This document provides information about classifying animals into vertebrates and invertebrates. It discusses the key characteristics of different groups of vertebrates including mammals, birds, reptiles, fish and amphibians. It also covers the main characteristics of invertebrate groups such as arthropods, mollusks, annelids, echinoderms and cnidarians. The document concludes by summarizing the work of primatologists Jane Goodall and Diane Fossey, who studied chimpanzees and gorillas respectively.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. In this unit you are going to learn:
1. Clasificación de los seres vivos
2. Características y clasificación de los animales vertebrados
e invertebrados.
3. Dianne Fossey y Jane Goodall.
4. Observar la naturaleza. Cuaderno de campo
3. 1.1. Classification of living things.
The five Kingdoms
●
We will remember that all living on our planet can be clasified into
five groups or Kingdoms.
4. 1.2. How they Nourish themselves
●
Living things nourish themselves in different ways.
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PRODUCERS: which manufacture their own food by transforming
inorganic substances (wáter, nitrogen, carbon dioxide, etc.) into
organic substances, such as sugars (plants)
●
CONSUMERS: Which feed on plants or other animals (tigers or
humans)
●
DECOMPOSERS, which feed on dead plants and animals. Bacteria and
fungi transform plants and animal remains into inorganic substances,
which return to the soli and are used again by plants.
7. 2.1. Vertebrates animals
Vertebrates are very different, but they all share important features:
●
They have an internal skeleton made of bones that revolve around a
spinal column.
●
The body of vertebrate animals is usually divided into head, trunk
and extremities. Their extremities can be in the form of legs, wings
or fins.
●
Some vertebrates are oviparous or viviparous
10. 2.1.1 Vertebrates: Mammals
●
Mammals are a very large and diverse group. But they share the
following characteristics:
●
Mammals are viviparous
●
At birth all feed on milk produced by their mothers.
●
Some babies, like lambs can walk when they are born.
Others cannot. Babies Kangaroos stay in the mother´s
pouch for some time.
11. 2.1.1 Vertebrates: Mammals
●
Almost all have skin covered with fur or hair, though some have
smooth skin, like dolphins.
●
Marine mammals like dolphins or whales live in the sea. They have
bare skin ante they swim using their fins. Marine mammals are
excellent divers. However, they need to come to the surface of the water
to breathe in oxygen from the air
12. 2.1.1 Vertebrates: Mammals
●
They breathe through lungs.
●
Most mammals have four legs and tail. They move out through the
terrestrial environment.
●
Flying mammals. Bats fly using their upper limbs, which are wings..
Bats have a thumb and four fingers, like people.
13. 2.1.1 Vertebrates: Mammals
●
Humans belong to Primates group. Gorilas, chimpazees and
monkeys are also primates. All primates have big brains and their
eyes are at the front of their face. They use their hands to grip objects
an use them as tools
15. 2.1.2. Vertebrates: Birds
●
Birds are oviparous animals, incubate their eggs in nests until they
hatch their babies. After, they are responsible for their care and
feeding until they are autonomous.
●
All birds breathe through lungs
●
They have a beak and their skin is covered with feathers.
●
Birds have two wings to fly and two legs covered with scales.
●
Some can fly like the eagle, and others not, like the ostrich,
18. 2.1.3. Vertebrates: reptiles
●
Reptiles are oviparous animals, but not incubate their eggs, leave
them. They not care for their babies at birth.
●
All reptiles breathe through lungs and the body covered with scales.
●
Some reptiles walk on four legs like lizard, others haven´t legs and
crawl like the snake.
19. 2.1.3. Vertebrates: reptiles
●
Snakes have no legs and they slither
●
Tortoises and turtles have a hard Shell to protect their body. Turtles
are aquatic, but they breathe oxygen from the air.
●
Cocodriles are protected , their scales are very thick
23. 2.1.4. Vertebrates: Fish
●
Fish are oviparous animals and independent animals from
birth.
●
They lay many small eggs in water. These eggs have no
protective covering, and the fish do not incubate them.
