Макарова, О. А. Фенологический атлас растений / Н. В. Поликарпова, О. А. Макарова ; М-во природ. ресурсов и экологии Рос. Федерации, Федер. гос. бюджет. учреждение «Гос. природ. заповедник «Пасвик» ; [худож.: Хохлов В. А. ; пер.: Кислова О. С.]. - Рязань : Голос губернии, 2016.

Phenology at school 227 remarked when studying seasonal development in plants. To organize the surveys one can take the species checklist suggested here (Tab. 1) and monitor the species for principal phenophases (Tab. 2) in different plant communities (Appendix 5). A convenient source of relevant information is the website of the Phe nology Network of the Russian Geographical Society http://fenolog.rgo.ru/. The opening of this specialized website has greatly contributed to the revival of the young naturalists' movement, which used to be vigorous in Russia in the 20th century. Through this movement, young people took to research and often grew up to be scientists, natural science educators, specialists in nature protection, assistants in phenological monitoring. The website users can upload their phenological observations no matter where they live. One can also find guidelines on methods or scan the phenological observations posted by other users in the website. The information there can prove useful for both novices in phenology and the experienced lot. An extra difficulty related to phenological observations in the High North is that children often leave for warmer places in the summer, so the focus has to be on spring and autumn events and respective phenophases. It’s certainly worth making one’s own, slightly shorter, list of events based on nature's calendar (Appendix 2). To additionally develop observation skills in pupils we suggest using the comparison method. Ask them to compare the appearance of plants in wet and dry sites paying special attention to the plants’ morphological adaptations, such as waxy bloom on leaves to reduce transpiration and water yield, pubescence, etc. (Makarova et al., 2001). A group of phe nomena (quite distinct ones) can be chosen in any season of a year to be monitored by several pupils, and their outputs can then be compared. A good idea would also be to compare the species compositions of plants on different types of soils and within different plant communities. One should however avoid choosing rare species - preference should rather be given to the most common species in the local flora. Some spe cies can grow under widely ranging environmental conditions, and owing to their wide ecological amplitude they occur the most frequently, e.g. birch, rowan, willows, Labrador tea, bilberry, cowberry, crowberry, etc.