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![](media/image3.jpeg){width="5.220138888888889in"
height="7.227777777777778in"}***Elementary School***

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# Section 13 -- Student Glossary

**adapt:** change to fit the environment

**adaptation:** a behavior, physical feature or other characteristic
that helps an animal survive and make the most of its habitat; the way
any living thing is fitted to the life it leads

**algae:** group of plants found in water or damp places that have
chlorophyll, but lack tree stems, roots and leaves; a one-celled or
many-celled, colonial plant

**amphibian:** a smooth-skinned, cold-blooded vertebrate that starts its
life in water then lives on land in moist areas as an adult

**anatomy:** the science of the structure of animals; the structure of
an animal or plant

**aquatic:** growing or living in water; done in water

**bark:** the outer covering of branches, roots and trunks of trees

**biography:** an account of a person's life written by another

**bird:** an animal that lays eggs and has wings and a body covered with
feathers

**brachiopod:** a marine shellfish that began extinct

**Brunton Compass:** a special compass used by geologists to help them
make maps of rock formations

**bureau:** a division of a government department

**calcite:** a mineral composed of calcium carbonate; the mineral found
in limestone that serves as a cement in sandstone. Most cave formations
are made of calcite.

**calcium carbonate:** a chemical compound that is found in seashells
and in limestone and in other sedimentary rocks; a mineral important in
the development of coral reefs, mollusk shells and other aspects of the
marine environment

**camouflage:** an organism's ability to blend in with its surroundings
by changing its color and/or shape to conceal itself from predators

**carbon dioxide:** a gas formed during organic decomposition and
respiration; a gas that is naturally found in the air and combines with
water to form carbonic acid; a gas in the air

**carbonic acid:** a weak acid that forms when carbon dioxide mixes with
water; the solution of water and carbon dioxide that dissolves limestone
to make caves. This acid can dissolve calcite and redeposit it in the
form of a speleothem.

**cave:** a naturally formed underground passageway or room, often
formed by the dissolving action of acidic groundwater

**cave pearl:** a small, round ball of calcite formed under water

**caver:** a person who explores caves in a safe manner while showing
respect for the cave, its contents and the land above it

**cavern:** another word for cave; commonly defined as a large cave

**chamber:** a large room in a cave

**chemical reaction:** the action of substances undergoing chemical
changes

**chemical weathering:** the breaking down of rocks by chemicals found
in water, air and plants

**climate:** average of weather conditions over a long period of time in
a large geographical area, as determined by air pressure, heat, wind and
moisture

**cold-blooded:** ectothermic; not able to maintain a constant body
temperature independent of the outside temperature. Insects, reptiles,
fish and amphibians are cold-blooded.

**colony:** a group of living things of one kind living together

**column:** a speleothem that is formed by the joining of a stalactite
and a stalagmite, or when a stalactite grows down connecting with the
cave floor or a stalagmite grows up to the cave ceiling

**cones:** Specialized cells in the retina of the eye that makes it
possible to see color.

**conservation:** the wise and careful use of our natural resources

**controlled fire:** a fire that is confined to a particular area

**coral reef:** a ridge or mass of limestone built up of materials
deposited around a framework of skeletal remains of mollusks, colonial
coral and massive calcareous algae

**core:** the center portion of the Earth; the metallic center of the
Earth. It consists of the inner core and the outer core. The outer core
lies 3,100 miles below the Earth's surface.

**crust:** the outer layer of the earth

**crystal:** a rock that is formed when minerals cool from the liquid
state and become solid

**culture:** the ideas, skills, arts and customs of a people from a
particular period of civilization

**deposit:** material laid down over time

**desert:** an area that receives less than 10 inches (25 cm) of
rainfall a year and has a very high rate of evaporation

**dichotomous key:** a tool that uses a series of yes/no questions to
classify animals, plants or minerals.

**dissolve:** to become a part of a liquid

**dissolution:** the act of breaking down a soluble component of a
material, such as the dissolving of calcium carbonate from limestone

**diurnal:** active during the day

**diversity:** a term referring to variety or differences in the natural
world. Biological diversity refers to variety in living things; species
diversity refers to variety among different species; genetic diversity
refers to the variety within a single species; ecosystem diversity
refers to differences in living communities

**drapery:** a speleothem formed when water deposits calcite in thin
sheets that hang in delicate folds; a hanging curtain formed by seeping
water

**echolocation:** the use of reflected sound from an emitter such as a
bat, to locate objects; a special hearing system in which an animal
navigates or locates food by producing short, high-pitched sounds and
then listens for the echoes the sounds make when they bounce off objects

**eclipse:** the partial or total apparent darkening of the sun when the
moon comes between it and the earth (solar eclipse); or, of the moon
when the earth's shadow is cast upon it (lunar eclipse)

**ecology:** the study of how plants and animals interact with each
other and with their environments

**ecosystem:** a major interacting system that involves both living
organisms and their physical environment

**endangered species:** a category of animal or plant that is in danger
of becoming extinct

**energy:** the power or ability to make things move or happen

**environment:** the sum of all the surroundings affecting something's
development and survival

**estivation:** a deep "sleep" some animals enter during droughts

**evaporation:** the process of converting a solid or liquid state into
a vapor or gas

**exploration:** an investigation for either recreation, research or
some other reason

**extinct:** a type of living organism that no longer exists

**fauna:** animal life

**feldspar:** the most common rock forming mineral (contains aluminum
and silica)

**fibers:** any threadlike substance. Fibers often accumulate in show
caves from people's clothing.

**flora:** plant life

**flowstone:** formed when water flows down walls, over floors and older
speleothems over a period of time, building up sheets of calcite and
looking like a rock waterfall; a cave formation made by flowing water

**formation (cave):** common term for a cave feature formed by minerals
being deposited into a cave; sometimes called a cave decoration; a body
of rock with defined characteristics that is different from other bodies
of rock; speleothem

**fossil:** the hardened remains of a plant or animal from some previous
time period, preserved in rock formations in the earth's crust

**fuel:** a substance that can be burned

**geology:** the study of the structure of the earth's crust, its
formation and development of its layers; the scientific study of the
earth and the rocks that make it up. It includes the study of individual
rock types (petrography) and early forms of life found as fossils in
rocks (paleontology).

