOOOPQJRKRRRSS $Ifgd= $Ifgd= $Ifgd=VRWRRRRRRRRRSSSSS8S;S*B*aJphh=0JaJj+bh=Uh= h=aJ h8Ah= h8Ah=0J>*B*aJph h/h=0J>*B*aJphh{h=aJh{h=0Jh{h=0JaJjFah=U h{h=jh{h=U$SS T T+TYTTTeUUUUUUUUUU $Ifgd= $Ifgd=J$Eƀw*Ifgd=TTT&U'U(U6U7U8U9U:UdUeUfUUUUUUUUUU V VV6VgVhVVVVVVVV˼咆}vrvrv[-jdfh{h=B*EHUmHnHphuh= hsTh=h=56aJh+Eh=56aJh+Eh=5aJjdh=Uhh=0Jh=0J>*B*phhh=0J>*B*ph h=0Jh{h=0Jjch=U h{h=jh{h=Uh{h=aJ#UUUV6VVVV4WWWWvkkkbkkbbkk $Ifgd= $1$Ifgd=kde$$IflF+,7_ t06    4la VVVV0W1W2W3WIWWWWWWXXX4YbYYY ZXZhZZZ [[1[[[[2\<\u\\]__;` $1$Ifgd= $1$Ifgd= $Ifgd= Z ZVZWZXZ`ZaZhZZZZZ[ [ [[1[g[h[[[[[[[[<\m\n\\\]&]Ľyrh\hGzh=56aJh{h=5aJ h{h=h]wh=56aJ h]wh=jhh=Ujhh=Uh`/h=56aJj2hh=Uh= hsTh=h{h=aJh=56aJh+Eh=56aJjshh=U hh=jhh=U &]`]a]b]c]]]]]]]^^W^Y^^^^^^^^^^^___` ```;`m`n`````}a~aaaaabbGbHbNbbbbbbbbbccc cGcHc d d d"d'd(d*d6ddddddddddd h{h=h= hsTh= h=aJh{h=aJ h=6aJh{h=6aJQ;```$aaaNbc*dddSeefghjjjj klkmkkkk>$1$If^>gd= $1$Ifgd= $Ifgd=dddddde+eSefff*fffGgHg\g]gggggggggfhghhhhhhhiiiijjbjcjjjjjjk kkklkmkklllll;l`lllm쫤 hh=h{h=6aJh]wh=56aJh]wh=5aJ h6Wh= hsTh=h{h=B*aJph h=aJh{h=aJ h{h=h=@kkkkklll;l`llbYYY $Ifgd=kd$$IflF+,7_ t06    4la $1$Ifgd= $Ifgd= ll;mUmmmmm-n.nJno9pppwqqqr>rrrstptqtrtst $Ifgd= $Ifgd= $Ifgd=mm9m:m;mUmm%n&n-n.nJn^nnnnnnnnn7o8oooooooooo9ppppppp q qq$q=q?q@qCqSqWqwqqqLrrrss`sass˿ըըաըըըըըըը՚ըը h{h= hsTh= h#-h= h=aJ h=6aJh{h=6aJh8-Ph=56aJh{h=5aJh{h=aJh]wh=56aJjhh=U hh=h=:ssssssssttutvttttttttttt.u/u0uFuGuHuIuJuuuuuuuuvv vkvlvnvovpvsvvvyh{h=5aJh{h=6aJjh=Uj%h=Uh{h=0JaJjh=U h{h=jh{h=Uh=h=0JaJjUhh=UaJjh=UaJh{h=aJ h=aJ/stttutvtwtxtttHuIuuumvnvovJ$EƀgIfgd= $Ifgd=ovpvqvsv{vvvsqqddd $Ifgd=kd$$Ifl4F+,7_ t06    4laf4vvvvvwOFFF= $Ifgd= $Ifgd=kd$$Ifl4FV+,7_  t06    4lapvvvvwwwwwwwwrytyyyyyyzJzKzzz5{6{{{{{{{{||||||||ټٸ٭ࣗsgh{h=h0aJjh-eh=UaJ h=aJ h=6aJh{h=6aJh;ch=56aJh{h=5aJjhh=Uh= h]wh=jghh=Ujthh=U hh=h{h=aJh]wh=56aJh]wh=5aJ(wwwwwxyyy{{{}~q~s~$Ifgd=o*O$Eƀ*Ifgd=o* $Ifgd= $Ifgd= $Ifgd=|||||||}}}}}}_~`~p~q~r~~~~~~~~~  !"#$-G\]'2Ǿǵh]wh=56aJh]wh=5aJ h{h=h'mh=aJh Th=aJh{h=>*aJh{h=5aJ jh=aJjh-eh=UaJ h=aJh{h=aJ9s~#$%&'()*+,- $Ifgd='Ae[kā vmmmdddmmdd $Ifgd= $Ifgd=kds$$IflFV+,7_ t06    4la 23AeWXYZ[cdk 4gh‚ÂĂłƂ>tu1ۺۯۤۙەۊxeە$j8hh=UmHnHsH u h]wh=j5hh=Uj1hh=Uh=j,hh=Uj(hh=Uj]$hh=Uj hh=Ujhh=Ujhh=U hh=h{h=aJh]wh=56aJh=56aJ' 4Ƃ4>ƃ'1"v5  $Ifgd= $Ifgd= $Ifgd=1efͅ΅013467"5}rkaUh;ch=56aJh{h=5aJ h{h=j'Uhh=U$jRhh=UmHnHsH ujMhh=UjIhh=U$jDGhh=UmHnHsH ujPDhh=U$jAhh=UmHnHsH uj=hh=U$jS;hh=UmHnHsH uh= hh=!5uv͈̈Јш v%&'(,-.34hi <gnpx{ȏ./If˺˺˺˺宥h'mh=aJh?h=aJh{h=>*aJU h0h=h\Ih=5aJh= h{h= jh=aJ h=aJh{h=aJ h=6aJh{h=6aJ=!<gnxȏ'()*+,-./ $Ifgd= $Ifgd=ronment and add to the classmindmap.  Science and Technology K6: Environment Matters Stage 3, Task 3 Investigating the effect of the environment on organisms living in different communities      PAGE \* MERGEFORMAT 13 fgɻjh=UmHnHuh._mHnHuh=jh=UhJjhJU h{h=h{h=aJ h=aJvqjhjhjhjhc$a$gd=gd=kdX$$IflFV+,7_ t06    4la gd=51h0:p=A .!"#$%77 $$If!vh#v`#v#v #v :V l t5`55 5 / / / T$$If!vh#v`#v#v #v #v :V l t5`55 5 5 / / / T$$If!vh#vS!#v7:V l4 t+5S!57/ / / / T$$If!vh#vS!#v7:V l4 t+5S!57/ / / / T$$If!vh#v/ #v #v #v #v :V l t5/ 5 5 5 5 / / / T$$If!vh#vS!#v7:V l  t5S!57/ pTDyK yK <http://www.sciencekids.co.nz/DyK yK :http://www.everythingesl.netDyK yK hhttp://www.everythingesl.net/lessons/animalstwo.phpDyK yK 8http://www.questacon.edu.au{$$If!vh#vS!#v7:V l4G t++5S!57/  /  Tm$$If!vh#vS!#v7:V l4 t++5S!57/ T$$If!vh#vS!#v7:V l  t5l 5/ pT\$$If!vh#vS!#v7:V l t5l 5/ T$$If!vh#v#v_#v :V l4  t0655_5 4lpDdb  s >A?Picture 2baRC:P;= s n5RC:P;PNG  IHDRzc sRGBgAMA a pHYs!!IDAT8OUiOZAW@Zi*ԍ&ȢU[Z\+"|( ء"1ȧ̇wg̽sg[YC- ‚ęTi ?>3#IA5]{)(;#7)^w_$R9~LMLL\ӥR*6ԟUp}:H,%8Q۫3 bbGǩjL&S,ery|L&}:#ujk)$e119MX+d&;Y3璙x\(|tt,g<3 fx[]]Y*9Ͽ%<<<1B=oy{{]Dj̴#|jVT_\|nRAt7]aJ7?Z[%1|5bN/ WWW[`#\.4@d//9ƅ0>A$ϯRkjSq??ѯkM/ s zxi>r7t: !M.R?o{ HÒ#&} п=إ{%<>,/P/6/Jx_X\VIENDB`Ddb  s >A?Picture 1boن)n;kk noن)n;kkPNG  IHDRFsRGBgAMA a pHYs!!LIDATHKOP7\\TdHZ~IENDB`Ddb  s >A?Picture 5b;fXP94nfXP9PNG  IHDR msRGBgAMA a pHYs!!IDATHKK`Ǿ-uEiQR捁YHؕih݈*ubA)móq=l\Cjs$= L Y_X޾IENDB`Ddb  s >A?Picture 4baRC:P;= %n5RC:P;PNG  IHDRzc sRGBgAMA a pHYs!!IDAT8OUiOZAW@Zi*ԍ&ȢU[Z\+"|( ء"1ȧ̇wg̽sg[YC- ‚ęTi ?>3#IA5]{)(;#7)^w_$R9~LMLL\ӥR*6ԟUp}:H,%8Q۫3 bbGǩjL&S,ery|L&}:#ujk)$e119MX+d&;Y3璙x\(|tt,g<3 fx[]]Y*9Ͽ%<<<1B=oy{{]Dj̴#|jVT_\|nRAt7]aJ7?Z[%1|5bN/ WWW[`#\.4@d//9ƅ0>A$ϯRkjSq??ѯkM/ s zxi>r7t: !M.R?o{ HÒ#&} п=إ{%<>,/P/6/Jx_X\VIENDB`Ddb  s >A?Picture 3baRC:P;= <n5RC:P;PNG  IHDRzc sRGBgAMA a pHYs!!IDAT8OUiOZAW@Zi*ԍ&ȢU[Z\+"|( ء"1ȧ̇wg̽sg[YC- ‚ęTi ?>3#IA5]{)(;#7)^w_$R9~LMLL\ӥR*6ԟUp}:H,%8Q۫3 bbGǩjL&S,ery|L&}:#ujk)$e119MX+d&;Y3璙x\(|tt,g<3 fx[]]Y*9Ͽ%<<<1B=oy{{]Dj̴#|jVT_\|nRAt7]aJ7?Z[%1|5bN/ WWW[`#\.4@d//9ƅ0>A$ϯRkjSq??ѯkM/ s zxi>r7t: !M.R?o{ HÒ#&} п=إ{%<>,/P/6/Jx_X\VIENDB`DyK yK 8http://www.inspiration.com/DyK yK 4http://www.visuwords.com/DyK yK $https://bubbl.us/$$If!vh#v#v_#v :V l t0655_5 4lDdb  s >A?Picture 6baRC:P;= n5RC:P;PNG  IHDRzc sRGBgAMA a pHYs!!IDAT8OUiOZAW@Zi*ԍ&ȢU[Z\+"|( ء"1ȧ̇wg̽sg[YC- ‚ęTi ?>3#IA5]{)(;#7)^w_$R9~LMLL\ӥR*6ԟUp}:H,%8Q۫3 bbGǩjL&S,ery|L&}:#ujk)$e119MX+d&;Y3璙x\(|tt,g<3 fx[]]Y*9Ͽ%<<<1B=oy{{]Dj̴#|jVT_\|nRAt7]aJ7?Z[%1|5bN/ WWW[`#\.4@d//9ƅ0>A$ϯRkjSq??ѯkM/ s zxi>r7t: !M.R?o{ HÒ#&} п=إ{%<>,/P/6/Jx_X\VIENDB`MDdb  s >A?Picture 7b <5];J#s"nk <5];J#PNG  IHDR *usRGBgAMA a pHYs!!IDATHKVWQ.vAEQ#@-@"h9 # (&Xמ>Gcs2߽oy|o) bHC$djɟHT[emdDU*]Pg+HJb}B46 @X`9!xD% /_EJ=u5ZY]{H$q>\>!:P6- ǻ@Œc֩cM@T~NG`O$]=iSrh@  grz;zG[D~ZB Q#E {~EJzg`SxV/2CE[i-C郞 v1*䟃X,F;:Sظ4`zu`ͪKxB Ih??il:~:~rrn^!ؔ+Iu ; NF^N~FOR;;;`W*%S `8 |@@{vwK>\(٤-5FS^]^YRw^0GtC[2MP l,chDd*:[F/ЄmJ?hh+?