T1+information+report+-+NZ+pests

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What are the pests of NZ?
= The pests of NZ are the possum the stout the rat, wild cats the weasel the mouse and the ferret. = where did the pests come from? They came here on bouts and planes people have been introducing animals from all over the world. They are killing all the wild life and plantation in New Zealand. what can we do about it? There is as many as 30 million possums in New Zealand. If no one had took any action and tried killing these pests there would be around 48 million still in New Zealand what makes a pest a pest They kill all the wild life and plantation in New Zealand and they eat the baby birds and eggs.

The pests are killing wild life here in NZ

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The pests of NZ are the possum the stout the rat the mouse and the ferret. NZ pests are the possum stout the rat the mouse and the ferret they are pests because they are killing wild life and destroying plantation in new Zealand. ** Stout ** The stoat is a member of the mustelid family, along with weasels and ferrets.It was introduced to New Zealand in the 1880s to control rabbits and hares. Stoats and weasels are similar in colour and general appearance, but stoats are larger, have longer tails and a straight line where the brown fur on their backs meets the white belly fur underneath. = = =The stoat is a member of the mustelid family, along with weasels and ferrets.It was introduced to New Zealand in the 1880s to control rabbits and hares. Stoats and weasels are similar in colour and general appearance, but stoats are larger they have longer tails and a straight line where the brown fur on their backs meets the white belly fur underneath. They pose a threat by eating baby chicks and eggs. =

= = =Possums= = There is as many as 30 million possums in New Zealand. If no one had took any action and tried killing these pests there would be around 48 million still in New Zealand The damage to native forests can be seen all too clearly in many areas. Possums ignore old leaves and select the best new growth. In some areas they have eaten whole canopies of rata, totara, titoki, kowhai and kohekohe. Possums compete with native birds for habitat and for food such as insects and berries. They also disturb nesting birds, eat their eggs and chicks and may impact on native land snails. = = = = There is as many as 30 million possums in New Zealand. If no one had took any action and tried killing these pests there would be around 48 million still in New Zealand They are damaging our native forests in many areas and killing natives. Possums ignore old leaves and select the best new growth. In some areas they have eaten whole canopies of rata, totara, titoki, kowhai and kohekohe. Possums compete with native birds for habitat and for food such as insects and berries. They also disturb nesting birds, eat their eggs and chick. =

Rat There are three types of rat in New Zealand. The pacific rat, the Norway or brown rat and the ship or common rat. They came here on bouts and planes people have been introducing animals from all over the world. They are killing all the wild life and plantation in New Zealand. Rats have a major impact on New Zealand’s wildlife because they eat birds and their eggs and chicks, lizards, and invertebrates. They also eat a wide range of native fruits and other plant material, which puts them in competition with native wildlife for food.  There are three types of rat in New Zealand. The pacific rat, the Norway or brown rat and the ship or common rat.They came here on bouts and planes people have been introducing animals from all over the world. They are killing all the wild life and plantation in. Rats h New Zealand rats have a major impact on New Zealand’s wildlife because they eat birds and their eggs and chicks, lizards, and invertebrates. They also eat a wide range of native fruits and other plant material, which puts them in competition with native wildlife for food. = = = = = Weasel = The size of a weasel is 20 - 25 cm long, deep brown to light tan, tail short. New Zealand provides only a marginal habitat for weasels and their impact on native birds is similar to stoats although on a much smaller scale. Weasels were originally introduced in larger numbers than stoats.Weasels are found in low numbers in most habitat types in New Zealand but impact on lizard and invertebrate populations as well as bird life. Whittaker’s skink on the mainland has been reduced to a single remnant population by predation pressure and loss of habitat from bush clearance and conversion to pasture. The population remains under constant threat from weasels, mice and rats. Weasels will tackle a prey much larger than themselves and nesting birds are easy targets. The size of a weasel is 20 - 25 cm long, deep brown to light tan, tail short. New Zealand provides only a marginal habitat for weasels and their impact on native birds is similar to stoats although on a much smaller scale. Weasels were originally introduced in larger numbers than stoats.Weasels are found in low numbers in most habitat types in New Zealand but impact on lizard and invertebrate populations as well as bird life. Whittaker’s skink on the mainland has been reduced to a single remnant population by predation pressure and loss of habitat from bush clearance and conversion to pasture. The population remains under constant threat from weasels, mice and rats. Weasels will tackle a prey much larger than themselves and nesting birds are easy targets.  Ferrets Ferrets are small predators and are members of the mustelid family, along with stoats, weasels, badgers, mink and otters. Stoats, weasels and ferrets, are the only mustelids present in New Zealand, they pose a serious threat to our threatened wildlife. The ferret is the largest mustelid in New Zealand, with a body length of 320mm-460mm and a tail of 110-180mm. Ferrets are small predators and are members of the mustelid family, along with stoats, weasels, badgers, mink and otters. Stoats, weasels and ferrets, are the only mustelids present in New Zealand, they pose a serious threat to our threatened wildlife. The ferret is the largest mustelid in New Zealand, with a body length of 320mm-460mm and a tail of 110-180mm. They are a pests because they are killing natives.