**global positioning system:** (GPS) the 24 satellites which orbit
around the Earth launched and maintained by the US Dept. of Defense

**groundwater:** water that infiltrates the soil and is stored in slowly
flowing reservoirs (aquifers); used loosely to refer to water which
flows beneath the surface of the earth

**guano:** the waste and excrement from bats or birds; bat or bird
droppings

**gypsum:** a soft form of calcite byproduct

**habitat:** an animal's home; the type of environment in which an
animal or plant lives; the locality in which a plant or animal lives;
the native environment of an animal that contains food, water, shelter
and living space

**heat:** thermal energy in transit

**helictites:** twisted speleothems projecting at all angles from
ceiling walls and the floor of caves that seem to defy the laws of
gravity

**herp:** a collective name given to reptiles and amphibians

**hibernation:** a state of greatly reduced activity and metabolism
produced by lowering of body temperature

**humidity:** the amount of moisture in the air

**hydrochloric acid:** a strong, highly corrosive acid; a solution of
the gas hydrogen chloride in water

**hygrometer:** an instrument used to measure humidity

**hypothesis:** a tentative, unproven explanation that seeks to describe
or explain a process in nature

**indicator species:** an animal or plant that is only found in a
certain area. Lechuguilla, sotol and tarbush are indicator species of
the Chihuahuan Desert.

**inorganic:** anything that is nonliving, was never alive and is not
the product of a living organism

**insect:** any of many small invertebrate animals having a segmented
body and three pairs of legs

**insectivorous:** the habit of eating insects; feeds on insects

**instinct:** an inborn ability to do something

**interpretation:** the act of explaining or giving meaning to an event

**intersect:** to cross each other

**invertebrate:** an animal without a backbone

**Jacobson's organ:** a sensory organ, usually in a herp's mouth, that
helps a herp smells its environment

**karst:** a terrain underlain by solutional rocks such as limestone; a
terrain where the topography is formed by the dissolving rock, usually
limestone and is generally characterized by sinkholes, underground
streams and caves; a limestone formation pitted with caves, craves,
cracks, potholes and sinkholes

**larva:** the immature stage of an insect

**lava tunnel:** horizontal cave-like tube formed when the surface of a
large lava flow hardens, but the lava beneath remains molten and
continues to flow

**leaf:** any of the flat, thin parts, usually green, growing from the
stem of a plant

**limestone:** a sedimentary rock consisting primarily of calcite
carbonate, commonly from shells and dead sea animals; a rock composed
mostly of the remains of living things, such as shells or coral. Most
solutional caves form in limestone.

**lint:** clinging bits of thread or fluff from clothing

**litter:** trash, rubbish or garbage

**management ignited fires:** prescribed fire; a fire started by fire
officials to meet specific objectives. When planning a fire, officials
consider safety, economics, public health, and environmental, social and
legal issues.

**mantle:** the layer between the crust and the outer core of the earth;
the layer beneath the earth's crust. Scientists think it is about 1,800
feet deep.

**maternity colony:** a group of pregnant or nursing bats that gather
into a single large colony, sometimes hundreds or even millions, for the
purposed of rearing young. The shared body heat is essential to survival
and growth of the young.

**mammal:** a vertebrate which is warm blooded, has hair or fur,
produces milk, and usually gives live birth to its young

**marine organisms:** animal or plant life found in the sea/ocean

**medicinal:** having the properties of medicine

**megabats:** nickname for fruit bats and flying foxes

**metamorphosis:** a process that changes the young of certain animals
(such as amphibians) into their adult forms

**microbats:** nickname for all bats that can echolocate with ultrasonic
sound

**migration:** the periodic movement of organisms into or out of an area

**mineral:** an inorganic substance occurring naturally in the earth and
having definite physical and chemical properties; basic components that
rocks are made of

**mole:** a small burrowing animal with very soft fur and very tiny eyes

**molt:** to shed the exoskeleton or outer skin

**moon:** a natural satellite of a planet. The Earth has one moon.

**moon phases:** the stages of the moon (quarter, full, new, etc.) as it
moves around the Earth during a month's time

**myth:** a traditional story serving to explain some phenomenon,
custom, etc.

**national park system:** all lands (376 units) under the management of
the National Park Service,US Department of the Interior

**native species:** a species that occurs naturally in an area

**national park unit:** an area set aside by Congress and owned by the
people of the United States for the purpose of preserving some of the
best of America's scenery, history, nature and wilderness for future
generation

**natural resource:** resources found in our natural environment

**nocturnal:** active at night

**nomex:** a type of flame-retardant clothing

**non-native species:** an organism that has been brought accidentally
or intentionally into an area where it does not naturally occur. These
species often compete with and cause problems for native species.
Non-native species are also called exotic, invasive and alien species.

**organic:** of, like or derived from living organisms

**organism:** any living thing

**oxygen:** a gas in the air that almost all-living things need to
survive

**Park Service Organic Act:** With the signing of this legislation on
August 25, 1916, President Woodrow Wilson created a new federal
bureau---the National Park Service.

**pesticide:** a chemical used to destroy insects or other pests

**petrograph:** proper term for any type of rock art

**petroglyph:** a relief carving cut into the face of cliff or rock
representing an image or an idea

**photosynthesis:** the process by which plants use the sun's energy to
convert carbon dioxide and water into sugar

**pictograph:** a painting made on a rock surface representing an image
or an idea

**pollination:** the transfer of pollen from the anther of a flowering
plant to the stigma prior to fertilization

**pollution:** a human-caused change in the physical, chemical or
biological conditions of the environment that creates an undesirable
effect on living things

**popcorn:** small, round formations on cave walls and ceilings

**population:** the organisms, collectively, inhabiting an area or
region

**precipitation:** any or all forms of liquid or solid water particles
that fall from the atmosphere and reach the Earth's surface

**predator:** an animal that lives by hunting and killing other animals
for food

**preen:** to smooth with the bill, to make one's appearance neat and
tidy

**pre-historic:** being in existence in the period before written
history began

**prescribed burn:** a fire that is planned; management-ignited fire.
These fires are often set to reduce the potential or a hot, uncontrolled
fire in the area, or to restore a more natural balance in an area that
burned more frequently naturally, but has experienced extensive fire
suspension.

