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 229 1. The effect of autumn frosts on flowering in late-flowering species, fruiting and yield of berries and mushrooms. The timing and degree of the first heavy autumn frost. What plants were the most heavily affected by the frost, and which ones proved to be resistant? (to be carried out in specially allocated plots, including farm crops). 2. Duration of ripening in cowberry, cranberry, rowan, and its response to air temperature decline. 3. What mushroom species occur on September 5, 10, 15, 20, 25, 30 (the dates can be different, e.g. once in ten days). Each time, it would be desirable to provide visual estimates of the observed mushroom abun dances on N. N. Galakhov’s scale (for simple observations) or to measure mushroom biomass by estimating the weight for each species from a, for instance, 50 x 50 m plot (for middle school and senior high school pupils). A. Snow cover establishment and the related processes in the envi ronment, freeze-up of lakes and rivers. The teacher may expand this list by adding other questions. Eventually, if such observations are carried out over years and accumulated at school in the form of log records, they turn into valuable scientific material and, what's most important, characterize the specifics of natural phenomena at the local level. They can be used to predict the seasonal development of plants and the yields of berries and mushrooms. It’s advisable to publish such school materials, and cooperation between schools and a scientific organization, such as the nearby nature reserve or relevant institute, would be mutually beneficial in this sense. Computer technology is bustling, and even junior schoolchildren won't be easily excited by simply "walking a route”. Here one can rec ommend the website of the project “Phenology of the North Calotte" http://www.miljolare.no/en/aktiviteter/pnc/ (Makarova et al., 2010) and arrange for the pupils to fill in the school’s own website themselves. We also suggest using other activities to incite interest in phenology in children to ensure continuity of observations and gathering of long-term material at school: 1. Photographs/presentations/video contest. A phenophase is chosen, for example ‘burst buds' or peak leaf coloration. The focus is on one plant species: birch, aspen, rowan, etc. Photographs in a given format are