DOCSLIB.ORG

Classification of Animals

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Classification of Animals Grade 3 Core Knowledge Language Arts® • Listening & Learning™ Strand Classification of Animals of Classification Tell It Again!™ Read-Aloud Anthology Read-Aloud Again!™ It Tell Classification of Animals Tell It Again!™ Read-Aloud Anthology Listening & Learning™ Strand GrAde 3 Core Knowledge Language Arts® Creative Commons Licensing This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. You are free: to Share — to copy, distribute and transmit the work to Remix — to adapt the work Under the following conditions: Attribution — You must attribute the work in the following manner: This work is based on an original work of the Core Knowledge® Foundation made available through licensing under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. This does not in any way imply that the Core Knowledge Foundation endorses this work. Noncommercial — You may not use this work for commercial purposes. Share Alike — If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one. With the understanding that: For any reuse or distribution, you must make clear to others the license terms of this work. The best way to do this is with a link to this web page: http://creativecommons.org/licenses/by-nc-sa/3.0/ Copyright © 2013 Core Knowledge Foundation www.coreknowledge.org All Rights Reserved. Core Knowledge Language Arts, Listening & Learning, and Tell It Again! are trademarks of the Core Knowledge Foundation. Trademarks and trade names are shown in this book strictly for illustrative and educational purposes and are the property of their respective owners. References herein should not be regarded as affecting the validity of said trademarks and trade names. Table of Contents Classification of Animals Tell It Again!™ read-Aloud Anthology Alignment Chart for Classification of Animals . .v Introduction to Classification of Animals . .1 Lesson 1: Classifying Animals by Characteristics . 13 Lesson 2: Cold-Blooded and Warm-Blooded Animals . 32 Lesson 3: Vertebrate Animals . 49 Lesson 4: Fish: Fins and Gills . 64 Lesson 5: Amphibians: From Water to Land . 80 Pausing Point 1 . 94 Lesson 6: Reptiles: Cold-Blooded Scaly Vertebrates . 106 Lesson 7: Birds: Wings and Feathers . 119 Lesson 8: Mammals: Live-Bearing Milk Producers . 135 Lesson 9: Vertebrate Animals Around the World . 154 Pausing Point 2 . 171 Domain Assessment . .181 Appendix . 185 Alignment Chart for Classification of Animals The following chart contains core content objectives addressed in this domain. It also demonstrates alignment between the Common Core State Standards and corresponding Core Knowledge Language Arts (CKLA) goals. Alignment Chart for Lesson Classification of Animals 1 2 3 4 5 6 7 8 9 Core Content Objectives Observe and describe basic characteristics of an animal PPPPPPPPP Explain that scientists classify animals by common or shared characteristics PPPPPPPPP Explain that scientists classify animals in order to study them and show relationships PPPPPPPPP Demonstrate familiarity with the poem “The Crocodile” P Identify cold-blooded/warm-blooded and vertebrate/invertebrate as important characteristics used to classify animals PPP P Describe basic characteristics of vertebrate/invertebrate animals PP P Classify particular animals as vertebrates or invertebrates PPPPPPPP Describe basic characteristics of cold-blooded/warm-blooded animals PP P Classify particular animals as cold-blooded or warm-blooded PPPPPPPP Identify fish, amphibians, reptiles, birds, and mammals as groups of vertebrates PPPPPP Identify basic characteristics of fish, amphibians, reptiles, birds, and mammals PPPPPPPP Classify particular animals as fish, amphibians, reptiles, birds, or mammals PPPPPPPP Compare and contrast two groups of vertebrates PPPPPP Identify insects as invertebrates PPP P Identify insects as the most numerous group of animals that have currently been identified PPP P Explain that there are a large number of animals that have not yet been identified PP Classification of Animals | Alignment Chart v © 2013 Core Knowledge Foundation Alignment Chart for Lesson Classification of Animals 1 2 3 4 5 6 7 8 9 Reading Standards for Informational Text: Grade 3 Key Ideas and Details Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the STD RI.3.1 answers. Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts of a nonfiction/informational P read-aloud CKLA Ask and answer questions, orally or in writing, Goal(s) that require making interpretations, judgments, or giving opinions about what is heard in a nonfiction/informational read-aloud, including asking and answering why questions that P require recognizing or inferring cause/effect relationships STD RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. Determine the main idea of a nonfiction/ CKLA informational read-aloud; recount the key details Goal(s) P and explain how they support the main idea Craft and Structure Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a Grade 3 STD RI.3.4 topic or subject area. Determine the literal and nonliteral meanings of and appropriately use common sayings and PPP phrases CKLA Goal(s) Determine the meaning of general academic and domain-specific words and phrases in a nonfiction/informational read-aloud relevant to a P Grade 3 topic or subject area STD RI.3.6 Distinguish their own point of view from that of the author of a text. CKLA Distinguish their own point of view from that of Goal(s) the author of a text P P vi Classification of Animals | Alignment Chart © 2013 Core Knowledge Foundation Alignment Chart for Lesson Classification of Animals 1 2 3 4 5 6 7 8 9 Integration of Knowledge and Ideas Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate STD RI.3.7 understanding of the text (e.g., where, when, why, and how key events occur). Describe images, orally or in writing, and how they contribute to what is conveyed by the words in a nonfiction/informational read-aloud (e.g., P where, when, why, and how key events occur) CKLA Use images (e.g., maps, photographs) Goal(s) accompanying a nonfiction/informational read- aloud to check and support understanding P Interpret information from diagrams, charts, graphs, and/or graphic organizers P STD RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic. Compare and contrast the most important CKLA points and key details presented in two Goal(s) nonfiction/informational read-alouds on the P same topic Writing Standards: Grade 3 Text Types and Purposes: Informative/Explanatory STD W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. STD W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. Identify and use parts of a paragraph, including a topic sentence, supporting details, and a concluding statement, in an informative/ PP CKLA explanatory piece Goal(s) Introduce a topic and group related information together; include illustrations PP when useful to aiding comprehension STD W.3.2b Develop the topic with facts, definitions, and details. CKLA Develop an informative/explanatory topic with Goal(s) clearly presented ideas, facts, and details PP STD W.3.2c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. Use linking words and phrases (e.g., also, CKLA another, and, more, but) to connect ideas within Goal(s) PP categories of information STD W.3.2d Provide a concluding statement or section. CKLA Provide a concluding statement or section for an Goal(s) informative/explanatory piece P Classification of Animals | Alignment Chart vii © 2013 Core Knowledge Foundation Alignment Chart for Lesson Classification of Animals 1 2 3 4 5 6 7 8 9 Production and Distribution of Writing With guidance and support from adults, produce writing in which the development and organization are appropriate STD W.3.4 to task and purpose. (Grade-specific expectations for writing types are defined in Standards 1–3 above.) With guidance and support from adults, produce writing in which the development CKLA and organization are appropriate to task and Goal(s) purpose, i.e., ideas and paragraphs presented P clearly and in a logical order With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, STD W.3.5 and editing. (Editing for conventions should demonstrate command of Language Standards 1–3 up to and including Grade 3 on pages 28 and 29.) With guidance and support from peers and CKLA adults, use the writing process of plan, draft, Goal(s) edit, and publish to develop and strengthen PP writing With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as STD W.3.6 well as to interact and collaborate with others. Share writing with others P CKLA With guidance and support from adults, use Goal(s) technology to produce and publish writing (using keyboarding skills) as well as to interact and P collaborate with others** Research to Build and Present Knowledge STD W.3.7 Conduct short