**preservation:** action taken by humans to help protect wilderness
lands, historic buildings or other places for the enjoyment of future
generations

**prey:** an animal that is hunted or caught by another animal for food

**pulaski:** Named for a famous firefighter, the Pulaski is a tool used
as an ax or a hoe to cut and remove fuels.

**pup:** a baby bat

**rabies:** an infectious viral disease of mammals, usually transmitted
through a bite

**regurgitate:** to bring back up to the mouth, partly digested food

**raptor:** a bird, which hunts at night for rodents and small birds

**reef:** a ridge of rock, coral or sand at, or near, the surface of the
water

**renewable resource:** a resource that can be replaced through natural
processes if it is not overused or contaminated

**reptile:** a cold-blood vertebrate, dry-skinned vertebrate that
usually has scaly skin and typically lays shelled eggs on land. Most
reptiles do not go through metamorphosis. Lizards, snakes and turtles
are examples of reptiles.

**respiration:** exchange of gases (oxygen in; carbon dioxide out)
between living cells (plants and animal) and the environment, including
oxidation and the release of energy

**rimstone dam:** calcium carbonate deposits located on cave floors that
usually impound small pools of water

**riparian:** of, pertaining to, or living on the bank of a river, lake
or tidewater

**rocks:** composed of single mineral or mixture of mineral and are
called igneous, sedimentary or metamorphic, according to how they were
formed

**rods:** The eye's rods allow people and animals to see light.

**rodent:** a mammal that has one pair of continuously growing incisors
in each jaw

**roost:** resting place, usually for bats and birds; also, to rest in
such a place

**roots:** the part of a plant that is usually underground

**sedimentary rock:** rock made of particles of rock, minerals, plants
and animals matter that have been squeezed and cemented together by
heat, pressure and chemical actions

**sediments:** deposits of sand, mineral fragments or sometimes-organic
matter usually laid down by water but sometimes deposited by wind or
glaciers

**seed dispersal:** the act of transporting seeds from the parent plant
to new locations where seeds are more likely to survive. When forests
are cleared, they cannot regenerate without seed dispersal.

**shelf stone:** a flat shelf or stone formed in a cave pool

**show cave:** a cave which has been made available for safe public
exploration and tours

**shrew:** a small mouse-like animal with a long pointed snout and tiny
eyes that lives on insects and worms

**skeleton:** the hard framework of an animal body that supports the
tissues and protects the organs

**soda straw:** thin-walled hollow tube speleothems about ¼-inch
diameter. They grow from ceiling of caves as water runs down inside them
and deposit rings of calcite at their tips.

**solar:** having to do with the sun

**solutional cave:** a cave that is formed in rock that can be dissolved
by acidic groundwater. Most solutional caves form in limestone,
dolomite, gypsum and marble.

**sonar:** SONAR is an acronym for "sound navigation ranging"---a system
developed by scientists to locate objects under water by sending out
signals and listening to the echo; echolocation

**sound waves:** waves of energy in the atmosphere that are generated by
sound

**species:** a genetically and adaptively unique plant or animal, which
is able to reproduce itself

**specimen:** a part or individual used as a sample of a whole or group

**speleology:** the science of the cave environment, including both the
physical and the biological aspects

**speleothem:** cave formation; cave decoration; a secondary mineral
deposit formed in caves, such as stalactites and stalagmites. It is
derived from two Greek words "spelaion" meaning cave and "thema" meaning
deposit.

**spelunker:** an outdated term for a person who explores caves; caver

**spot fires:** new fires started from embers blowing from the main fire

**stalactite:** a speleothem that hangs down from cave ceilings and can
form as layers of calcite are deposited by water flowing over the
outside of soda straws. They form after the centers of the hollow soda
straws become plugged or partially plugged. They can also form by water
leaving deposits on the cave ceiling.

**stalagmite:** a speleothem that rises upward from the floor of a cave
passage. They are often, but not always, formed by dripping water from
stalactites above. They are usually larger in diameter than stalactites
and more rounded at the top.

**stewardship:** responsible service

**sulfuric acid:** a highly corrosive acid created by the combination of
hydrogen sulfide gas and water. It readily dissolves limestone and
leaves gypsum as one of the residues of the chemical reaction.

**symmetrical:** something that has corresponding form, size and/or
arrangement of parts in its two opposite halves

**synthetic:** something artificial or man-made, not of natural origin

**temperature:** the degree of hotness or coldness of anything

**thermometer:** a device for measuring temperature

**threatened species:** a species that is not yet endangered, but whose
populations are heading in that direction

**topography:** the physical features of a district or region, such as
the relief and contour of the land

**topographical map:** a map of the surface features of an area that
uses contour lines

**transpiration:** loss of water from plants into the surrounding
atmosphere; the giving off of moisture through the pores on the surface
of leaves and other parts of plants

**tree:** a large, woody perennial plant with one main trunk and many
branches

**trigonometry:** a form of mathematics used in surveying

**trilobite:** a crab-like invertebrate that became extinct

**tropical rain forest:** an evergreen forest located at low elevations
in regions between the Tropics of Cancer and Capricorn

**troglobite:** an animal which spends its entire life in a cave's total
darkness and uniform environment; nickname -- cave dweller

**troglophile:** an animal that lives above ground, but can live
above-ground; nickname -- cave lover

**trogloxene:** an animal that lives above ground, but visits caves
occasionally; nickname -- cave guest

**twilight zone:** the area of a cave that has very little natural light

**ultrasonic:** having a frequency above the human ear's audibility
limit of about 20,000 cycles per second; sound often too high a pitch
for humans to hear

**uplift:** the process by which tectonic forces (forces that cause sea
floors to spread and continents to move apart as new crust is created at
mid-ocean ridge) push rocks upward

**vandalism:** the willful or malicious destruction or damage of any
public or private property

**velocity**: quickness of motion; speed

**Venn diagram:** a diagram that uses overlapping circles to show
relationships between sets

**vertebrate:** an animal with a backbone, skull and skeleton of
cartilage or bone

**vibration:** a rapid rhythmic, back and forth motion

**warm-blooded:** endothermic; being able to maintain a constant body
temperature independent of the outside temperature. Mammals and birds
are warm-blooded.