●
Fish breathe through gills, they have diferents types of fins .
●
The fish are completely covered skin flakes
●
The fish can live in fresh water and salt water are aquatic
animals.
29. 2.1.5 Vertebrates:Amphibians
●
Anphibians share five characteristics:
●
Amphipians have bare skin and they can breathe through lungs and
through their skin.
●
They have four legs.
●
Frogs and toads have longer back legs and no tail.
●
Newts and salamanders have four equal legs and a long tail
●
These characteristics allow amphibians to walk on land or swim
30. 2.1.5. Vertebrates:Amphibians
●
Amphibians are oviparous
●
Tadpoles hatch from eggs laid in water. Tadpoles are different from the
adults. They breathe trough gills and have a tail to swim. They live in
water. As they develop, tadpoles grow legs. They leave the water and
live on
33. 2.Invertebrate animals.
Characteristics
●
Invertebrate animals are the most numerous group of land. They are
very different from each other but, all have common characteristics:
●
They have no bones or spinal column.
●
Some insects have skeleton, but it is external,
●
They are oviparous
●
The invertebrate animals are classified in the following way:
arthropods, mollusks, annelids, echinoderms, cnidarians, porifera,
36. 2.1.1 Animals
invertebrates.Arthropods.Insects
The main characteristics of insects are:
●
It has six legs and a pair of antennas
●
Body divided into three parts: head, abdomen and thorax
●
They have tracheal breathing
●
Some have one or two pairs of wings
37. 2.1.1 Animals
invertebrates.Arthropods.Insects
●
The life cycle of insects:
●
Insects are oviparous. When the egg hatches, the baby looks like a
worm. It hasn´t got any wings or antennae. It is called a larva for
some insects, and a caterpillar for butterflies and moths. Larvae and
caterpillers eat all the time.
●
In the case of the silk moth, when the Caterpillar grows large, it makes
a cocoon. . It goes through many more changes. Finally, an adult silk
moth emerges from the cocoon
41. 2.1.3 Animals
Invertebrates.Arthropods.Crustacea
ns
The main characteristics of Crustaceans are:
●
They are primarily aquatic
●
They have two pairs of antennae and two legs
●
Their bodies are covered by a carapace
●
Their bodies are divided into two parts: cephalothorax and abdomen
43. 2.1.4.Animals
invertebrates.Arthropods.Myriapods
●
The Myriapods have the following characteristics:
●
Its body is divided into head and trunk
●
They have two antenae on its head
●
The trunk consists of articulated rings
●
Each ring has two pairs of legs
●
They are terrestrial and breathe by traqueas.
44. 2.2 Animals invertebrates. Mollusks
●
Mollusks are the second most numerous group of invertebrates.
●
Their bodies are soft and some have shell.
●
They breathe through lungs or gills
●
They are oviparous
●
Mollusks are classified into three groups: gastropods, bivalves and
cephalopods
48. 2.3 Animals invertebrates. Porifera
●
General characteristics of the porifera:
●
They are aquatic
●
Body perforated by pores and channels that let water through
them.
●
Sexual and asexual reproduction
●
Pluricelulars
49. 2.4. Animals invertebrates.
Echinoderms
●
They are aquatic
●
They have spines and arms
●
They live at the bottom of the sea or glued to the
rocks
●
They breathe through gills
●
Unisexual reproduction
●
They undergo metamorphosis. also by
fragmentation of arms
50. 2.5. Animals invertebrates.
Cnidarians
●
They are aquatic.
●
They live at the bottom of the sea, as is the case of Anemones
●
They can live floating in the water, as the Jellyfish.
●
With the tentacles they catch their prey which are their food.
●
They are several waysn :Polyps, Jellyfish and Corals
51. 2.6. Animals invertebrates. Annelids
●
They have elongated, soft body and cylindrical
●
Your body is made up of rings, which help them to move and dig
tunnels
●
Some are parasites, feeding on their victims and cause serious
diseases
●
The most common is the earthworm
●
The aquatic breathe through gills and terrestrial have cutaneous
respiration
55. Jane Goodall
●
In July 1960, at the age of 26, Jane Goodall travelled from
England to what is now Tanzania and bravely entered the
little-known world of wild chimpanzees. She was equipped
with nothing more than a notebook and a pair of binoculars.