~l ʩa$@HR!>m|0 C2CmUNgd|R2N3fD_  ,LJum}_%}>YIENDB`DyK yK http://ab-ed.boardofstudies.nsw.edu.au/go/7-10/science/units/story-1/unitsDyK yK Phttp://ab-ed.boardofstudies.nsw.edu.au/)DyK yK http://ab-ed.boardofstudies.nsw.edu.au/go/science-7-10/units-of-work-and-teaching-sequencesDyK yK http://www.sciencekids.co.nz/gamesactivities/plantanimaldif.html$$If!vh#v#v_#v :V l4 t0655_5 4lf4Ddb  s >A?Picture 9b";Ygz_ ,n";Ygz_PNG  IHDR msRGBgAMA a pHYs!!_IDATHKUgSZAG+XjCQQ,KddFEA@ Xs&\a4oއgsw ^Ir-M?)d᝛'7ʪKK/.ˬPT!)BX,v7^6 2E}D(,bgf/fqf+IeIطؤ$ʪ/ fҌxz9\I722a ʖVK'v82H:}nnndrf0 YUյ3`)Q<ߡap8|uuBՑH1y^d 0a>D"h%z De_SsJJȰU*U#PH:84NNN_ 3 Xf:5qBiH2nܛ f$V7G$99+?V %R!5U%Ipr=՝J:Afч.+:K}Ab`0 8HeARVO;vum=a?nooamK֚Z1Dr f|Pt>Ll==CA2mK<IENDB`ZDdd   s @A?Picture 10bC>'Suy= ~s1nvC>'Suy= PNG  IHDR/$8 pHYs.#.#x?vtEXtSoftwareAdobe ImageReadyqe<IDATxԗs@Fr!wJ݅t!4 T@ P$ !Y|t.̓6-ΒlÍƖv[Fc0:i֓Ucֻt8| YUs9? c,~t!V,ӼjU/JI9`*4t(}x*Mqֳh}`촲M jos j\@5CK#\l`l4 ɻ֭Mu`h8uKbH Ɓ2v4oAv=u="}?c#ۼ4kk6cgI>ģ % fc#}(f+6ZL!`2QĢͣp/y9\|n<8蓀EsagK0 3mS IpmKD N4cԝ6b޶>W_x0!1"]^SjJjPC?F48)+KKwvsHMJ"$7o)-4$:km!mR1 /́Ez*ǐۥVXTH-tj6YzFj؊:: ;Y A_ q6Q-=W% [%?AB_ķˣq* $ fףQLAFeR@r;}VXa@>R}^,?p 4 GAKi i IENDB`DyK yK http://www.educationworld.com/tools_templates/template_LifeCycle.doc$$If!vh#v#v_#v :V l t0655_5 2l4lZDdd   s @A?Picture 12 bC>'Suy= ~j7nvC>'Suy= PNG  IHDR/$8 pHYs.#.#x?vtEXtSoftwareAdobe ImageReadyqe<IDATxԗs@Fr!wJ݅t!4 T@ P$ !Y|t.̓6-ΒlÍƖv[Fc0:i֓Ucֻt8| YUs9? c,~t!V,ӼjU/JI9`*4t(}x*Mqֳh}`촲M jos j\@5CK#\l`l4 ɻ֭Mu`h8uKbH Ɓ2v4oAv=u="}?c#ۼ4kk6cgI>ģ % fc#}(f+6ZL!`2QĢͣp/y9\|n<8蓀EsagK0 3mS IpmKD N4cԝ6b޶>W_x0!1"]^SjJjPC?F48)+KKwvsHMJ"$7o)-4$:km!mR1 /́Ez*ǐۥVXTH-tj6YzFj؊:: ;Y A_ q6Q-=W% [%?AB_ķˣq* $ fףQLAFeR@r;}VXa@>R}^,?p 4 GAKi i IENDB`Ddd   s @A?Picture 11 b;fXP9;nfXP9PNG  IHDR msRGBgAMA a pHYs!!IDATHKK`Ǿ-uEiQR捁YHؕih݈*ubA)móq=l\Cjs$= L Y_X޾IENDB`Ddd   s @A?Picture 15 b";Ygz_ >n";Ygz_PNG  IHDR msRGBgAMA a pHYs!!_IDATHKUgSZAG+XjCQQ,KddFEA@ Xs&\a4oއgsw ^Ir-M?)d᝛'7ʪKK/.ˬPT!)BX,v7^6 2E}D(,bgf/fqf+IeIطؤ$ʪ/ fҌxz9\I722a ʖVK'v82H:}nnndrf0 YUյ3`)Q<ߡap8|uuBՑH1y^d 0a>D"h%z De_SsJJȰU*U#PH:84NNN_ 3 Xf:5qBiH2nܛ f$V7G$99+?V %R!5U%Ipr=՝J:Afч.+:K}Ab`0 8HeARVO;vum=a?nooamK֚Z1Dr f|Pt>Ll==CA2mK<IENDB`Ddd   s @A?Picture 14 baRC:P;= vCn5RC:P;PNG  IHDRzc sRGBgAMA a pHYs!!IDAT8OUiOZAW@Zi*ԍ&ȢU[Z\+"|( ء"1ȧ̇wg̽sg[YC- ‚ęTi ?>3#IA5]{)(;#7)^w_$R9~LMLL\ӥR*6ԟUp}:H,%8Q۫3 bbGǩjL&S,ery|L&}:#ujk)$e119MX+d&;Y3璙x\(|tt,g<3 fx[]]Y*9Ͽ%<<<1B=oy{{]Dj̴#|jVT_\|nRAt7]aJ7?Z[%1|5bN/ WWW[`#\.4@d//9ƅ0>A$ϯRkjSq??ѯkM/ s zxi>r7t: !M.R?o{ HÒ#&} п=إ{%<>,/P/6/Jx_X\VIENDB`ZDdd  s @A?Picture 13 bC>'Suy= ~GnvC>'Suy= PNG  IHDR/$8 pHYs.#.#x?vtEXtSoftwareAdobe ImageReadyqe<IDATxԗs@Fr!wJ݅t!4 T@ P$ !Y|t.̓6-ΒlÍƖv[Fc0:i֓Ucֻt8| YUs9? c,~t!V,ӼjU/JI9`*4t(}x*Mqֳh}`촲M jos j\@5CK#\l`l4 ɻ֭Mu`h8uKbH Ɓ2v4oAv=u="}?c#ۼ4kk6cgI>ģ % fc#}(f+6ZL!`2QĢͣp/y9\|n<8蓀EsagK0 3mS IpmKD N4cԝ6b޶>W_x0!1"]^SjJjPC?F48)+KKwvsHMJ"$7o)-4$:km!mR1 /́Ez*ǐۥVXTH-tj6YzFj؊:: ;Y A_ q6Q-=W% [%?AB_ķˣq* $ fףQLAFeR@r;}VXa@>R}^,?p 4 GAKi i IENDB`DyK yK 6http://www.animalgame.com/DyK  yK http://www.rockingham.k12.va.us/resources/elementary/1science.htm5DyK yK http://www.sciencekids.co.nz/gamesactivities/plantanimaldif.html$$If!vh#v#v_#v :V l4 t0655_5 4lf4Ddd  s @A?Picture 23b;fXP9OnfXP9PNG  IHDR msRGBgAMA a pHYs!!IDATHKK`Ǿ-uEiQR捁YHؕih݈*ubA)móq=l\Cjs$= L Y_X޾IENDB`Ddd  s @A?Picture 22baRC:P;= Rn5RC:P;PNG  IHDRzc sRGBgAMA a pHYs!!IDAT8OUiOZAW@Zi*ԍ&ȢU[Z\+"|( ء"1ȧ̇wg̽sg[YC- ‚ęTi ?>3#IA5]{)(;#7)^w_$R9~LMLL\ӥR*6ԟUp}:H,%8Q۫3 bbGǩjL&S,ery|L&}:#ujk)$e119MX+d&;Y3璙x\(|tt,g<3 fx[]]Y*9Ͽ%<<<1B=oy{{]Dj̴#|jVT_\|nRAt7]aJ7?Z[%1|5bN/ WWW[`#\.4@d//9ƅ0>A$ϯRkjSq??ѯkM/ s zxi>r7t: !M.R?o{ HÒ#&} п=إ{%<>,/P/6/Jx_X\VIENDB`Ddd  s @A?Picture 20b<4߱S]}'l+Vn4߱S]}'lPNG  IHDRK4sRGBgAMA a pHYs!!IDATHKKP-77VheLgm $$Y`6f E:0;Mqv9{G|؞h`N0;aȞ%y4PspzWa'2 /34Vrj7hDR4@5EQ./<Zcvg TZFO&| K /P#HMU5{[Kj=ovJjm>=J%i0rt I@%}?pz.&q2YЂ 6DI~4M[FEj%]o*h! gzC!LV07 s},7 Wz<~B/hUMA^p^@IB/k}IENDB`Ddd  s @A?Picture 19boن)n;kkYnoن)n;kkPNG  IHDRFsRGBgAMA a pHYs!!LIDATHKOP7\\TdHZ~IENDB`Ddd  s @A?Picture 24b";Ygz_ \n";Ygz_PNG  IHDR msRGBgAMA a pHYs!!_IDATHKUgSZAG+XjCQQ,KddFEA@ Xs&\a4oއgsw ^Ir-M?)d᝛'7ʪKK/.ˬPT!)BX,v7^6 2E}D(,bgf/fqf+IeIطؤ$ʪ/ fҌxz9\I722a ʖVK'v82H:}nnndrf0 YUյ3`)Q<ߡap8|uuBՑH1y^d 0a>D"h%z De_SsJJȰU*U#PH:84NNN_ 3 Xf:5qBiH2nܛ f$V7G$99+?V %R!5U%Ipr=՝J:Afч.+:K}Ab`0 8HeARVO;vum=a?nooamK֚Z1Dr f|Pt>Ll==CA2mK<IENDB`DyK yK thttp://scienceplay.questacon.edu.au/living/terrarium.htmlDyK yK |http://www.sciencekids.co.nz/experiments/seedgermination.htmlDyK yK jhttp://www.primaryresources.co.uk/science/plants.htmDyK  yK http://www.rockingham.k12.va.us/resources/elementary/1science.htm5DyK yK jhttp://classroom.jc-schools.net/basic/sciplants.html$$If!vh#v#v_#v :V l t0655_5 4lDdd  s @A?Picture 25b";Ygz_ fn";Ygz_PNG  IHDR msRGBgAMA a pHYs!!_IDATHKUgSZAG+XjCQQ,KddFEA@ Xs&\a4oއgsw ^Ir-M?)d᝛'7ʪKK/.ˬPT!)BX,v7^6 2E}D(,bgf/fqf+IeIطؤ$ʪ/ fҌxz9\I722a ʖVK'v82H:}nnndrf0 YUյ3`)Q<ߡap8|uuBՑH1y^d 0a>D"h%z De_SsJJȰU*U#PH:84NNN_ 3 Xf:5qBiH2nܛ f$V7G$99+?V %R!5U%Ipr=՝J:Afч.+:K}Ab`0 8HeARVO;vum=a?nooamK֚Z1Dr f|Pt>Ll==CA2mK<IENDB`Ddd  s @A?Picture 27b<4߱S]}'lgkn4߱S]}'lPNG  IHDRK4sRGBgAMA a pHYs!!IDATHKKP-77VheLgm $$Y`6f E:0;Mqv9{G|؞h`N0;aȞ%y4PspzWa'2 /34Vrj7hDR4@5EQ./<Zcvg TZFO&| K /P#HMU5{[Kj=ovJjm>=J%i0rt I@%}?pz.&q2YЂ 6DI~4M[FEj%]o*h! gzC!LV07 s},7 Wz<~B/hUMA^p^@IB/k}IENDB`Ddd  s @A?Picture 26boن)n;kk[nnoن)n;kkPNG  IHDRFsRGBgAMA a pHYs!!LIDATHKOP7\\TdHZ~IENDB`Ddd  s @A?Picture 30baRC:P;= rn5RC:P;PNG  IHDRzc sRGBgAMA a pHYs!!IDAT8OUiOZAW@Zi*ԍ&ȢU[Z\+"|( ء"1ȧ̇wg̽sg[YC- ‚ęTi ?