**water table:** the boundary between underground areas that are
saturated by water and unsaturated; the level of standing groundwater
beneath the earth's surface

**weather:** condition of atmosphere, determined by air pressure, heat,
wind and water

**wild cave:** a cave that does not have improvements, such as lights,
stairs and railings for visitor safety

**wildfire:** an unwanted wildland fire

**wildland fire:** any non-structure fire, other than a prescribed fire
(management ignited fire), that occurs in the wildland

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# Section 14 -- Content Standards with Benchmarks

**Science**

**Unifying Concepts**

CONTENT STANDARD #1 -- Students will understand science concepts of
order and organization.

> SC1-E1 -- Students will demonstrate knowledge and understanding that
> science is based on the assumption that the environment is
> understandable and predictable.
>
> CONTENT STANDARD #2 -- Students will use evidence, models and
> explanations to explore the physical world.
>
> SC2-E1 -- Students will use evidence to understand interactions that
> allow prediction of changes in natural and artificial systems.
>
> SC2-E2 -- Students will describe different terms such as hypothesis,
> model, law, theory, principle and paradigm.
>
> SC2-E3 -- Students will recognize models as representations of real
> objects and events, and explain how the models work.
>
> SC2-M3 -- Students will design and develop models.
>
> SC2-H3 -- Students will analyze models for limitations, strengths and
> basic assumptions.

CONTENT STANDARD #3 -- Students will use form and function to organize
and understand the physical world.

> SC3-E1 -- Students will describe form and function as complementary
> aspects of units of matter, objects, organisms and systems.

CONTENT STANDARD #4 -- Students will understand the physical world
through the concepts of change, equilibrium and measurement.

> SC4-M3 -- Students will use elementary scientific devices to measure
> objects and simple phenomena.

**Science as Inquiry**

CONTENT STANDARD #5 -- Students will acquire the abilities to do
scientific inquiry.

> SC5-E1 -- Students will describe the scientific method.

-   identification of a problem

-   research literature review

-   development of an hypothesis or research question

-   design of an experiment or research

-   use of cooperative teams composed of individuals with different
    kinds of expertise to conduct research

-   collection of data

-   evaluation of data in relation to the hypothesis

-   communication of the problems, the evidence and the conclusions

> SC5-E2 -- Students will describe and use simple equipment, tools,
> techniques and a variety of information sources to gather data and
> extend the senses.
>
> SC5-M2 -- Students will employ equipment, tools, a variety of
> techniques and information sources to gather, analyze and interpret
> data.

CONTENT STANDARD #6 -- Students will understand the process of
scientific inquiry.

> SC6-E1 -- Students will describe the different methods used in the
> process of scientific investigation for---asking questions
> (formulating hypotheses), answering questions, comparing the answers
> to what scientists already know.
>
> SC6-E2 -- Students will explain that scientists develop explanations
> using observations (evidence) and what they already know about the
> world (scientific knowledge).
>
> SC6-E4 -- Students will explain that scientists use different kinds of
> investigations depending upon the questions they are trying to answer.
>
> SC6-M1 -- Students will use different kinds of methods, including
> observation, experiments, and theoretical and mathematical models to
> answer a variety of scientific questions.
>
> SC6-M2 -- Students will use their own understanding of science to
> guide their scientific investigations.
>
> SC6-M4 -- Students will choose appropriate methods and analytic
> techniques for specific science problems and investigations.
>
> SC6-M5 -- Students will use technology and scientific methods to
> gather evidence to enhance the accuracy of their findings.
>
> SC6-M6 -- Students will describe the result of investigations with
> teachers, peers, parents and others.
>
> SC6-H1 -- Students will develop causal functional questions to guide
> investigations.
>
> SC6-H4 -- Students will use evidence to understand data and to develop
> consistent arguments to logically explain data.
>
> SC6-H6 -- Students will explain and interpret the results of
> investigations to teachers, peers, parents and others.

**Physical Science**

CONTENT STANDARD #7 -- Students will describe the observable properties
of objects and materials.

> SC7-E1 -- Students will describe the observable properties of objects
> and materials.

CONTENT STANDARD #9 -- Students will know and understand the concepts of
energy and the transformation of energy.

> SC9-E1 -- Students will describe the basic characteristics of light,
> heat, sound and electromagnetism, and explain that energy exists in
> many forms and can be transformed.
>
> SC9-E2 -- Students will describe the process of chemical reactions and
> how time is a factor in chemical reactions.
>
> SC9-M1 -- Students will apply knowledge about energy and energy
> transformation to science problems.
>
> SC9-M2 -- Students will explain how chemical reactions can take place
> in time periods ranging from less than a second to million of years.
>
> SC9-M3 -- Students will explain how chemical reactions involve
> concentration, pressure, temperature and catalysts.

**Life Science**

CONTENT STANDARD #10 -- Students will know and understand the
characteristics that are the basis for classifying organisms.

> SC10-E1 -- Students will demonstrate awareness of living things

-   as single or multicellular with basic needs

-   as surviving in environments that meet their needs with different
    structures that serve different functions in growth, survival and
    reproduction

-   as part of systems such as food chains as capable of gathering
    information about themselves and their environment through senses

-   as similar within species but unique as individuals

> SC10-E2 -- Students will describe life cycles of plants and animals.
>
> SC10-M1 -- Students will use information about living things.