But with her unyielding patience and characteristic
optimism, she won the trust of these initially shy creatures,
and she managed to open a window into their sometimes
strange and often familiar-seeming lives. The public was
fascinated and remains so to this day.
57. The Jane Goodall Institute
●
Today, Jane’s work revolves around inspiring action on
behalf of endangered species, particularly chimpanzees, and
encouraging people to do their part to make the world a
better place for people, animals, and the environment we all
share. The Jane Goodall Institute works to protect the
famous chimpanzees of Gombe National Park in Tanzania,
but recognizes this cannot be accomplished without a
comprehensive approach that addresses the needs of local
people who are critical to chimpanzee survival.
59. The Jane Goodall institute
●
This community-centered conservation programs in Africa
include sustainable development projects that engage local
people as true partners. These programs began around
Gombe in 1994, but they have since been replicated in other
parts of the continent. Likewise, Jane Goodall’s Roots &
Shoots, which Jane started with a group of Tanzania
students in 1991, is today the Institute’s global
environmental and humanitarian youth program for young
people from preschool through university with nearly
150,000 members in more than 130 countries.
61. Diane Fossey
●
Dr. Dian Fossey’s life was marked by many challenges and
successes. Fossey, whom Rwandans knew as
Nyiramachabelli – "the woman who lives alone on the
mountain" – is remembered throughout the world for her
heroic struggle to preserve, protect and study the mountain
gorilla. As founder of the Digit Fund (later renamed the
Dian Fossey Gorilla Fund International), her firm
commitment to wildlife preservation, especially that of the
mountain gorilla, resulted in a truly remarkable career that
spanned two decades.
63. Diane Fossey
●
Diane Fossey's early interest in animals and her childhood
dream of becoming a veterinarian led her to San Jose State
College. While in college she changed her major to
occupational therapy; however, her love for animals never
faltered, and she was at the same time becoming
increasingly interested in Africa. In 1963, while on a six-
week sabbatical in Africa, Fossey met Dr. Louis Leakey,
who spoke urgently about the need for research on the great
apes. Under the direction of Leakey, Fossey agreed to
undertake a long-term field study of the mountain gorillas.
64. Diane Fossey
●
In 1966, Fossey won support and funding from the National
Geographic Society and the Wilkie Brothers’ Foundation
for a research program in the Congo (then Zaire). Due to
intense political upheaval and rebellion in Zaire, Fossey left
and moved to Rwanda. In 1967, she founded the Karisoke
Research Center in Rwanda's Parc National des Volcans,
between two volcanoes: Mt. Karisimbi and Mt. Visoke.
66. Diane Fossey´s Legacy
●
In 1983, Fossey published Gorillas in the Mist, an account
of her life and work at Karisoke™. The book became an
international best seller. A movie based on the book was
released in 1988. The film, starring Sigourney Weaver as
Dian Fossey, achieved great popular success and helped
attract public support for Fossey’s work.
68. Diane Fossey´s Legacy
●
Fossey was killed in 1985 in her cabin at
Karisoke. The name of the Digit Fund was
changed after her death to the Dian Fossey
Gorilla Fund International. In subsequent years
her legacy has grown through the Fossey
Fund’s programs, which are dedicated to the
conservation and protection of gorillas and their
habitats in Africa.
70. 5.Field Notebook
●
What is a field notebook?
●
The field notebooks are basically a Notepad in which researchers
write or draw their observations.
●
This research tool is usually used by biologists, geologists,
environmental scientists, geographers, paleontologists, archaeologists,
anthropologists (ethnographers), and sociologists
72. 5.Field Notebook
●
How do we make a field notebook?
1. Select the type field notebook that you would like to make
2. Make or buy an suitable field notebook
3. See the world that surrounds you
4. Write your observations on your notebook