>3#IA5]{)(;#7)^w_$R9~LMLL\ӥR*6ԟUp}:H,%8Q۫3 bbGǩjL&S,ery|L&}:#ujk)$e119MX+d&;Y3璙x\(|tt,g<3 fx[]]Y*9Ͽ%<<<1B=oy{{]Dj̴#|jVT_\|nRAt7]aJ7?Z[%1|5bN/ WWW[`#\.4@d//9ƅ0>A$ϯRkjSq??ѯkM/ s zxi>r7t: !M.R?o{ HÒ#&} п=إ{%<>,/P/6/Jx_X\VIENDB`Ddd  s @A?Picture 29b<4߱S]}'l vn4߱S]}'lPNG  IHDRK4sRGBgAMA a pHYs!!IDATHKKP-77VheLgm $$Y`6f E:0;Mqv9{G|؞h`N0;aȞ%y4PspzWa'2 /34Vrj7hDR4@5EQ./<Zcvg TZFO&| K /P#HMU5{[Kj=ovJjm>=J%i0rt I@%}?pz.&q2YЂ 6DI~4M[FEj%]o*h! gzC!LV07 s},7 Wz<~B/hUMA^p^@IB/k}IENDB`Ddd  s @A?Picture 28boن)n;kkynoن)n;kkPNG  IHDRFsRGBgAMA a pHYs!!LIDATHKOP7\\TdHZ~IENDB`Ddd  s @A?Picture 33boن)n;kk|noن)n;kkPNG  IHDRFsRGBgAMA a pHYs!!LIDATHKOP7\\TdHZ~IENDB`ZDdd  s @A?Picture 32bC>'Suy= ~lnvC>'Suy= PNG  IHDR/$8 pHYs.#.#x?vtEXtSoftwareAdobe ImageReadyqe<IDATxԗs@Fr!wJ݅t!4 T@ P$ !Y|t.̓6-ΒlÍƖv[Fc0:i֓Ucֻt8| YUs9? c,~t!V,ӼjU/JI9`*4t(}x*Mqֳh}`촲M jos j\@5CK#\l`l4 ɻ֭Mu`h8uKbH Ɓ2v4oAv=u="}?c#ۼ4kk6cgI>ģ % fc#}(f+6ZL!`2QĢͣp/y9\|n<8蓀EsagK0 3mS IpmKD N4cԝ6b޶>W_x0!1"]^SjJjPC?F48)+KKwvsHMJ"$7o)-4$:km!mR1 /́Ez*ǐۥVXTH-tj6YzFj؊:: ;Y A_ q6Q-=W% [%?AB_ķˣq* $ fףQLAFeR@r;}VXa@>R}^,?p 4 GAKi i IENDB`Ddd  s @A?Picture 31baRC:P;= Ƅn5RC:P;PNG  IHDRzc sRGBgAMA a pHYs!!IDAT8OUiOZAW@Zi*ԍ&ȢU[Z\+"|( ء"1ȧ̇wg̽sg[YC- ‚ęTi ?>3#IA5]{)(;#7)^w_$R9~LMLL\ӥR*6ԟUp}:H,%8Q۫3 bbGǩjL&S,ery|L&}:#ujk)$e119MX+d&;Y3璙x\(|tt,g<3 fx[]]Y*9Ͽ%<<<1B=oy{{]Dj̴#|jVT_\|nRAt7]aJ7?Z[%1|5bN/ WWW[`#\.4@d//9ƅ0>A$ϯRkjSq??ѯkM/ s zxi>r7t: !M.R?o{ HÒ#&} п=إ{%<>,/P/6/Jx_X\VIENDB`Ddd  s @A?Picture 36baRC:P;= ߈n5RC:P;PNG  IHDRzc sRGBgAMA a pHYs!!IDAT8OUiOZAW@Zi*ԍ&ȢU[Z\+"|( ء"1ȧ̇wg̽sg[YC- ‚ęTi ?>3#IA5]{)(;#7)^w_$R9~LMLL\ӥR*6ԟUp}:H,%8Q۫3 bbGǩjL&S,ery|L&}:#ujk)$e119MX+d&;Y3璙x\(|tt,g<3 fx[]]Y*9Ͽ%<<<1B=oy{{]Dj̴#|jVT_\|nRAt7]aJ7?Z[%1|5bN/ WWW[`#\.4@d//9ƅ0>A$ϯRkjSq??ѯkM/ s zxi>r7t: !M.R?o{ HÒ#&} п=إ{%<>,/P/6/Jx_X\VIENDB`Ddd  s @A?Picture 35b";Ygz_ n";Ygz_PNG  IHDR msRGBgAMA a pHYs!!_IDATHKUgSZAG+XjCQQ,KddFEA@ Xs&\a4oއgsw ^Ir-M?)d᝛'7ʪKK/.ˬPT!)BX,v7^6 2E}D(,bgf/fqf+IeIطؤ$ʪ/ fҌxz9\I722a ʖVK'v82H:}nnndrf0 YUյ3`)Q<ߡap8|uuBՑH1y^d 0a>D"h%z De_SsJJȰU*U#PH:84NNN_ 3 Xf:5qBiH2nܛ f$V7G$99+?V %R!5U%Ipr=՝J:Afч.+:K}Ab`0 8HeARVO;vum=a?nooamK֚Z1Dr f|Pt>Ll==CA2mK<IENDB`Ddd  s @A?Picture 34b";Ygz_ n";Ygz_PNG  IHDR msRGBgAMA a pHYs!!_IDATHKUgSZAG+XjCQQ,KddFEA@ Xs&\a4oއgsw ^Ir-M?)d᝛'7ʪKK/.ˬPT!)BX,v7^6 2E}D(,bgf/fqf+IeIطؤ$ʪ/ fҌxz9\I722a ʖVK'v82H:}nnndrf0 YUյ3`)Q<ߡap8|uuBՑH1y^d 0a>D"h%z De_SsJJȰU*U#PH:84NNN_ 3 Xf:5qBiH2nܛ f$V7G$99+?V %R!5U%Ipr=՝J:Afч.+:K}Ab`0 8HeARVO;vum=a?nooamK֚Z1Dr f|Pt>Ll==CA2mK<IENDB`Ddd   s @A?Picture 37b";Ygz_ vn";Ygz_PNG  IHDR msRGBgAMA a pHYs!!_IDATHKUgSZAG+XjCQQ,KddFEA@ Xs&\a4oއgsw ^Ir-M?)d᝛'7ʪKK/.ˬPT!)BX,v7^6 2E}D(,bgf/fqf+IeIطؤ$ʪ/ fҌxz9\I722a ʖVK'v82H:}nnndrf0 YUյ3`)Q<ߡap8|uuBՑH1y^d 0a>D"h%z De_SsJJȰU*U#PH:84NNN_ 3 Xf:5qBiH2nܛ f$V7G$99+?V %R!5U%Ipr=՝J:Afч.+:K}Ab`0 8HeARVO;vum=a?nooamK֚Z1Dr f|Pt>Ll==CA2mK<IENDB`Ddd ! s @A?Picture 39 b;fXP95nfXP9PNG  IHDR msRGBgAMA a pHYs!!IDATHKK`Ǿ-uEiQR捁YHؕih݈*ubA)móq=l\Cjs$= L Y_X޾IENDB`Ddd " s @A?Picture 38!baRC:P;= (n5RC:P;PNG  IHDRzc sRGBgAMA a pHYs!!IDAT8OUiOZAW@Zi*ԍ&ȢU[Z\+"|( ء"1ȧ̇wg̽sg[YC- ‚ęTi ?>3#IA5]{)(;#7)^w_$R9~LMLL\ӥR*6ԟUp}:H,%8Q۫3 bbGǩjL&S,ery|L&}:#ujk)$e119MX+d&;Y3璙x\(|tt,g<3 fx[]]Y*9Ͽ%<<<1B=oy{{]Dj̴#|jVT_\|nRAt7]aJ7?Z[%1|5bN/ WWW[`#\.4@d//9ƅ0>A$ϯRkjSq??ѯkM/ s zxi>r7t: !M.R?o{ HÒ#&} п=إ{%<>,/P/6/Jx_X\VIENDB`$$If!vh#v#v_#v :V l t0655_5 4lDdd # s @A?Picture 40"b";Ygz_ ڢn";Ygz_PNG  IHDR msRGBgAMA a pHYs!!_IDATHKUgSZAG+XjCQQ,KddFEA@ Xs&\a4oއgsw ^Ir-M?)d᝛'7ʪKK/.ˬPT!)BX,v7^6 2E}D(,bgf/fqf+IeIطؤ$ʪ/ fҌxz9\I722a ʖVK'v82H:}nnndrf0 YUյ3`)Q<ߡap8|uuBՑH1y^d 0a>D"h%z De_SsJJȰU*U#PH:84NNN_ 3 Xf:5qBiH2nܛ f$V7G$99+?V %R!5U%Ipr=՝J:Afч.+:K}Ab`0 8HeARVO;vum=a?nooamK֚Z1Dr f|Pt>Ll==CA2mK<IENDB`DyK yK 6http://www.kidsbiology.com)DyK yK http://www.kidsbiology.com/biology_basics/needs_living_things/living_things_have_needs1.phpDyK yK jhttp://schools.sd42.ca/conway/files/2012/09/1.21.pdfDyK yK xhttp://scottforesman.com/state/nv/washoe/pdfs/g1_less06.pdf$$If!vh#v#v_#v :V l4 t0655_5 4lf4$$If!vh#v#v_#v :V l4  t0655_5 4lapDdd $ s @A?Picture 48#b;fXP9nfXP9PNG  IHDR msRGBgAMA a pHYs!!IDATHKK`Ǿ-uEiQR捁YHؕih݈*ubA)móq=l\Cjs$= L Y_X޾IENDB`Ddd % s @A?Picture 47$baRC:P;= n5RC:P;PNG  IHDRzc sRGBgAMA a pHYs!!IDAT8OUiOZAW@Zi*ԍ&ȢU[Z\+"|( ء"1ȧ̇wg̽sg[YC- ‚ęTi ?>3#IA5]{)(;#7)^w_$R9~LMLL\ӥR*6ԟUp}:H,%8Q۫3 bbGǩjL&S,ery|L&}:#ujk)$e119MX+d&;Y3璙x\(|tt,g<3 fx[]]Y*9Ͽ%<<<1B=oy{{]Dj̴#|jVT_\|nRAt7]aJ7?Z[%1|5bN/ WWW[`#\.4@d//9ƅ0>A$ϯRkjSq??ѯkM/ s zxi>r7t: !M.R?o{ HÒ#&} п=إ{%<>,/P/6/Jx_X\VIENDB`Ddd & s @A?Picture 49%baRC:P;= ijn5RC:P;PNG  IHDRzc sRGBgAMA a pHYs!!IDAT8OUiOZAW@Zi*ԍ&ȢU[Z\+"|( ء"1ȧ̇wg̽sg[YC- ‚ęTi ?>3#IA5]{)(;#7)^w_$R9~LMLL\ӥR*6ԟUp}:H,%8Q۫3 bbGǩjL&S,ery|L&}:#ujk)$e119MX+d&;Y3璙x\(|tt,g<3 fx[]]Y*9Ͽ%<<<1B=oy{{]Dj̴#|jVT_\|nRAt7]aJ7?Z[%1|5bN/ WWW[`#\.4@d//9ƅ0>A$ϯRkjSq??ѯkM/ s zxi>r7t: !M.R?o{ HÒ#&} п=إ{%<>,/P/6/Jx_X\VIENDB`Dd(H ' C $A food2&btaQ62 Ij`FcPݷnHaQ62 Ij`FcPNG  IHDR(>,gAMABO 6iCCPsRGB IEC61966-2.1xwTTϽwz0)C 7Da`(34!EDA"""` `QQy3Vt彗g}k=g}ֺtX 4Jc `23B=ÀH>nL"7w+7tI؂dPĩق }F1(1E";cX| v[="ޚ%qQ-["LqEVaf"+IĦ"&BD)+Rn|nbң2ޜT@`d0l[zZ ?KF\[fFf_nM{H? }_z=YQmv|c34 )[W%I Ȱ316rX7(ݝ ⺱SӅ|zfšyq_0sxpєqyv\7GSa؟8"Q>j1>s@7|8ՉŹ,߳e%9-$H*P*@#`l=p0VHiA>@ vjP @h'@8 .:n``a!2D UH 2!y@PAB&*: :]B=h~L2 p"΃ p\ u6<?g! DCJiA^&2L#PEGQި(j5jU:jGnFQ3Oh2Z mC#щlt݈nC_BF`0FcDa1k0Vy f 3bXl `{ǰCq[3yq<\ww7Zx;| ŗ]8~ M!8Ʉ*B !HT'\b8 q$C'bHBvay=+2Mv&G&Ec[ [bDDĐ I* Zc0&8(&iYH~Ho(%46h0װu wKDŽ7EGGDDōFG7FϮX{xULQ̝:+sV^]*uՙXXf8t\DѸ@f=s6'~_ ˍ̮`Oq8圉D]SINII\7n5ewrm\J`ᔅԈ4\Z\) /ד>aQ1n3|?~c&2S@L uYY5YoóOHrrsNy};_-cZuuk/\?kÑ)*0-(/x)bSWr±^$E[nEmnfmOk%%%JY׾1ꛅ ˬir]+wZiYYGgʿs{?T'U߮qiݧo۾C*זԾ?