-   the roles of structure and function as complementary in the
    organization of living systems

-   cells as the fundamental unit of life

-   the functions of cells which sustain life\
    cell division

-   the use of nutrients by cells

-   the role of heredity and environment in the characteristics of
    individual organisms

-   that small differences between offspring and parents may accumulate
    in succeeding generations and may or may not be advantageous for the
    species

> SC10-M2\
> Students will categorize organisms according to reproductive and other
> characteristics.
>
> SC10-H2\
> Students will use biological classifications to sort organisms and
> understand how they are related.

CONTENT STANDARD #11 -- Students will know and understand the synergy
among organisms and the environments of organisms.

> SC11-E1 -- Students will explain how an organism's patterns of
> behavior are related to its environment.
>
> SC11-E2 -- Students will describe how all animals depend on plants for
> food, either directly or indirectly.
>
> SC11-E3 -- Students will describe how organisms cause changes in their
> environments.
>
> SC11-E6 -- Students will describe the impact humans have on other
> species.
>
> SC11-E7 -- Students will describe various kinds of resources, such as
> food, fuel and building materials.
>
> SC11-E9 -- Students will describe basic human needs including air,
> food, water, safety and security.
>
> SC11-E10 -- Students will identify issues of responsibility for
> health.
>
> SC11-M1 -- Students will distinguish among organisms based on the way
> an organism regulates its internal environment in relation to changes
> in its external environment.
>
> SC11-M2 -- Students will describe how organisms obtain and use
> resources, grow, reproduce and maintain a stable internal environment
> while living in a constantly changing external environment.
>
> SC11-M3 -- Students will predict behavior in relation to changes in an
> organism's internal and external environments.
>
> SC11-M6 -- Students will examine the impact humans have had on other
> species and natural systems over time.
>
> SC11-M9 -- Students will illustrate the role of personal control of
> basic needs on health outcomes.
>
> SC11-H10 -- Students will model responsible health behaviors for peers
> and others.
>
> SC11-H3 -- Students will predict an organism's behavioral responses to
> external stimuli as a function of inherited and acquired
> characteristics.
>
> SC11-H6 -- Students will predict the impact humans might have on
> species and environmental systems.
>
> SC11-H9 -- Students will evaluate the interaction of multiple factors
> such as risk, environment and desire on choices for meeting basic
> human needs.

**Earth and Space Science**

CONTENT STANDARD #12 -- Students will know and understand properties of
Earth Science.

> SC12-E1 -- Students will describe the physical and chemical properties
> of Earth's materials and the states of matter.
>
> SC12-E2 -- Students will describe the uses of Earth's materials as
> resources and the sun as the major source of external energy for the
> Earth.
>
> SC12-E3 -- Students will describe changes in Earth's surface.
>
> SC12-E5 -- Students will use fossil and other evidence to investigate
> how the Earth has changed or remained constant.
>
> SC12-M3 -- Students will model natural processes that shape the
> Earth's surface.
>
> SC12-M4 -- Students will observe, measure and record weather changes
> daily.
>
> SC12-M5 -- Students will explain how fossils are formed and how
> fossils provide evidence of the complexity and diversity of life over
> time.
>
> SC12-M6 -- Students will use a rectilinear coordinate system such as
> latitude and longitude to locate points on the surface of Earth.

CONTENT STANDARD #13 -- Students will know and understand basic concepts
of cosmology.

> SC13-E1 -- Students will describe the pattern of movement of objects
> in the sky.

**Technology and Science in Society**

CONTENT STANDARD #16 -- Students will know and understand the
relationship between natural hazards and environmental risks for
organisms.

> SC16-E1 -- Students will identify environmental risks including
> natural hazards related to internal and external processes of Earth's
> systems (weather, geochemical) and social hazards (occupational,
> recreational and personal).
>
> SC16-E2 -- Students will describe methods to reduce environmental
> risks.
>
> SC16-E3 -- Students will identify factors that change environments
> rapidly and slowly.
>
> SC16-E4 -- Students will describe factors such as drugs, disease and
> environmental hazards that can have negative health consequences.
>
> SC16-M2 -- Students will determine options for reducing and
> eliminating environmental risks and for coping with natural
> catastrophic events.
>
> SC16-H2 -- Students will evaluate human activities for the potential
> they have for increasing or decreasing environmental risks.

**Language Arts**

**Unifying Concepts**

CONTENT STANDARD #1 -- Students will understand and use language arts
for communication.

> LA1-E2 -- Students will acquire, develop and use vocabulary and
> linguistic skills to communicate effectively.
>
> LA1-M2 -- Students will use expanded vocabulary and linguistic skills
> to communicate effectively.

CONTENT STANDARD #2 -- Students will understand and use language as a
learning tool.

> LA2-E1 -- Students will use language arts skills and knowledge in all
> curriculum areas.
>
> LA2-E4 -- Students will acquire critical thinking skills in listening,
> speaking, reading and writing.
>
> LA2-M1 -- Students will apply language arts knowledge and skills to
> solve problems that arise in other curriculum areas.
>
> LA2-M2 -- Students will use language to understand various sources of
> information, local traditions and cultural as resources for learning.
>
> LA2-H1 -- Students will analyze, understand and use the connections
> between language arts and other disciplines.
>
> LA2-H2 -- Students analyze and effectively understand and use the
> applications of language in the daily life of many cultures.

**Receptive Language**

CONTENT STANDARD #3 -- Students will listen and read for a variety of
purposes.

> LA3-E3 -- Students will acquire vocabulary through listening, reading,
> observing and interacting with others.
>
> LA3-M3 -- Students will increase and use vocabulary through listening,
> reading, observing and interacting with others.
>
> LA3-H3 -- Students will increase and refine the use of vocabulary
> appropriate to specific purposes.

CONTENT STANDARD #4 -- Students will use a variety of listening and
reading strategies appropriately.

