Polk Small Farms: New Environment Publications, October 2014

Check out the new Environment publications from October:

· How do carbon markets work in the US today? – Compare the four major certification options

· Updated 4-H curricula in aquatic and marine science

· Basic information for preventing conflicts with Florida black bears, and how to report them

· What are Floridians’ perceptions of endangered and invasive species?

· New Featured Creatures: African malaria mosquito and the imperial moth

Environment
		An Overview of Carbon Markets for Florida Forest Landowners Payments for sequestering carbon in forests can be an important supplemental income source in the southern US which includes one-third of the contiguous US forest carbon stocks and supplies 16% of the world’s wood. It is difficult to understand the carbon market and certification options available to Florida forest landowners and the possible risks of participating in them. To address this need, UF/IFAS forest management specialists provide this overview of forest carbon markets in the United States as of 2014 and compare key features of the four major carbon offset certification options. This 9-page fact sheet was written by José R. Soto, Francisco J. Escobedo, and Damian C. Adams, and published by the UF Department of School of Forest Resources and Conservation, July 2014. http://edis.ifas.ufl.edu/fr387
Ecosystems and Species
	*African malaria mosquito Anopheles gambiae* Giles (Insecta: Diptera: Culicidae)** Anopheles gambiae Giles is commonly called the African malaria mosquito because it is the most efficient vector of human malaria in the Afrotropical Region. They are considered to be one of the world’s most important human malaria vectors because of their susceptibility to the Plasmodium parasite, their preference for humans as a host, and their indoor-feeding behavior. Due to their short development time and their preference for developmental habitats near human dwellings, Anopheles gambiae are considered effective vectors of human malaria, as well as lymphatic filariasis (elephantiasis). This 6-page fact sheet was written by Sabrina A. White and Phillip E. Kaufman, and published by the UF Department of Entomology and Nematology, September 2014. http://edis.ifas.ufl.edu/in1048
	Aquatic and Marine Ecosystems curriculum The new Florida 4-H Aquatic and Marine Ecosystems: Leader’s Activity Guide helps leaders address the 4-H Science Initiative and is part of the Environmental Sciences Framework, OUR NATURAL WORLD. This framework includes the basic premise that aquatic/marine environments are important in children’s lives, particularly to those children in Florida. The 4-H Aquatic and Marine Ecosystems curriculum provides an opportunity for young people to practice a variety of life skills while learning marine science concepts. The curriculum also utilizes science inquiry as a way for young people (9-14) to gain a deeper curiosity about the natural world. Written by Karen Blyler and Joy Jordan, and published by the UF Department of 4-H Youth Development, November 2014. Introduction Lesson 1: Aquatic and Marine Ecosystem Connections Lesson 2: Wetland Ecosystems: Freshwater Marshes and Swamps Lesson 3: Aquatic Ecosystems: Lakes, Springs, and Rivers Lesson 4: Coastal Ecosystems: Beach, Estuary, Marsh, and Swamp Lesson 5: Marine Ecosystems: Coral Reefs and Open Ocean Appendices: Glossary and Additional Resources Facilitator Evaluation
	Conflicts between People and the Florida Black Bear An adult black bear may eat up to the equivalent calorie content of 38 Big Mac sandwiches a day, and can smell food from one to two miles away. Garbage is the main attractant, but bears are also attracted by bee hives, pet food, barbeque grills, fruit trees, and bird (or wildlife) feeders. Conflicts between people and black bears arise when people fail to remove or secure potential food sources. In their search for food, black bears may damage property and threaten, injure, or kill pets and livestock in order to gain access to their feed. This 5-page fact sheet provides tips for preventing human-bear conflicts and tells how to report conflicts if they happen. Written by Elizabeth F. Pienaar, and published by the UF Department of Wildlife Ecology and Conservation, September 2014. http://edis.ifas.ufl.edu/uw389
	Fins & Scales: An Introduction to Bony Fish : A Marine Science Project Book for 4-H Intermediate Members In this project youth will learn about fish and their adaptations for living in water. This 48-page Intermediate level (ages 11-13) project book was written by Karen Blyler, and published by the UF Department of 4-H Youth Development, October 2014. Contents: A. What is a fish? B. How do fins help a fish? C. How does body shape help a fish? D. How does body color help a fish? E. Why do fish have different mouths? F. Why do fish have scales? G. How can we determine a fish’s age? http://edis.ifas.ufl.edu/4h354
	Fins & Scales: An Introduction to Bony Fish : A Marine Science Project Guide for 4-H Leaders and Educators The Fins and Scales Project is intended for youth age 11-13 (Intermediate 4-Hers). The Leaders Guide follows the layout of the Youth Project Book and provides a suggested approach for each section. Each section of the Leaders Guide contains: Additional background information, answer key, additional activities, opportunities to review, “dive deeper,” and “think like a scientist.” This 52-page project guide was written by Karen Blyler, and published by the UF Department of 4-H Youth Development, October 2014. http://edis.ifas.ufl.edu/4h355
	Floridians' Perceptions of Endangered Species In July 2014, the UF/IFAS Center for Public Issues Education in Agriculture and Natural Resources (PIE Center) initiated a study to explore the attitudes, perceptions, opinions, and knowledge of Floridians on endangered and invasive species. The majority of respondents to the survey have favorable views of endangered species but few consider themselves knowledgeable on the issue. This 4-page fact sheet can equip Extension faculty to more effectively communicate with and educate clientele about endangered species. Written by Mary Hannah Miller, Nicole M.W. Dodds, & Alexa J. Lamm, and published by the UF Department of Agricultural Education and Communication, October 2014. http://edis.ifas.ufl.edu/wc185
		Floridians' Perceptions of Invasive Species Invasive species are a serious threat in Florida. Invasive species are defined as non-native or exotic organisms, which cause ecological or economic harm or negatively affect human health in a new environment where they are not historically found. This 5-page fact sheet summarizes Florida residents’ perceptions, concerns, and knowledge about invasive species. This information will equip Extension faculty to more effectively communicate and educate clientele on this topic. Written by Nicole M. W. Dodds, Mary Hannah Miller, and Alexa J. Lamm, and published by the UF Department of Agricultural Education and Communication, October 2014. http://edis.ifas.ufl.edu/wc186
		*Imperial Moth Eacles imperialis imperialis* (Drury, 1773) (Insecta: Lepidoptera: Saturniidae: Ceratocampinae)** The imperial moth is one of our largest and most beautiful moths. It is also the most variable in appearance and the most widely distributed of our large eastern U.S. saturniid moths. This 9-page fact sheet was written by Donald W. Hall, and published by the UF Department of Entomology and Nematology, September 2014. (Photo: Donald W. Hall, University of Florida) http://edis.ifas.ufl.edu/in1051