=xΫ^P֡ 2mjTl,ixwxHȑ&JG˚faԱc7sŨZr}wN>8(mP{nLGRHgT)S]]m?x3g]8wn| ƺc\x'ߥ+=/_u=wvWO]c\n}Ϫ'l:o\:xviMoܺ~{;˾;y/Ylx~XHQc?:b=rf}Icda)iDӤ)ϩV<|~W_}oοDΌ\«ï-_w>~f~#zGPQc'O pHYs,K,K=$tEXtSoftwareQuickTime 7.7.1 (Mac OS X)dtIMEse TIDATxQ`Bb%| zo7pSzFHcI-\3= U{z:EX@}}y¹Ԭq+B @:H'x <tN @:H'x <tN @:H'x <tN @:H'x06[[[3[{{{>Xnj0iEɮwww?E x,O>=ɏ?2dLv/_S+)M_.NNN"ooog`0;gјj$߿߿n߼y-#Kfoolf `JED:62 ~t|Vb)KfccX$Sj0 ">z9:;1NNN0 "{dr}}=߃a LRbݹ%'3j\\\\]]E{gR4S>ml~~ӧRakR+y_ǸJǏ3G/sxYU:_Aכ&2 N{ttԺP}(*Etwލ[9mOOOONNZ >=wfO%7oʅ Kk1Z4&ag}}F2߄dZG'l𜶃u&QE=:,V9^|:˿z"'s'x( e3\8v(^{m5z}}777^3<0UZÇzkk9\(=:>mtm868::?~_>ŊxvvV!C=Z7XZ-?~Mk~djoۜmYs͌ 3i[_v(@Rr/fOV3QE(輥G?~$[C;;;ϟkǏZ ƖOb9M+Fma5X|ǒ)3&'o3:!^m^ u'OnYGf' hA:j0q)ⴾyWwg;:o\"{.KgX%Ecfu*77ivȂ<~ MQ A,Q>m}iqO&}:Vj*kt2jX^NXc*x̙DSsoRt', cյi˗"^fmhR|Nz2xq [ԓ^[[+?c{{roz蝝/_ƿF9d666]Qod J'MӶ֣%V` `JѹÖq~x}}]`GO:5sUƵLNYVLy,UF+mrba zMbzͯH3ۖE[zVS^L輝a~믿:(ZnnnF^WK%"xZNNNj'呥uzO`. `zs[ʳ/..FՃ$vXmgDz1u=<>lnm4l: [Gĉo߾՚0ZO:!cjBeeUF(I߿o-oLb򃊁P+Gюt$hICi_REǧ&+ZjCc7LGHOI)7#c`f1chhkZѵc[nֱ)l*y'}>1El_$nj.@&h{H 7U%0?aJt Nw5UUUٕu][o?Y]7*]k{?{JjVeUUksZ͘-cmd{(dY<UZ?aJ c -kkl 6k\= 7U%0?aJ/I?lb)=D ǡ5,dUW-m 7DGHOI'oG.phr^/f#Jv# 4GIN=yT@X5Tq(s hksޛu{. УdVl 9e{vXݶR\ScX:^KSMu!pUm6{*s=VSӲaqqk1\mM)o#+?$nGIsp1Z4ͯr,dUSFymS nu@4MVsRONŢ_]=o\ϤFKUO-ޤ$}?_#طz܌?bINK7r0/O-ޤ)!i.:C //7[l~gܯzXFo$IauVEU{+c k*kw=oѫ^/l[IzXFo$?^Kk}VX]}-j{{oG}CDZ25(XFo%bſԒKM?TpszSsze.(?W?_#طzjMO?.7۸]eeSWN]ŦIh.bsXNߛ6Rҹvux5UX.cZ֍\[Z֩XFo$?+S􇦺*w\^+ݐPU6KUWOW;]+u슛oOuP/ĉpkHiGwOJbſԗaRJtw?OO'{zoO-ޥGGCF dpm6?蓒ONŢp]:YJ ۙ&}3!oU8?s?7/zRSʻt]vNMA a~~SA{V_M @f?ۆ}e4KSĿ21Y3t>ὶcwoXt/O IrٶkI..M+f[?<]%=3#7#2w涧0hmo ۑԟY|EXޗR}Nc_WigGv>%nnqrs2p.w]Y6/ޝĔ=E6ԲMȩ_elf1z[7Ggqoބ~rc1nu;}F?)Ż-lL;;zοuY?Шt\z˪c}"/(OE޳_TIoP:VizvRSw3SYc#%#*V߯ftz_D[aoc[.o^8k_N ^{?%ʼ_?5bc;#ܬl6_'&YzҒ5~nu7\jwG>̥cug$ZƱ,u}a~}_n4=O,e2I)g,eCᷨu7eV@yD1TS/YʷMU~˪߰>ͅęoK$vO+~[~[c>+RҾI]\^)Ŧk-ĵ5oi$۸_? /yְ]Jה /)Zv_:Photoshop 3.08BIM%8BIM  8BIM&?8BIM x8BIM8BIM 8BIM' 8BIMH/fflff/ff2Z5-8BIMp8BIM8BIM8BIM08BIM-8BIM@@8BIM8BIMIp( Untitled-1(pnullboundsObjcRct1Top longLeftlongBtomlongpRghtlong(slicesVlLsObjcslicesliceIDlonggroupIDlongoriginenum ESliceOrigin autoGeneratedTypeenum ESliceTypeImg boundsObjcRct1Top longLeftlongBtomlongpRghtlong(urlTEXTnullTEXTMsgeTEXTaltTagTEXTcellTextIsHTMLboolcellTextTEXT horzAlignenumESliceHorzAligndefault vertAlignenumESliceVertAligndefault bgColorTypeenumESliceBGColorTypeNone topOutsetlong leftOutsetlong bottomOutsetlong rightOutsetlong8BIM( ?8BIM8BIM 7g JFIFHH Adobe_CMAdobed            7" ?   3!1AQa"q2B#$Rb34rC%Scs5&DTdE£t6UeuF'Vfv7GWgw5!1AQaq"2B#R3$brCScs4%&5DTdEU6teuFVfv'7GWgw ?OJ'9sq˜z$[\WZ?aJH8ځiz[[o?JkeatlaTk}|pw9[un-w7;khq aeݣvk+zڝnw% 70l{؁~Ǻ!>_REǧ&+ZjCc7LGHOI)7#c`f1chhkZѵc[nֱ)l*y'}>1El_$nj.@&h{H 7U%0?aJt Nw5UUUٕu][o?Y]7*]k{?{JjVeUUksZ͘-cmd{(dY<UZ?aJ c -kkl 6k\= 7U%0?aJ/I?lb)=D ǡ5,dUW-m 7DGHOI'oG.phr^/f#Jv# 4GIN=yT@X5Tq(s hksޛu{. УdVl 9e{vXݶR\ScX:^KSMu!pUm6{*s=VSӲaqqk1\mM)o#+?$nGIsp1Z4ͯr,dUSFymS nu@4MVsRONŢ_]=o\ϤFKUO-ޤ$}?_#طz܌?bINK7r0/O-ޤ)!i.:C //7[l~gܯzXFo$IauVEU{+c k*kw=oѫ^/l[IzXFo$?^Kk}VX]}-j{{oG}CDZ25(XFo%bſԒKM?TpszSsze.(?W?_#طzjMO?.7۸]eeSWN]ŦIh.bsXNߛ6Rҹvux5UX.cZ֍\[Z֩XFo$?+S􇦺*w\^+ݐPU6KUWOW;]+u슛oOuP/ĉpkHiGwOJbſԗaRJtw?OO'{zoO-ޥGGCF dpm6?蓒ONŢp]:YJ ۙ&}3!oU8?s?7/zRSʻt]vNMA a~~SA{V_M @f?ۆ}e4KSĿ21Y3t>ὶcwoXt/O IrٶkI..M+f[?<]%=3#7#2w涧0hmo ۑԟY|EXޗR}Nc_WigGv>%nnqrs2p.w]Y6/ޝĔ=E6ԲMȩ_elf1z[7Ggqoބ~rc1nu;}F?)Ż-lL;;zοuY?Шt\z˪c}"/(OE޳_TIoP:VizvRSw3SYc#%#*V߯ftz_D[aoc[.o^8k_N ^{?%ʼ_?5bc;#ܬl6_'&YzҒ5~nu7\jwG>̥cug$ZƱ,u}a~}_n4=O,e2I)g,eCᷨu7eV@yD1TS/YʷMU~˪߰>ͅęoK$vO+~[~[c>+RҾI]\^)Ŧk-ĵ5oi$۸_? /yְ]Jה /)Zv_:8BIM!UAdobe PhotoshopAdobe Photoshop CS48BIM6http://ns.adobe.com/xap/1.0/ XICC_PROFILE HLinomntrRGB XYZ  1acspMSFTIEC sRGB-HP cprtP3desclwtptbkptrXYZgXYZ,bXYZ@dmndTpdmddvuedLview$lumimeas $tech0 rTRC< gTRC< bTRC< textCopyright (c) 1998 Hewlett-Packard CompanydescsRGB IEC61966-2.1sRGB IEC61966-2.1XYZ QXYZ XYZ o8XYZ bXYZ $descIEC http://www.iec.chIEC http://www.iec.chdesc.IEC 61966-2.1 Default RGB colour space - sRGB.IEC 61966-2.1 Default RGB colour space - sRGBdesc,Reference Viewing Condition in IEC61966-2.1,Reference Viewing Condition in IEC61966-2.1view_. \XYZ L VPWmeassig CRT curv #(-27;@EJOTY^chmrw| %+28>ELRY`gnu| &/8AKT]gqz !-8COZfr~ -;HUcq~ +:IXgw'7HYj{+=Oat 2FZn  % : O d y  ' = T j " 9 Q i  * C \ u & @ Z t .Id %A^z &Ca~1Om&Ed#Cc'Ij4Vx&IlAe@e Ek*Qw;c*R{Gp@j>i  A l !!H!u!!!"'"U"""# #8#f###$$M$|$$% %8%h%%%&'&W&&&''I'z''( (?(q(())8)k))**5*h**++6+i++,,9,n,,- -A-v--..L.../$/Z///050l0011J1112*2c223 3F3334+4e4455M555676r667$7`7788P8899B999:6:t::;-;k;;<' >`>>?!?a??@#@d@@A)AjAAB0BrBBC:C}CDDGDDEEUEEF"FgFFG5G{GHHKHHIIcIIJ7J}JK KSKKL*LrLMMJMMN%NnNOOIOOP'PqPQQPQQR1R|RSS_SSTBTTU(UuUVV\VVWDWWX/X}XYYiYZZVZZ[E[[\5\\]']x]^^l^__a_``W``aOaabIbbcCccd@dde=eef=ffg=ggh?hhiCiijHjjkOkklWlmm`mnnknooxop+ppq:qqrKrss]sttptu(uuv>vvwVwxxnxy*yyzFz{{c{|!||}A}~~b~#G k͂0WGrׇ;iΉ3dʋ0cʍ1fΏ6n֑?zM _ɖ4 uL$h՛BdҞ@iءG&vVǥ8nRĩ7u\ЭD-u`ֲK³8%yhYѹJº;.! zpg_XQKFAǿ=ȼ:ɹ8ʷ6˶5̵5͵6ζ7ϸ9к<Ѿ?DINU\dlvۀ܊ݖޢ)߯6DScs 2F[p(@Xr4Pm8Ww)KmAdobed@p(     u!"1A2# QBa$3Rqb%C&4r 5'S6DTsEF7Gc(UVWdte)8fu*9:HIJXYZghijvwxyzm!1"AQ2aqB#Rb3 $Cr4%ScD&5T6Ed' sFtUeuV7)(GWf8vgwHXhx9IYiy*:JZjz ?;'ovOb"DHҧ*q 8ϺO}׺/);{1OoY~{^g Sewߺ^;?b(׺F׿7u@v?Qg}u);{1OoY~{^g Sewߺ^;?b(׺F׿7u@v?Qg}u);{1OoY~{^g Sewߺ^;?b(׺F׿7u@v?Qg}u);{1OoY~{^g Sewߺ^;?b(׺F׿7u@v?Qg}u);{1OoY~{^g Sewߺ^;?b(׺F׿7u@v?Qg}u);{1OoY~{^1fr[?П?L_sVw^ٿ7u@v?Qg}u);{1OoY~{^g Sewߺ^;?b(׺F׿7u@v?Qg}u);{1OoY~{^g Sewߺ^;?b(׺F׿7u@v?Qg}u);{1OoY~{^g Sewߺ^;?b(׺F׿7u@v?Qg}u);{1OoY~{^g Sewߺ^;?b(׺F׿7u@v?Qg}u);{1OoY~{^g Sewߺ^;?b(׺F׿7u@v?Qg}u);{Mq?o_ȯ?WEwc;~u^g Sewߺ^;?b(׺F׿7u@v?Qg}u);{1OoY~{^g Sewߺ^;?b(׺F׿7u@v?Qg}u);{1OoY~{^g Sewߺ^;?b(׺F׿7u@v?Qg}u);{1OoY~{^g Sewߺ^;?b(׺F׿7u@v?Qg}u);{1OoY~{^g Sewߺ^;?b(׺F׿7u@v?Qg}u);{1OoY~{^g Sewߺ^;?b(׺uO.