> LA4-E1 -- Students will acquire basic listening skills.
>
> LA4-E7 -- Students will refine the use of social skills of audience
> behavior in a variety of settings.
>
> LA4-M1 -- Students will use active listening skills to acquire
> information.
>
> LA4-M4 -- Students will demonstrate comprehension of written and
> spoken language.

**Expressive Language**

CONTENT STANDARD #5 -- Students will speak clearly and write effectively
for a variety of audiences and purposes.

> LA5-E1 -- Students will develop and use a range of skills for
> speaking.
>
> LA5-E2 -- Students will develop a range of writing skills by writing
> on a regular basis.
>
> LA5-E3 -- Students will express facts, ideas and opinions in a variety
> of settings.
>
> LA5-E5 -- Students will participate in drama, music, poems and
> stories.
>
> LA5-M3 -- Students will express facts, ideas and opinions in a variety
> of settings in oral and written form.
>
> LA5-H3 -- Students will express facts, ideas and opinions clearly,
> articulately and appropriately for a specific purpose or audience.

**Aesthetics**

CONTENT STANDARD #8 -- Students will appreciate and respect their own
language, culture and literature, and will learn about the languages,
cultures and literature of others.

> LA8-E5 -- Students will share responses with peers to oral and written
> materials.

CONTENT STANDARD #9 -- Students will use language and literature to gain
insight into their own and others' lives, and to build understanding of
moral and aesthetic dimensions of human experience.

> LA9-E1 -- Students will use language to share experiences.

CONTENT STANDARD #10 -- Students will use state-of-the-art computer and
other technology to gather, use and synthesize information, and to
create and communicate knowledge.

> LA10-M3 -- Students will use available technology to locate, organize
> and present information.
>
> LA10-H3 -- Students will use available technology to locate
> information and create quality products.
>
> LA10-H4 -- Students will develop documents and presentations for a
> variety of purposes using multiple types of technology.

**Mathematics**

**Unifying Concepts**

CONTENT STANDARD #1 -- Students will understand and use mathematics in
problem solving.

> MA1-E1 -- Students will use problem-solving approaches to investigate
> and understand mathematical content.
>
> MA1-E4 -- Students will verify and interpret results with respect to
> the original problem situation.
>
> MA1-E5 -- Students will use manipulatives, calculators, computers and
> other tools (as appropriate) in order to strengthen mathematical
> thinking, understanding and power to build upon foundational concepts.
>
> MA1-M1 -- Students will differentiate among problem-solving approaches
> to investigate and understand mathematical content.
>
> MA1-M2 -- Students will formulate problems from community mathematical
> situations.
>
> MA1-M4 -- Students will verify and interpret results with respect to
> the original problem situation.
>
> MA1-M6 -- Students will use manipulatives, calculators, computers and
> other tools (as appropriate) in order to strengthen mathematical
> thinking, understanding and power to build upon foundational concepts.

CONTENT STANDARD #2 -- Students will understand and use mathematics in
communication.

> MA2-E2 -- Students will use drawings, discussion, reading, writing and
> listening to access, learn and communicate mathematical ideas.
>
> MA2-E3 -- Students will use a variety of media and methods to
> communicate mathematical concepts, thoughts and problem solutions
> including charts, slides, graphs, maps, drawings, pictures, sound
> recordings, video, e-mail and others.
>
> MA2-M2 -- Students will use drawings, discussion, reading, writing and
> listening to access, learn and communicate mathematical ideas.
>
> MA2-M3 -- Students will create and use a variety of media and methods
> to communicate mathematical concepts, thoughts and problem solutions
> including charts, slides, graphs, maps, drawings, pictures, sound
> recordings, video, e-mail and others.

CONTENT STANDARD #3 -- Students will understand and use mathematics in
reasoning.

> MA3-E1 -- Students will describe logical conclusions in mathematics.
>
> MA3-E2 -- Students will use information sources, models, known facts,
> properties and relationships to explain mathematical thinking.

CONTENT STANDARD #4 -- Students will understand and use mathematical
connections.

> MA4-E4 -- Students will use mathematics in other curriculum areas.
>
> MA4-M2 -- Students will describe how mathematics is integrated
> throughout the school and surrounding environment.
>
> MA4-M4 -- Students will apply mathematical thinking and modeling to
> solve problems in other curriculum areas such as employability, health
> education, social studies, visual and performing arts, physical
> education, language arts and science.

**Numbers and Operations**

CONTENT STANDARD #7 -- Students will understand and use computation and
estimation.

> MA7-E1 -- Students will model, explain and develop proficiency with
> basic number facts and algorithms (be competent in addition,
> subtraction, multiplication and division of whole numbers).
>
> MA7-M4 -- Students will use computation, estimation and proportions to
> solve problems.

**Geometry and Measurement**

CONTENT STANDARD #9 -- Students will understand and use measurement.

> MA9-E3 -- Students will make and use estimates of measurements.
>
> MA9-M3 -- Students will estimate, make and use measurements to
> describe and compare.

**Statistics and Probability**

CONTENT STANDARD #10 -- Students will understand and use statistics.

> MA10-M3 -- Students will make inferences and convincing arguments
> based on data analysis.

**Social Studies**

**Unifying Concepts**

CONTENT STANDARD #3 -- Students will know, understand and apply the
language, tools and skills of social studies.

> SS3-M2 -- Students will interpret and report social studies
> information from diverse sources (people, media, technology, computers
> and libraries).

**History**

CONTENT STANDARD #4 -- Students will know and understand the ways in
which human beings view themselves and others over time.

> SS4-E1 -- Students will recognize that people may describe the same
> event or situation in different ways.
>
> SS4-E2 -- Students will describe how past events, people and places
> are recounted in stories, pictures and historical accounts.
>
> SS4-E3 -- Students will use various sources such as documents,
> letters, diaries, maps, textbooks, photos, petroglyphs and oral
> histories to understand the past.
>
> SS4-E4 -- Students will develop good questioning skills and
> techniques.
>
> SS4-M4 -- Students will investigate the past using a variety of
> sources in order to understand the present and prepare for the future.