The main pests of New zealand are the possum the stout the rat, the mouse and the ferret. they are killing our native bush and birds. Instead of our traps killing our pests it is killing some of our native birds.

The main pests of New zealand are the possum the stout the rat, the mouse and the ferret. They are killing our native bush and birds. Instead of our traps killing our pests it is killing some of our native birds and animals. Some humans are getting there feet trapped in those snap traps of ours.

• Introduce your topic - say why pests are such a problem in NZ. • Capital letters for your titles • In each paragraph make sure you include why they are a pest and what do they do e.g. steal eggs, kill chicks???? Perhaps it is because they breed so much????? • You need a little more information here Joe
 * __Conference with Whaea Kim on Friday 19th March @11.10am__ **

☺ Teacher || Information has little or nothing to do with the main topic. || ☺ Teacher || Paragraphing structure was not clear and sentences were not typically related within the paragraphs. || ☺ Teacher || Diagrams and illustrations are neat and accurate and sometimes add to the reader's understanding of the topic. || Diagrams and illustrations are not accurate OR do not add to the reader's understanding of the topic. ||
 * || **Level 4** || **Level** **3** || **Level** **2** || **Level** **1** ||
 * **Organization** || Information is very organized with well-constructed paragraphs and subheadings. || Information is organized with well-constructed paragraphs. || Information is organized, but paragraphs are not well-constructed. ☺ Teacher || The information appears to be disorganized. ||
 * **Quality of Information** || Information clearly relates to the main topic. It includes several supporting details and/or examples. || Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples. || Information clearly relates to the main topic. No details and/or examples are given. 
 * **Paragraph Construction** || All paragraphs include introductory sentence, explanations or details, and concluding sentence. || Most paragraphs include introductory sentence, explanations or details, and concluding sentence. || Paragraphs included related information but were typically not constructed well.
 * **Sentence Structure** || The writer has successfully and effectively used a variety of sentence structures; simple, compound and complex, as well as different sentence beginnings and lengths. || The writer has attempted to use a variety of sentence structures, beginnings and lengths for effect. || The writer has used mainly simple sentences with some attempt to use compound structures. Sentence beginnings are generic. <span style="color: #ff0000; font-family: 'Arial Black',Gadget,sans-serif; font-size: 120%;">☺ Teacher || The writer write using only simple sentences with little or no supporting details. Sentences quite often do not make sense. ||
 * **Spelling, punctuation and grammar.** || Writing is free from any errors. Writer is using more complex punctuation forms such as brackets, colons and semi-colons. Work is grammatically correct and consistent use of tense is present. Tense is suitable for the text type. || Writer has successfully used the basic forms of punctuation and is attempting to use more complex forms. Work is mainly grammatically correct. Has few spelling errors which do not interfere with the meaning for the reader. Tense is mainly consistent and suitable for the text type. || Writing contains some spelling errors which interfere with the meaning for the reader. Work is not grammatically and writer is confusing tenses. Is using most forms of basic punctuation correctly. <span style="color: #ff0000; font-family: 'Arial Black',Gadget,sans-serif; font-size: 120%;">☺ Teacher || Writing is difficult to read and understand due to the number of spelling and grammatical errors. Writer has little understanding of the use of basic punctuation forms. ||
 * **Diagrams & Illustrations** || Diagrams and illustrations are neat, accurate and add to the reader's understanding of the topic. || Diagrams and illustrations are accurate and add to the reader's understanding of the topic.