#E?Wv?o^,Z7/{w9:/M)9_@эc\͠Nb(+>=?S;gm=+0m`^!+˂qKZ#Iㆩi+HߺF7^…"% +nL8MXy1af齷UngMŽ.Eս׺~{ߺ^׽u~{ߺUؾA__Kfhu=b fOvvެ|6n\bYuV`jPGJSO̽.{{;h76Qbq:L^|JJ1zj|fmv}v_ tT={vR-הdh1,V@G~OS M{=鴱;7Vޟ$n)iv^*mɒhA;m:Ul4s題.}G{o{{^׺u{{^0쟛_v_QeccQO~wevklbl5{o%HhاWMMGGXɗ^,"nM_dѴDݰcDQ_x)d>RψΣu/ol4QZ)7wJIPolf)\ʻr)vfMneYqny Y%5E]5 JWP?®v>"wܩ; MVgNV6fË 9%XǬCOS{+w~Z/u{{^׺u{{^׺u{{^׺u{{^׺uD&ٞ׺u{{^׺u{{^׺u{{^׺u{{^׺,}"( $BMq[2xlMǷ#4:<@ߺWOAV,o|U?h^iٟ 2\clLv[^jUnѻjqxMX3?EOU#:X;'Fh+]%Ar*ܦ}4Xme_UuMS35{tc>f?w.ݸY>8|R՛Cܸ5N Z)bj1IWu|3aΣmA>H|^28nQ1Zۻs9j|mfrdXzuWo?ΧVuKoT3(ouvPo6=1[g|WlQf*i&OCWXު{upu7D/Cm$/&BI:Unzźa"v8gK%dhu;{6͎ktvzs% [6=&yN, -O)45Ë$"XfaϿu'k>ce]>Q_wv\@u5  Gu|z}RQV%Xo;|WSoƽQ}.|&?tզ2EC3ޘ<m=- FK᭦ou93oŌ{etso/tnu}k]]K>x]ۊǃ.RhxX@?uyMoSs}9Rl_!Y,1eZEUQ{)KpF$tvw7Q? V ޓޛCwhb5X]տ;om ޚ= W^o,Uyb3C_9 :Ly䩒Y0E 1u?ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~i7 u{^,Z77u^ۡ&afYek$I$&y$v,I$I>׺0X}vN RƵ/cP1,EOc.C^6^TWG?.*\ުrsƒt /4;UPuOS0ubbL$U^'hl~]47ad18~7ѥOϿNgdlWzӺ3G4^QoIa[~BVDNKLڇ^2$6'o/;îXއRm qI r kT%)SWm}π CluG󰺺z\NUSMݝۂIefhfT@.r%K[ٌwKŠoSvuTXX˸jv}=Q3VTM$5,Sӛ}׺OQg`썑Jwv:*ɪ͇qJjw~۲OTTV0{R01J׺!,W3>׺_~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u!Mq{=u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽uO ?99 ?xwf1Y8Wvl,N,JH?Ӯ?? ߺT R;v)lKSOOKI:zUδXOT+#{{Cbvc:%m~8&Ш-4`.X}BR5v t< {^~ig} x_; nN|_%;]ty*i )6VfeI !(]/?WG?.*\ުrsƒt /4;UPuOS0ubbL$U^'hl~]47ad18~7ѥOϿNgdlWzӺ3G4^N(p 8/wE]&0:ݝ_G_QGx;%O]e=;TWY=unbu}~VD),MngpRKuF:{l?vGc°-j Nfw/jYiw.{JVcQ[pC|sc_~n {{^׺u{{^׺u{{^׺u{{^׺u:ؽu'u{{^׺u{{^׺u{{^׺u{{^׺u7YnnM׺,ʏQ.]?;S>$u6=ݙvN\w-.O) C'TUQǿuG~(tޔ⚝wxDqSTyEE$¶sSγ2)V:JZ³f~-EFw[;NޙK [k d("$_ũ;0Ԓ9&P}׺XNk17^8,VڻawCf1UۙଠP$H#{ƏmةֿK~M|Wza*1~fPj3fFҬif#T(r )&Xi/u,_K|G~U1k{Kr [ꬖlF]YooY-ɸvfCw,5el89h%Y+ҴOuOs|~7Uvm;Z|6srb**^y PK] uoo_,$|x#ɴ[S{f ;b3,|kKTUOL3%&Y(L}thu~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^֓?_];u,Z7 }?{M`u]vwoS//7VomG{u+'ΐd'w]=']|9d3L f8.^ik1Sq }\U*I,R{u[?n ˳'oS2p0O(تlIeܻó )*(&,_u^d^N_a:I:uBua]pŋDeDc^[jNxt~GO92MN+j==bUQS^ :|YX)Dv-'uf'[{ӱ1ۿvwͥa f.#c'8ɷqY,5#_6(c{mn ܘnTu 63c]@յ1 lvU?J|ef?+RXBWo=7:̇NvFm[}`7^5vo[7]] *L~j|G9[|ow?{. =>oᘿ7͡5x{{cz콩?tc7V/wf-^'?s33fPT}uu_'_:?u^#'ĎߙYy^M㕏 5BEpرgM^>,I_;ߺVGC-ڽؘ߻;fϏذ~Y1B۸b܋O_UAOT1׿|AQ{{n΁+Suj}&M8N mÎ斳%>GR'UC ܻ;?|o;'C݊ Z˼;;}@Rjrʕ>_ui{uu?zsI"k!j m T9 6iYj30O_C|Ϫ3wޛkaP E>[6ylJUm.>Q |-L{%μԟ0:fmTubgvŕ%6'2f1Bp [2uy~HwKl`~|6?':Cj(scwG= [Z)BC[TKᪧr]׺ٿc쭩ֻ/iu퍓6gm GL~le6YIE.7G)&ߺJ~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u,Os{,Z7?^ٿ1?_uAnXu Os{b.V/~{u{^ fՋߺ^]7?^׺'ٹb׿1?_uAnXu Os{b.V/~{u{^ fՋߺ^]7?^׺'ٹb׿1?_uAnXu Os{b.V/~{u{^ fՋߺ^]7?^׺'ٹb׿1?_uAnXu Os{b.V/~{u{^ fՋߺ^]7?^׺'ٹb׿1?_uAnXu Os{b.V/~{u{^ fՋߺ^]7?^׺'ٹb׿1?_uAnXu Os{Mq?'__J\?uu{^ fՋߺ^]7?^׺'ٹb׿1?_uAnXu Os{b.V/~{u{^ fՋߺ^]7?^׺'ٹb׿1?_uAnXu Os{b.V/~{u{^ fՋߺ^]7?^׺'ٹb׿1?_uAnXu Os{b.V/~{u{^ fՋߺ^]7?^׺'ٹb׿1?_uAnXu Os{b.V/~{u{^ fՋߺ^]7?^׺'ٹb׿1?_uAnXu Os{b.V/~{u{^ fՋߺ^]7?^׺?uu@_ .\J/_>?>^c{^~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^ր?'Y7=ǿu׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~h ]^~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^ր^:?uc{^~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^ր?'Y7=ǿu׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~h ]^~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^ր^:?uc{^~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^ր?'Y7=ǿu׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~h ]^~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^ր^:?uc{^~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^ր?'Y7=ǿu׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺI]Zl/]wj)[jb+3/== UÍM3$1I+*@>Zv{q}5ۤ8|^MGOǭ`r% *q_{{{^׺u{{^׺u{{^׺u{{^׺u{sKt~o{{^׺u{{^׺u{{^׺u{{^׺)]wKݟܘ]/h`uXVawmfSzTs*(r]VL+VV00Eѵ׽u~{ߺ^W}om֛#x>÷W_]ýz|&ژOCUtq4L RJʄ"@ůku='y|^_mM~s57SfqEpC4ʬƜF{^{^׺)]w..nlT['6nG r5r;m,F6،l]ߍ=R`_~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~h ]^c{^~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^ր?'Y7=ǿu׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺT7GclvwD.4o>-A f:xgw͑TPN-+>J秉fЭi;#׿ɋϹ>ڰë۴bdr1Yղ7\x*VҢ4´fouMd{j`RGz)fڻ#i)kaҚ$x)bh׺(+9ApyHN^9j>2quiŀD́f!^hwel={vػGxmL{mnmf򘼍,3#"0 { V_pt{sٙI;em;:_xo֛7%J*19 QT꧟QG[Ο?M\#'df(3jckqj`AS6E`Nߧ .K%ĵ~QO^|aPt|>Y,M{7tƨ6>SE V+?$0~kPWߘ6~O:WwŏsلOiܵ=mͳObv-?9AO8xUK *Ѵ'XgX(XǒYdrqH ~wz+_pcfo`k~½GV.CC EEyxOuS'%z'?;5w+ljq ;vZ(#MG]NXO8G׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~h ]^~{ߺ^׽u~{ߺ^׽u~{ߺ^_8_+j|_; нr[o!>&j՝yEħ?[9A2fiSE$f{A8€gqOoK= W#hoPԚi7ũn1`FQ!WYb{:[OqѮc_.F0ceRs݂d!zy&L{{$?al~''Ӆy׽5qVŎm7{esylGMC,Ҽl=tv(`:֢/iÖ|t>Nt3TfRgV2/gGR#RZ6Sՙݘ}ҽ~,|۝k&{OmvV3nmDz{h1ԖJ |ĽuCMXuHoew1~׺Pa)}ǗqNmĻuo[hnٚJzd SC,2OuM„ȏ~-^ߝZly_gvͧhmY(glFgۿb4QyaKSCURC9^7&7vй;ڝ̀&߸Kh*{s؜K3>۲i13GE*l2PFXߙkʮGYa)qdqdqc6v7h:* iZjy$AMGMm:&QOE;S{vRum֨ 9=u]v6퉴?w.X: ˳wgYrl:i#n؂-=u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~h ]^c{^~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^ր?'Y7=ǿu׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ_;|e|4 >f>]|wwvlwdFݽ0zjoVQnm>f E5=LtQG-GVKg?3>qϊ?b}/"ڽ[;sr̝~[ha.6Sh2Ye I2UZlCCJ|pϙ>t`>(lLm6z{o$Jٸ6EV3)0-n9)d{YC5wW'o7j>ѓ14Nz#EGRSl}㫱oQC<1)A{/V|W_]bx~1v٣pna(1N=QlQr`_N.X'!-Ioqw'+hOvkTE]~ryiK3VpxߺT?mw7?*9.5NX>{h諡s`OJd(wu ,x"h{^`!WwK1]߱ǼaChUkw>mCvIe73zЭLFtG^g~hg?OF[7tAݻ,?/*tWWp/گg>}׺Gs+T~{]^ ggߺ^?W;?׺9G׿9?uAvQusw{s+T~{]^ ggߺ^?W;?׺9G<G->wg7<s+T~{]^ ggߺ^?W;?׺9G׿9?uAvQusw{s+T~{]^ ggߺ^?W;?׺F¿~=M|K:9g9()kYi9o,Ž'lj46 mZNU9HD>L{iG?['}t_?;ߺHߙ j1?V/A|Uߟ>!