CONTENT STANDARD #5 -- Students will know and understand relationships
and patterns in history in order to understand the past and present and
to prepare for the future.

> SS5-E2 -- Students will identify the people, events, places and ideas
> that created the prehistory and history of New Mexico.
>
> SS5-E3 -- Students will identify the people, events, places and ideas
> that created the history and prehistory of the United States and the
> Americas.
>
> SS5-M2 -- Students will explain how the people, events, problems and
> ideas created the prehistory and history of New Mexico.
>
> SS5-M3 -- Students will explain how the people, events, places,
> problems and ideas created the prehistory and history of the United
> States and the Western Hemisphere.
>
> SS5-H2 -- Students will investigate and analyze the people, events,
> problems and ideas that created the prehistory and history of New
> Mexico and the Southwest.
>
> SS5-H3 -- Students will investigate and analyze the people, events,
> problems and ideas that created the prehistory and history of the
> United States and Western Hemisphere.

**Cultures**

CONTENT STANDARD #6 -- Students will know and understand how personal
and group identities are shaped by culture, physical environment,
individuals, groups and institutions.

> SS6-M2 -- Students will evaluate ways regional, ethnic and national
> cultures influence individual's daily lives.

**Geography**

CONTENT STANDARD #11 -- Students will know and understand the diverse,
dynamic and ever-changing nature of culture.

> SS11-E1 -- Students will compare ways in which groups, societies and
> cultures address similar human needs.
>
> SS11-E2 -- Students will demonstrate how languages, stories,
> folktales, music, media, food and other artistic creations and
> performances serve as expressions of culture and influence the
> behavior of people.
>
> SS11-E3 -- Students will explore how people and their physical
> environments interact.
>
> SS11-M2 -- Students will demonstrate and explore how language,
> literature, the arts, media, architecture, other artifacts,
> traditions, beliefs, values and behaviors contribute to the
> development and transmission of culture.
>
> SS11-M3 -- Students will examine how people and cultures respond to,
> interact with and/or influence their physical environment.

CONTENT STANDARD #12 -- Students will know and understand physical
environments and their relationships to ecosystems and human activities.

> SS12-E1 -- Students will use geographic tools to find direction, size
> and shape, and show relative location.
>
> SS12-E2 -- Students will use basic spatial concepts such as location,
> distance, direction and scale as tools for mapping.
>
> SS12-E3 -- Students will identify varying land forms and geographic
> features such as mountains, plateaus, islands and oceans as components
> of Earth's physical systems.
>
> SS12-E5 -- Students will demonstrate how human interactions with the
> physical environment is reflected in the use of land, building of
> towns/cities and ecosystem changes in selected locales and regions.
>
> SS12-E8 -- Students will explain how people create uses for land and
> other resources.
>
> SS12-M1 -- Students will construct and interpret physical and mental
> maps of locales, regions of the world to show relative location,
> direction, size and shapes.
>
> SS12-M2 -- Students will use geographic tools and resources such as
> aerial photographs, satellite images, geographic information systems,
> map projections, atlases, gazetteers and other forms of cartography to
> generate and interpret information.
>
> SS12-M5 -- Students will understand the interrelated physical and
> cultural patterns reflected in land use, settlement patterns, cultural
> transmissions of customs and ideas and changes to the ecosystem.
>
> SS12-M8 -- Students will examine and debate uses of land and
> resources.
>
> SS12-H7 -- Students will evaluate information from different theories
> using a range of philosophies to explore diverse uses of land and
> resources.
>
> SS12-H9 -- Students will evaluate information from different theories
> using a range of philosophies to explore diverse uses of land and
> resources.

**Arts Education**

**Unifying Concepts**

CONTENT STANDARD #1 -- Students will learn and develop the essential
skills and technical demands unique to dance, music, theatre/drama and
visual arts.

> **THEATRE**
>
> AE1-E10 -- Students will imagine and construct technical elements for
> classroom dramatizations (e.g. simple sets, props, costumes, make up
> and/or sound effects).
>
> AE1-M10 -- Students will practice acting skills to develop
> characterizations that suggest or illustrate artistic choice.
>
> **VISUAL ARTS**
>
> AE1-E13 -- Students will participate in the process of making art to
> understand the elements of art (line, shape, form, color and texture).
>
> AE1-E14 -- Students will explore and become familiar with art
> materials and their related techniques.
>
> AE1-E15 -- Students will use are materials and tools in a safe and
> responsible manner.
>
> AE1-M14 -- Students will explore are materials, techniques, qualities,
> characteristics and processes; understand what makes them effective in
> solving specific art problems and how they are used to enhance life
> experiences and ideas.

CONTENT STANDARD #2 -- Students will use dance, music, theatre/drama and
visual arts to express ideas.

> **VISUAL ARTS**
>
> AE2-E7 -- Students will know and use art to interpret personal ideas,
> feelings and experiences through visual form.

CONTENT STANDARD #3 -- Students will integrate understanding of visual
and performing arts by seeking connections and parallels among arts
disciplines as well as all other content areas.

> **THEATRE**
>
> AE3-E9 -- Students will describe visual, aural and kinetic elements in
> theatre, dramatic media, dance, music and visual arts.
>
> **VISUAL ARTS**
>
> AE3-E11 -- Students will identify and apply connections between the
> visual arts and other disciplines in the local curriculum.

CONTENT STANDARD #6 -- Students will show increased awareness of diverse
peoples and cultures through visual and performing arts.

> **VISUAL ARTS**
>
> AE6-E7 -- Students will identify specific works of arts as belonging
> to particular cultures, times and places.
>
> **THEATRE**
>
> AE6-M6 -- Students will explore similarities between life and theatre.

CONTENT STANDARD #8 -- Students will contribute to communities by
sharing expertise in dance, music, theatre/drama and visual arts and by
participating in the activities of cultural institutions.