|rtIi!n`VvϘ~f5f\5Tb)QTE$^+_,'-f?sńe:|Fo-c+ADk̀LfR|8chZ|߶&B]،-9L4muYeRM6?%yjiq=,,^DP}׺M>>4};{\]-nޟI UR-XKiTŦ 4IQSQQ7T/ W,+_~j i7lm㺶W-؈GfSILS_"AQ=׺6?}'bVY|ڕϗGW>mgKb_ynvJL>[nmJy&tULѠPC-FvSu*maRZutݙF7!]2c1MGY9X{ݝَgl;rtu/pnj7>j\n{gM#Ҿm{{^׺u{{^׺u{{^׺u{{^@?\/gߺ_c{^~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^ր?'Y7=ǿu׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺZOW<_'Wʮt+;ޕ0=cpUmn: ͑\2k7bdDY̑u\:+4ς-cxt.~U|nڽF؛֖r\R]^2rfrY`Z$Z4~[&,}oǩ6[%nc;i7>JOǶw'VO-Mڹ=IX$){ +zl_+{̓뾣ݻ#f;"'ArairM6# (䕞u_3wOC6߉bnڤ~{#7o-0;'k~Q76F8)fxqTuCˋoSմRf謶m۱2ۓ/ܻifi{s!J9*(j=׺*J**H゚QI${s}¢‘ڻ#j>aw&7KYl h}Q+u>e@K2T)Ihj5?=?Q݁wU=hw lnb0Q-$߱XZ & Rp,I"{t\TM̿qOoͣ_rk+lb`d\(ZW%YD0&>l?޺E鏋 >\3hr]mCyl\4]ct3`syM붆az\{cYj_bc 0_u_*I7Ewm vGbw MF;+aPu$嶦]!dk`I'$׺88G'ff~Cݶuvf۹&90}ϱh?)Y#mɊPH5EP'R/%{: {|d>Ƈh|Y~О8;NnۛbmS(ڹY M=!/(AF4KYUբ*/>2ۗftVxUۋ#aNol>)48ŷrV,/F*)嚣{(N|H/$?o/xՙM` ͏щO;gg*]AL|a7&SQGJ5QzU'{a8?Ͽuϻ?%==C|ǝGu۠d Gͺ;-WP6* L{i)ՓA>Xl}ۇim<SQcs[mvsrdyN7.V=+b^woԲDzwef|wtSɌǷ݃XE%E]kTSv6顫+Vj {z׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u.swΏ{c{^~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^ր?'Y7=ǿu׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺPrXnfqjURSPԢHRUG,*ʊ2׺7P0V6Y)qJzdyWZzJXi]P ~ߺStI6^pP{#Ðbh)J$U(iҲ9$]IE׺|^c4My{IAdX1JԵ2n{44T4TQC5-%-4k =55<*O(UP~HN/=t\.'J>/G@ 3W5$1.IMNI<^ߺLyͱ_#[Ne>9 M61GnGݽI&Q^q4ux Ȓ׺u“?m.[e-\{(oEq۟kVa%%^SROQ>FBI F˒dSO>׺]mwN Kw~Mы.c=>J:3Hhd,nHS֡_C^?c|5~Jn¶^lc0{%Z㪊<%\0 ĞZu/pT?M먺/]_+'Ock1[ Fv2b沔cM%,RIM>׺uj3SpFaA3U,JbGNV0U"Aou=u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺZ?{?׺c{^~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^ր?'Y7=ǿu׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~h ]^~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^ր^:?uc{^~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^ր?'Y7=ǿu׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~h ]^~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^ր^:?uc{^~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^ր?'Y7=ǿu׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~h ]^~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^ր^:?u#z?h(le L_O?ugw?>uc{^ dߺ^h$׺D&׿?'7ǿu@1?In=uMq{ 4Oo[~{c{^ dߺ^h$׺D&׿?'7ǿu@1?In=uMq{ 4Oo[~{c{^ dߺ^h$׺D&׿?'7ǿu@1?In=uMq{ 4Oo[~{c{^ dߺ^h$׺D&׿?'7ǿu@1?In=uMq{ 4Oo[~{c{^ dߺ^h$׺D&׿?'7ǿu@1?In=uMq{ 4Oo[~{c{^ dߺ^h$׺c٢e'4O1}?\՟,G׺Mq{ 4Oo[~{c{^ dߺ^h$׺D&׿?'7ǿu@1?In=uMq{ 4Oo[~{c{^ dߺ^h$׺D&׿?'7ǿu@1?In=uMq{ 4Oo[~{c{^ dߺ^h$׺D&׿?'7ǿu@1?In=uMq{ 4Oo[~{c{^ dߺ^h$׺D&׿?'7ǿu@1?In=uMq{ 4Oo[~{c{^ dߺ^h$׺D&׿?'7ǿu@1?In=uMq{ 4Oo[~{c{^w1\ewr?dg?;Cix_O>?^?'7ǿu@1?In=uMq{ 4Oo[~{c{^ dߺ^h$׺D&׿?'7ǿu@1?In=uMq{ 4Oo[~{c{^ dߺ^h$׺D&׿?'7ǿu@1?In=uMq{ 4Oo[~{c{^ dߺ^h$׺D&׿?'7ǿu@1?In=uMq{ 4Oo[~{c{^ dߺ^h$׺D&׿?'7ǿu@1?In=uMq{ 4Oo[~{c{^ dߺ^h$׺D&׿?'7ǿu@1?In=uMq{ys/dٓMD/??`?wg{c{^~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^ր?'Y7=ǿu׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~h ]^~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^ր^:?uc{^~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^ր?'Y7=ǿu׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~h ]^~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^ր^:?uc{^~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^ր?'Y7=ǿu׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~h ]^~{ߺ^׽u~{ߺ^׽u~U㼰 {%bk Y 6U(>-(HjBh}׺8~׺u{{^׺u{{^׺u{{^׺u{{^׺u{{^׺u{{^׺u{{^׺u{sKt~c{^~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^ր?'Y7=ǿu׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u)_]3|y^q8 »oöcm&솳hy鍧/K]Jgh=׺7_wr7Wh5z}ĝ;:n/MfN#(Y*J׺~{ߺ^~3,|\,)N<[Nm)*Tޘ%1K@d~6ngU;_wlLpoIEGٛ/ X=݁ϩn%Ct}$ez8 !_uG ~Z| o~b ywHlܸMBmb2M`24нWb 1'ߺGߺZ-u7Fwnw>>J;7 gϪ/4uu ggߺ^?W;?׺9G׿9?uAvQusw{s+T~{]^ ggߺ^?W;?׺9G׿9?uAvQusw{s+T~Py.glߣw}_9G׿9?uAvQusw{s+T~{]^ ggߺ^?W;?׺9G׿9?uߏ.1_&?YJ ZVZ| !D|:>׺+?W_M £ /vߞ=v슍)/#]V]u/[_M8}cfx Gg6k"MDuj,}׺ڛ :oym[n|սvvcw&CǷw:?m KoО^wu{{^׺u{{^׺u{{^׺Q?"IV|zC_*sQu7_ UհcjP`:TQ}׺%?ɻf'[~v.dmKŴ6|Ć58|%s8Ot5;{/w&]nmj.ƭݛdVX"z̋Uy#Ouf‰n>}{+7[Kn[)\Xjv۪:TJТC~ o}[d{7wpHv(zkͼsdnvhU䰯OOT]4ūCH~"?7] :_#+?.;)wnQTTC_/ܽUݯ{ =~5|oXoٟR'ʍܻ?l閏qQel=9ՖI(9{LS:׺ 8t&{:=I`ggۛr|)1y*2h uu{{^׺u{{^׺u{{^׺u{{^׺u.uu{{^׺u{{^׺u{X*̖JWWTEIECEIUVVUTsvU> Tඔ$jN$OuFTi+tv;O_Ǿߊչ &5NE$l}׺ߺ^օoU_.[K7vc7۽S=c}W7FBzwvLl;/{vzO26>8dOJ@ʋ?;k|٫Xa߿!wS%v>[f)ɶ?8t{uW^4<}'z_]wwuv{;ll.߻!s\>Ѡͻ>OKJVǨi^ꂾ<,P-G;=ٲg3K?Z͙/cƨe9-<5o$^@J8?G6ϒ?sw4R팶Pavbu;5So審ξF x'X_u€?{`7ώ]s[?ܙIj3ڽU⿾k6cJw:d+V2tq;'T_h5?0d%o|+\wW W{#3غ٪()^8 j6-O{u_7qzӷloFl_YY;燯;7p˓˱m~JdaX5tv?a_%Hʓz}M+>U禛sm ]Nx3tLO4q >2;U{tW>X|)~ǩN?' JS9CFб ?]7PK-O!v 6άݹM$|ټm-D:*RoRÍӟdP{^Ap tC~ď~[RG._T'{?׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^ր^:?u׽u~{ߺ^׽u~{ߺ^h7O!?z+vChMQppQiohIw{w3jM^2CA,F$uuơ]_[Ks{3YKW*b_F6ĽպuIW2{]‘[߯>aw&7U&Gl !Y%ڝ)Ou>e-9Ÿ2T(xAlaCCEhq}-=  UGһd+$F<l|;[p=mog(0;mb+OTzMSBG VUaIJu3t ? w|_XWjm\|,ym۾QvGyf=._ ]TCHIuf{iJ̪?Y'Q̌.Qn9#{/uM"$ 7!T(/'yv1݋$}uL_w+pQO2StC-QcwbveKy+**ޯ YvB}׺^龻7'ɾ+wfɣTSSM[;f*H+ܴXc&J=u؛eCZnJ7ou5h*_^ݡ)UUtHJiMI2{u`rW/H"?~l}{{^׺u{{^׺u{{^׺u{{^׺9tGc{^~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^ր?'Y7=ǿu׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽uL?ͷCå{Ope{_?NH=}__^tMuG{t/75'27@GCUU߮>K^|{]ǿ_gӪ?y???ku_oӭ׺o |_Ce|. ;bmf&jJzxl]vd0bk*rU58K%ML.W|茭Q}?pY/{ֻj >S:݌m>o1KS[?<1tG'W ?'8/=??*Ekkԟg{~{?_|XfU~q6M?w{b[8͗5؛j!;!PWKO.. _'u{{^׺u{{^׺u{{^׺u{{^׺u.uu{{^׺u{{^׺u{{^׺u{{^׺)oK?p7f_Krmr,ޘ9]mF'2R#Qȟ!h׺w%˼x\W$o(m|omѹ8lQA5-$ϼ{uIYQAC6^j)f%Ffl]~hcr|ߛ.=+=)6oXu>+( Yzx'( 5LS42{u_^b{u@g|_i66M[Я'X*v6&o\t3e{tp> g[0nV+b7df{'nyW'bl6vj\PPmz}.G<4MG73:=?لOG/_q;h}vdGO!>$x?oWVx}׺O-? zGK?o EpwuoOkm*|^^6qgoPSQuw~ZP;2r}͋f皻%.SV#$rUV?ߟ!7f>o'~k\x>ol=.RXG4ۯ|bӨS# u^i=hP^}1S0]Kص}o6۱zlt4;JE*ǥK+؃)/[UԕOa;aɌTg>4Pn*Gmgr`khcl3ȴROJk$uu{{^׺u{{^׺u{{^׺u{{^@?