> **VISUAL ARTS**
>
> AE8-M9 -- Students will create an exhibition showing artistic
> expertise of students.

![](media/image4.png){width="0.6in" height="0.8346456692913385in"}

# Section 15 -- References

AIMS Education Foundation. *Bats Incredible.* Fresno CA 1993.

American Cave Conservation Association, Inc. *Learning to Live with
Caves and Karst*. *[A Cave and Karst Curriculum and Resource
Guide.]{.underline}* American Cave Conservation Association, Inc., Horse
Cave KY, 1994.

American Forest Foundation. *Environmental Education Activity Guide*.
Washington, DC, 1993.

American Geological Institute. *Dictionary of Geologic Terms*.
Anchor/Doubleday, Garden City NY, 1976.

Bat Conservation International. *Educator's Activity Book about Bats*.
Austin TX, 1991.

Bowden, Marica. *Nature for the Very Young*. John Wiley and Sons, 1989.

Caduto, Michael J. and Bruchau, Joseph. *Keepers of the Earth*. Fulcrum,
Inc., Golden CO, 1988.

Collins, Jr., Henry Hill. *Complete Field Guide to American Wildlife*.
Murray Printing, Forge Village MA, 1959.

Cornell, Joseph. *Sharing Nature with Children.* Dawn Publications,
Nevada City CA 1979.

Cornell, Joseph. *Sharing the Joy of Nature*. Dawn Publications, Nevada
City CA, 1989.

Cottrell, Jr., William H. *The Book of Fire*. Mountain Press Publishing
Company, 1989.

de Golia, Jack. *Fire, A Force of Nature*. KC Publications, Las Vegas
NV, 1989.

Densmore, Frances. *How Indians Used Wild Plants for Food, Medicine and
Crafts*. Dover NY, 1974.

Educational Service, Inc. *Inquire*. Educational Service, Stevensville
MI, 1976.

Everglades National Park. *An Activity Guide for Teachers: Everglades
National Park*. FL

Hill, Carol, "Geological Walking Tour of Carlsbad Cavern." *New Mexico
Geological Society Guidebook*. 44th Field Conference, Carlsbad Region,
New Mexico and West Texas. 1993.

Lawrence Hall of Science. *Earth, Moon and Stars*. University of
California, Berkeley CA, 1986.

Richmond Area Speleological Society. *Project Underground: A Natural
Resource Education Guide*. Project Underground Inc., Richmond VA, 1993.

Moore, George W. and Sullivan, G. Nicholas. *Speleology: The Study of
Caves*. Cave Books, St. Louis MO, 1978.

National Wildlife Federation. *Nature Scope*. National Wildlife
Federation, 1989.

Riverside Publishing Company. *Webster's II. New Riverside University
Dictionary*. Houghton Mifflin, Boston MA, 1988.

Seabury, Debra L. and Peeples, Susan L. *Ready-to-Use Science Activities
for the Elementary Classroom*. The Center for Applied Research in
Education, Inc. West Nyack NY, 1987.

Silverstein, Shel. *The Giving Tree*. Harper & Row Publishers, NY.

Stebbins, Robert C. *A Field Guide to Western Reptiles and Amphibians*.
Houghton Mifflin, Boston MA, 1966.

South Central Mountains RC&D and the New Mexico Forestry and Resources
Conservation Division. *A Southwest Fire Ecology: A Teacher's Guide to
Fire Ecology in New Mexico and the Southwest*. South Central Mountains
RC & D and the New Mexico Forestry and Resources Conservation Division,
1990.

United States Department of the Interior. *Meet the Wildfire Prevention
Team*. The Firehouse, Clovis CA.

United States Department of the Interior, National Park Service.
*Carlsbad Caverns General Management Plan*. 1996.

Vequist, Gary. *Research in Carlsbad Caverns National Park: Scientific
Exploration and Discovery*. Caverns Guadalupe Mountains Association and
the National Park Service, 1997.

Western Regional Environmental Education Council. *Project Wild*.
Western Regional Environmental Education Council, 1986.

![](media/image4.png){width="0.6in" height="0.8346456692913385in"}

# Section 16 -- Evaluation Forms

**Evaluation Form**

**About Bats, Caves and Deserts:**

**Carlsbad Caverns National Park's Book for Teachers**

Name of
School\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

City or County,
State\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Grade Level of Students \_\_\_\_\_\_\_\_\_\_\_ Date(s)
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**List all the activities you used.**

CIRCLE the ones you liked. DRAW A LINE THROUGH any that you did not
like.

1\.

2\.

3\.

4\.

I recommend the following changes, additions or deletions to this book.

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Were the activities developmentally and academically appropriate?

Did the activities reinforce your curriculum?

Did the activities stimulate your students' interests?

Were the information sheets in Section 2 helpful?

**Evaluation Form**

**Carlsbad Caverns National Park's Report Card**

**Grades Assigned by Students Who Went on a Field Trip to the Park**

Date you visited the park with your school
group:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Your
School:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Your Grade:\_\_\_\_\_\_\_\_

What did you do during your visit?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Please assign a grade -- A, B, C, D, F**

Park Rangers' Friendliness

Park Rangers' Knowledge

Exhibits in the Visitor Center

Informational Signs and Brochures

What did you like the most about your field trip?

What did you like the least about your field trip?

List three things you learned during your park visit.

1\.

2\.

3\.

**Evaluation Form**

**Carlsbad Caverns National Park's Report Card**

**Grades Assigned by Teacher Whose Students Participated in the Field
Trip**

Date of Field Trip: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

School:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Grade Level(s): \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Please rank your park experience on a scale of 1 to 7/ (1 represents the
worse score possible experience and 7 represents the best possible
experience)

Friendliness and Helpfulness of Park Rangers

Knowledge of Park Rangers

Fee Waiver Process

Reservation System

Self-Guided Tour of Big Room

Ranger-Led Program or Tour, if applicable

CD Audio Guide, if applicable

Comments:

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_