\/gߺ_c{^~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^ր?'Y7=ǿu׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~h ]^~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽uUؿ;X櫹?4=w>:} A; ryw_#LudZ/;M{uj>׺u{{^׺u{{^׺u{{^׺u{{^׺u{{^׺u{{^׺u.uc{^~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^ր?'Y7=ǿu׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~h ]^~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^ր^:?uc{^~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^ր?'Y7=ǿu׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~h ]^~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^ր^:?uwls4ۘ|-j.ñ9q3ˌKQ[E6R=,}׺ߌ_5~&|ڟO!:qSSM,IʈݛFY)fϬr)CG8r=tgu~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u.swΏ{=u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺZ?{?׺c{^~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^ր?'Y7=ǿu׽u~{ߺ^׽u~{ߺ^׽u~{ߺD ?SOXVzj_X2mƱLojʌ6A蝑DȾ֨'_gU_6wToDM{59-em;G?PQH0S|fsgnUMC@݋a*SEgӱ6y/›7*=:2_7_UU#nvܟ +!৓ п[OO1]Ѷֳi ^mc_{6v݉;ϯn;??J-׳حͶTR_Ef';i^I ^M{{^׺u{{^׺u{{^׺u{{^׺u{{^׺u{{^׺u{{^@?\/gߺ[{^׺u{{^׺u{{^׺KwO=yaznKm'y{_mW>z(ؔޫs(1L55qJyY,{u7PLN=zcacXc6jcMmM&-ן&6<#6,]>{u_'Y;iߎ:58}K㷾@llQ}[QWLԄ/O$itpu~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~h ]^c{^~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^J:3_raaiڲolgLvjkEn2ME!\*Cd]1Y }׺6׺u{{^׺I}Lfyo*6qxZٻri45Tgwl4*PJ1+=u~{ߺTc<]>F^.J;|}o[7"6n؜dkOuh$׺D&׿?'7ǿu@1?In=uMq{ 4Oo[~{c{^ dߺ^h$׺D&׿?'7ǿu@1?In=uMq{F?//[?lBD1YoϿtx?{{h$׺D&׿?'7ǿu@1?In=uMq{ 4Oo[~{c{^ dߺ^h$׺D&׿?'7ǿu@1?In=uMq{ 4Oo[~Uw /囉zP?@uZMٿ,"z!&ТMMr1] I3{Wm>b1lυ'1ݧ0t]׻_eM[[#l|c Ad%*Fu?.W/hլu:d-8y͏4l.L鬯{=tݛk=x=v+^Z[sC>O5fsc8|N:Ijg8a6w`~S?KŠ?o>Rn]Kkq3EywPn\^Sc'i팍oa60!xDX~ru}Gt|S\Op.lۆl5{Gb `2j:<+ L&X{tf}u~;>GwnL.T3{(𻶏)8|T\ߡuC?GjX^^׺u{ {fZ?;|;x%S{U]:ϺHsw{s+T~{]^ ggߺ^?W;?׺9G׿9?uAvQusw{s+T~{]^ ggߺ^?W;?׺9G<G->wg7<s+T~{]^ ggߺ^?W;?׺9G׿9?uAvQusw{s+T~{]^ ggߺ@?Wǿ}c鯓scGZg,{[||%-b+->__ M>GQK_LL~j͟ +/aQ{cZܻo?RyEF^kSɫ.}׺-&>1c]OcL⣍Ui곛 zon &|uN:F?C>mM?7;_r6bnF=d^iUQ>MZ:E.{t׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u.swΏ{c{^~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽tYc{WgtSN'3iN&;dl&ӣM~W GY0g.UX0${DUmӻ!]{`{.zv_zjnO3{CGbmfU.nMhH#I׺4?;"3ٍ@&NlTۏkQYOS}'⥖9!ZX*;ƏJVdqkS0q)dXcԃAA7,?FvVOHc+뢡^힢lzc< uu{2y_jJ^`?.kW=7wekFlZX+w]Q2>Q堨+R :HTuH S=KսQ>v}Eӽq׻W-ڻ#{%`.O!8+i&ɍxKub_O"kX-Yox7_SkRv~MٛcvEs9ޯMP9&/Zg6 #]kwI1g#'cunv9h3ؼDVTMtF4{>)|믘zRA)ۺ6>ne.sEs8,^FHfP-ф׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺZd׺ߺ^׽u~{ߺ^׽u~{ߺ^׽u~Uw sfk"xڞJY뻳~XDBME]MMr1] I3{A<發s~?n=σݧ+M1?bSWKEVZMI=VHX7V? z-G̗r_1{,\2 4c[[Q7 l=u!Q[&[WRXu_u_6V}jЦ3l읉1KitdQavVbtC.MOu^׺uXR1{ 쨻PWunClj6\8=5./,JupJC])Qlf|Rş_~wG|ɁMm~lgc泛mwb#FOD *$'{L]{~?RV|yNJCnP5x]+諣]ݻh̓džz]4ͩ&^;zq}COSIVUxa\n-Ç;%n7WKYfZI*"x^Ou ȺNk2n[`f鴳TLMcSͪ c]*j#R{;>-;B|oZu3gfpx禭gvA_{+m⠪]՗I5׺u{{^׺u{{^׺u{{^׺u{{^׺u.uu{{^׺u{{^׺u{{^-uu2%RQPRDUUԴF$ʈI ~k~Q 1jXZf{fPdG[1k.]JKD6^Q :WI̥l{C[ecv;zi%ݕOj8-0I0ZibI{'?&Zn?7N㡓f;wnFz >#yb&75.ӭd(I2ut׽u~{ߺU-ȿg&oOw$n Fu6-up1s[oiakd|W "Ry=A{/?mΈ:?7R,^l+oVoӱdlI@'CWtj&^s0?ˋkckr1Pc{zovfRsz%Ju/m?swpU%<:w궅$M$H[CVjXB"6іҭ|i~<|cջ12":cGyMvf"Lv#5 ~l-\ J^֛w]>7O>^mwqh3;2zZNUjԹ3>d`n~6F6Xfڑ3rXş6z%duFOh+: }߽vc5]cSAOu&snn) 'W|)%B%^y\gfVE=LY#w- DyF: xWD8׺2=ӿOnl ~KC;˷;"\>mٹi;S|lTA6U6;roWV,^>/f z?nza,;+jQQdwPuaq44SP{١QdvM=׺R7 */Ѝ[eac\mWfkVeŒeI&G$^t~;h84hhb=-2GIҪ>׺{{^׺u{{^׺u{{^׺u{{^׺u1Q?ɿ=uu{{^׺u{{^׺u{{^׺ח3{~}ñ%|#zV|y06Kiݻ;Z=ߺ7nr4ƽ}U_AU >_G_u_6V}jЦ3l읉1KitdQavVbtC.MOu^׺u{{^I w]њj8iUc2x䛻eZ az5\{V퍷A CtYrLM6^)6H2PӥmTrIM2-ʋ{uV_^&74;l>bu^=-;pݹlE(jpAK$Ak~Wp;*^=9ܛWnnܡ;%5~5>;o MIF""'uR&luܿʳ!O{g1۽7%TIzn~Xvܢ}>bqՙ*:'bLTo+[w7?vlؔ{ڛ 캭{;2XUꍥ $G㚎2oYCu&Suu'{˱v7nɝ7,[w>?겑VիXjeTʒu_t|u-͟)]+ՙNGdr}dG櫬yJ׺u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u.swΏ{=u~{ߺ^׽u~{ߺ^׽u~Vtn;񗢰 `64/?['w֟yv$}Gs9z$4Tk"JWW^Lj L|U?mn?5qȢ Ucn|Kٯ[1Y{\}L(z}׺ػ/%`)Mսrc|5RoϑTx̠ɢ]Ҕ7^c]2Ӝ[%I2-44X*! "I{7VwϷ/NvqauWltp໣~=RSk7މ⳴Y S:N5׺$667bNqޏu;ŝV)tB3Qo^k7W5=E_뮓6^]tSnͼV) 5Q ^Zw$8wW맥ܘe4/Fݢ'n>gUOmL.l6cRfq!HQN*׺޿n;?{Wȝ[;hm={PMǁ7V+Vʊ\eO%7WStvN۝vt5m[bf"Ibzv؝Ó٪cvzYf$ M4RE'{qے?{?kcߺA(ӱ:!/`Ω۴sv=\DY{304WOy  Uu+duE$ Z/ίW_pb9M7^6)ontY,%Cv\$u3(1~~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u!Mq{=u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~R) ܕ_~P_uV?Ƚ =w~H?C#k1XУnT<~g6R(&:;E')^* ٝ)ҹ?gȚϕ%{#нg+py ;)ͳ8J UV!KBToQF>M8g_Ĝ_Ǩ۔' ٽM״S&8cC []k7>R-*6&tP<(oߙ>׺0Ot~ſ{{ߺ[MX_uu{{^׺u{{^׺u{{^׺u{{^׺u.uu{{^׺u{{^׺u{{^׺u{{^׺u{{^C|aw/&3ٝ?V=d& Ks-ἰ{\n'is'7"a<[2Q䩫t|v[Ӧ>#=򷧫;7onmizlMIA]A%g%7FkIm9YUZ]5>IOO9kt.Al>eKGv~ p)v ro* ĔYg읽{7QOܽo]Q#o)gXavXg *=׺R$α3or-Ͷ:S sdv6өgvj5t+5 NR9hc>׺~{ߺM\N+9A>+71^/eh GWxj!IR. ~fQct 8c% $p j,ԯ~{ߺ^3f19\mZUcT5($Qʲ GuQPc(:\}1SIGKO jh8`5UU {^Wu{{^׺u{{^׺u{{^׺u{{^׺uD&׺u{{^׺u{{^׺u{{^׺u{{^׺u{{^׺cm>ŷyﰑ5}x}<m#I/׺|׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^ր^:?u׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~{ߺ^׽u~ajj$thxeVhf*H"׺vp|^I2a%R -0@$i^e]%-}-M u5=m m<ԕupSKWKSCQMSO23 tpUAߺQq8l>=J%i0rt I@%}?pz.&q2YЂ 6DI~4M[FEj%]o*h! gzC!LV07 s},7 Wz<~B/hUMA^p^@IB/k}IENDB`Ddd * s @A?Picture 55)boن)n;kkInoن)n;kkPNG  IHDRFsRGBgAMA a pHYs!!LIDATHKOP7\\TdHZ~IENDB`Ddd + s @A?Picture 57*boن)n;kk noن)n;kkPNG  IHDRFsRGBgAMA a pHYs!!LIDATHKOP7\\TdHZ~IENDB`ZDdd , s @A?Picture 59+bC>'Suy= ~$nvC>'Suy= PNG  IHDR/$8 pHYs.#.#x?vtEXtSoftwareAdobe ImageReadyqe<IDATxԗs@Fr!wJ݅t!4 T@ P$ !Y|t.̓6-ΒlÍƖv[Fc0:i֓Ucֻt8| YUs9? c,~t!V,ӼjU/JI9`*4t(}x*Mqֳh}`촲M jos j\@5CK#\l`l4 ɻ֭Mu`h8uKbH Ɓ2v4oAv=u="}?c#ۼ4kk6cgI>ģ % fc#}(f+6ZL!`2QĢͣp/y9\|n<8蓀EsagK0 3mS IpmKD N4cԝ6b޶>W_x0!1"]^SjJjPC?F48)+KKwvsHMJ"$7o)-4$:km!mR1 /́Ez*ǐۥVXTH-tj6YzFj؊:: ;Y A_ q6Q-=W% [%?AB_ķˣq* $ fףQLAFeR@r;}VXa@>R}^,?p 4 GAKi i IENDB`Ddd - s @A?Picture 58,baRC:P;= (n5RC:P;PNG  IHDRzc sRGBgAMA a pHYs!!IDAT8OUiOZAW@Zi*ԍ&ȢU[Z\+"|( ء"1ȧ̇wg̽sg[YC- ‚ęTi ?>3#IA5]{)(;#7)^w_$R9~LMLL\ӥR*6ԟUp}:H,%8Q۫3 bbGǩjL&S,ery|L&}:#ujk)$e119MX+d&;Y3璙x\(|tt,g<3 fx[]]Y*9Ͽ%<<<1B=oy{{]Dj̴#|jVT_\|nRAt7]aJ7?Z[%1|5bN/ WWW[`#\.4@d//9ƅ0>A$ϯRkjSq??ѯkM/ s zxi>r7t: !M.R?o{ HÒ#&} п=إ{%<>,/P/6/Jx_X\VIENDB`Ddd . s @A?Picture 60-b";Ygz_ -n";Ygz_PNG  IHDR msRGBgAMA a pHYs!!_IDATHKUgSZAG+XjCQQ,KddFEA@ Xs&\a4oއgsw ^Ir-M?)d᝛'7ʪKK/.ˬPT!)BX,v7^6 2E}D(,bgf/fqf+IeIطؤ$ʪ/ fҌxz9\I722a ʖVK'v82H:}nnndrf0 YUյ3`)Q<ߡap8|uuBՑH1y^d 0a>D"h%z De_SsJJȰU*U#PH:84NNN_ 3 Xf:5qBiH2nܛ f$V7G$99+?V %R!5U%Ipr=՝J:Afч.+:K}Ab`0 8HeARVO;vum=a?nooamK֚Z1Dr f|Pt>Ll==CA2mK<IENDB`ZDdd / s @A?Picture 62.bC>'Suy= ~1nvC>'Suy= PNG  IHDR/$8 pHYs.#.#x?vtEXtSoftwareAdobe ImageReadyqe<IDATxԗs@Fr!wJ݅t!4 T@ P$ !Y|t.̓6-ΒlÍƖv[Fc0:i֓Ucֻt8| YUs9? c,~t!V,ӼjU/JI9`*4t(}x*Mqֳh}`촲M jos j\@5CK#\l`l4 ɻ֭Mu`h8uKbH Ɓ2v4oAv=u="}?c#ۼ4kk6cgI>ģ % fc#}(f+6ZL!`2QĢͣp/y9\|n<8蓀EsagK0 3mS IpmKD N4cԝ6b޶>W_x0!1"]^SjJjPC?F48)+KKwvsHMJ"$7o)-4$:km!mR1 /́Ez*ǐۥVXTH-tj6YzFj؊:: ;Y A_ q6Q-=W% [%?AB_ķˣq* $ fףQLAFeR@r;}VXa@>R}^,?p 4 GAKi i IENDB`Ddd 0 s @A?Picture 61/b;fXP9-6nfXP9PNG  IHDR msRGBgAMA a pHYs!!IDATHKK`Ǿ-uEiQR捁YHؕih݈*ubA)móq=l\Cjs$= L Y_X޾IENDB`wDd@@XXd 1 s @A ?Picture 430b'F9Tňj 9n'F9TňjPNG  IHDR7gAMA asRGB cHRMz&u0`:pQ<bKGD̿ pHYsHHFk>{IDAT(ϥ ! DQ:)Ԅkv(C Xy{IDAT(ϥ ! DQ:)Ԅkv(C Xyn+! GgW3|PNG  IHDRoHsRGBgAMA a pHYs!!IDATHKOA+6"(9yI#Jւ@m "h, py&lkB_utJE0!( H4Mw^S6utVFJed + .>rSs\p>~+T1}qFSCJ OOY1j Qem"&)[{IDAT(ϥ ! DQ:)Ԅkv(C Xy=J%i0rt I@%}?pz.&q2YЂ 6DI~4M[FEj%]o*h! gzC!LV07 s},7 Wz<~B/hUMA^p^@IB/k}IENDB`wDd@@XXd 6 s @A ?Picture 435b'F9TňjGn'F9TňjPNG  IHDR7gAMA asRGB cHRMz&u0`:pQ<bKGD̿ pHYsHHFk>{IDAT(ϥ ! DQ:)Ԅkv(C Xyy&lkB_utJE0!( H4Mw^S6utVFJed + .>rSs\p>~+T1}qFSCJ OOY1j Qem"&)[<ZTWO0hX,hx>+I},}+AӸ/VZ6MWPh'qȹ(-m'0Cw:v "/#Ӎ?9=6-_ƣbap=$.{c#z]l,RJ"X<|*8$Jt@Yeq8|BCqud Csu ACivhs|* !:PZƎJ281Ko/pWFr|:>ꈒ!A4"V#r5O(%VKw"HqQb1='DF| y~ĐfeT"Oc%яB>%܉{WvhI7ɳJmd?EvQ$x;@]@)gڨ1QSI/+T$BnFA: $J,RB6/tS^X#9IcQ6sWoaR%aϜ8UνmҀKWY86Lʻ@(׍h7 A/3WY0 ' \SnC9\Ln 1ӥ ѯ^1nC/AiW !2l8  kMIENDB`wDd@@XXd 9 s @A ?Picture 438b'F9TňjRn'F9TňjPNG  IHDR7gAMA asRGB cHRMz&u0`:pQ<bKGD̿ pHYsHHFk>{IDAT(ϥ ! DQ:)Ԅkv(C Xy=J%i0rt I@%}?pz.&q2YЂ 6DI~4M[FEj%]o*h! gzC!LV07 s},7 Wz<~B/hUMA^p^@IB/k}IENDB`$$If!vh#v#v_#v :V l t0655_5 4laj   OJPJQJ_HmH nH sH tH P`P +ENormal xx CJOJQJ_HaJmH sH tH ^@^  Heading 1$<@&"5CJ KH OJPJQJ\^JaJ DA`D Default Paragraph FontRi@R Table Normal4 l4a (k ( No List tt e Table Grid7:V0 dT@T e Colorful List - Accent 1 ^m$6U@6 e0 Hyperlink >*B*phfo"f ebos2$$ & Fexx^e` OJPJQJ_HaJmH sH tH 8o18 ecccB*CJEHOJQJphR@BR e0 Balloon Text dCJOJQJ^JaJNQN e0Balloon Text CharCJOJQJ^JaJ>b> U0HeaderdB#.q. U0 Header Char> @> U0FooterdB#.. U0 Footer CharFVF 0FollowedHyperlink >*B*phXOX /BULLET1, & F <<^`m$aJ^^ Heading 1 Char*5CJ KH OJPJQJ\^JaJ mH sH 2o2 HEAD15aJVOV b BULETdash! & F<<^`6aJPK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭V$ !)O^rC$y@/yH*񄴽)޵߻UDb`}"qۋJחX^)I`nEp)liV[]1M<OP6r=zgbIguSebORD۫qu gZo~ٺlAplxpT0+[}`jzAV2Fi@qv֬5\|ʜ̭NleXdsjcs7f W+Ն7`g ȘJj|h(KD- dXiJ؇(x$( :;˹! I_TS 1?E??ZBΪmU/?~xY'y5g&΋/ɋ>GMGeD3Vq%'#q$8K)fw9:ĵ x}rxwr:\TZaG*y8IjbRc|XŻǿI u3KGnD1NIBs RuK>V.EL+M2#'fi ~V vl{u8zH *:(W☕ ~JTe\O*tHGHY}KNP*ݾ˦TѼ9/#A7qZ$*c?qUnwN%Oi4 =3N)cbJ uV4(Tn 7_?m-ٛ{UBwznʜ"Z xJZp; {/<P;,)''KQk5qpN8KGbe Sd̛\17 pa>SR! 3K4'+rzQ TTIIvt]Kc⫲K#v5+|D~O@%\w_nN[L9KqgVhn R!y+Un;*&/HrT >>\ t=.Tġ S; Z~!P9giCڧ!# B,;X=ۻ,I2UWV9$lk=Aj;{AP79|s*Y;̠[MCۿhf]o{oY=1kyVV5E8Vk+֜\80X4D)!!?*|fv u"xA@T_q64)kڬuV7 t '%;i9s9x,ڎ-45xd8?ǘd/Y|t &LILJ`& -Gt/PK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 0_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!0C)theme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK]  +++.68;L"%=*,Q28;AOCFKVRTV Z&]dmsv|215fHNPTXZ]^acehjknoqsuwxz}~I2 : T  A r!"#'+b,-v789@ChDLSUW;`klstovvws~ IJKLMOQRSUVWY[\_`bdfgilmprtvy{|6 7 E q   &M"?w""$#\###40009:9F9H99992:R:VJJJ;KKKYLLLL'M6MeMMMllll/mFmImmmmnknXXXXXXXXXXXXXX4XXXXXXtXXXTXX $'.!@ @H 0(  0(  B S  ? _Hlt226772859 _Hlt226083362 _Hlt226774778 _Hlt226779192 _Hlt225498708p ##\#JYL@@@@@ $##JL  9MCMˇ̇̇·χχч҇ԇՇׇ؇fqr{$ - ,!2!!!Q*X*Y,a,d6n666x8|8CCEEoFzFGGYY[[\\bb>jCjkktt !,̇·χч҇ԇՇׇ؇333333333333333333333333333ˇ̇؇&4B 2eF~XtpaI^MxT@0M7kZ($8qTG=)XvDebi-RF:1) :lcooB&,BJB UD6C,B#GKxT^kTIubhttp://www.sciencekids.co.nz/experiments/seedgermination.html[0:http://scienceplay.questacon.edu.au/living/terrarium.htmlB-Ahttp://www.sciencekids.co.nz/gamesactivities/plantanimaldif.html)*Bhttp://www.rockingham.k12.va.us/resources/elementary/1science.htm55&'http://www.animalgame.com/?+$Ehttp://www.educationworld.com/tools_templates/template_LifeCycle.docB!Ahttp://www.sciencekids.co.nz/gamesactivities/plantanimaldif.htmlh/\http://ab-ed.boardofstudies.nsw.edu.au/go/science-7-10/units-of-work-and-teaching-sequences&;(http://ab-ed.boardofstudies.nsw.edu.au/.+Khttp://ab-ed.boardofstudies.nsw.edu.au/go/7-10/science/units/story-1/unitsY[https://bubbl.us/Vhttp://www.visuwords.com/f0http://www.inspiration.com/I http://www.questacon.edu.au/jo 4http://www.everythingesl.net/lessons/animalstwo.phpGhttp://www.everythingesl.net/http://www.sciencekids.co.nz/Nhttp://www.schools.nsw.edu.au/animalsinschools/resources/guidelines/index.htm  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root Entry F@&i;Data X1TableA`WordDocument7 SummaryInformation(DocumentSummaryInformation84CompObjr  F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q