Load more

Recommended publications
  • Mothers Grimm Kindle
    MOTHERS GRIMM PDF, EPUB, EBOOK Danielle Wood | 224 pages | 01 Oct 2016 | Allen & Unwin | 9781741756746 | English | St Leonards, Australia Mothers Grimm PDF Book Showing An aquatic reptilian-like creature that is an exceptional swimmer. They have a temper that they control and release to become effective killers, particularly when a matter involves a family member or loved one. She took Nick to Weston's car and told Nick that he knew Adalind was upstairs with Renard, and the two guys Weston sent around back knew too. When Wu asks how she got over thinking it was real, she tells him that it didn't matter whether it was real, what mattered was losing her fear of it. Dick Award Nominee I found the characters appealing, and the plot intriguing. This wesen is portrayed as the mythological basis for the Three Little Pigs. The tales are very dark, and while the central theme is motherhood, the stories are truly about womanhood, and society's unrealistic and unfair expectations of all of us. Paperback , pages. The series presents them as the mythological basis for The Story of the Three Bears. In a phone call, his parents called him Monroe, seeming to indicate that it is his first name. The first edition contained 86 stories, and by the seventh edition in , had unique fairy tales. Danielle is currently teaching creative writing at the University of Tasmania. The kiss of a musai secretes a psychotropic substance that causes obsessive infatuation. View all 3 comments. He asks Sean Renard, a police captain, to endorse him so he would be elected for the mayor position.
    [Show full text]
  • The Brothers Grimm and the Yearning for Home Maureen Clack University of Wollongong
    University of Wollongong Thesis Collections University of Wollongong Thesis Collection University of Wollongong Year Returning to the Scene of the Crime: The Brothers Grimm and the Yearning for Home Maureen Clack University of Wollongong Clack, Maureen, Returning to the Scene of the Crime: The Brothers Grimm and the Yearning for Home, M.A. thesis, School of Journalism and Creative Writing, University of Wollongong, 2006. http://ro.uow.edu.au/theses/730 This paper is posted at Research Online. http://ro.uow.edu.au/theses/730 RETURNING TO THE SCENE OF THE CRIME: THE BROTHERS GRIMM AND THE YEARNING FOR HOME A thesis submitted in partial fulfilment of the requirements for the award of the degree MASTER OF ARTS (HONOURS) from UNIVERSITY OF WOLLONGONG by MAUREEN CLACK, BACHELOR OF ARTS (HONOURS) FACULTY OF CREATIVE ARTS 2006 CERTIFICATION I, Maureen Clack, declare that this thesis, submitted in partial fulfilment of the requirements for the award of Master of Arts (Honours), in the Faculty of Creative Arts, University of Wollongong, is wholly my own work unless otherwise referenced or acknowledged. The document has not been submitted for qualifications at any other academic institution. Maureen Clack 31 October 2006 CONTENTS LIST OF ILLUSTRATIONS Page viii INTRODUCTION Fairy Tales, Feminism, Forensic Science and Home 1 CHAPTER 1 Feminism v Fairy Tales 17 CHAPTER 2 Returning to the Scene of the Crime 37 Visual Artists and Childhood Trauma 43 Hansel and Gretel: A Forensic Analysis 67 CHAPTER 3 Home Sweet Home 73 Visual Artists and Memories of Home 95 CHAPTER 4 Defective Stories 111 CONCLUSION 153 LIST OF WORKS CITED 159 ACKNOWLEDGEMENTS Throughout the lengthy process of constructing the argument and the artworks that make up this thesis I have had generous support from the following members of staff in the Faculty of Creative Arts.
    [Show full text]
  • Wittgenstein's Critical Physiognomy
    Nordic Wittgenstein Review 3 (No. 1) 2014 Daniel Wack [email protected] Wittgenstein’s Critical Physiognomy Abstract In saying that meaning is a physiognomy, Wittgenstein invokes a philosophical tradition of critical physiognomy, one that developed in opposition to a scientific physiognomy. The form of a critical physiognomic judgment is one of reasoning that is circular and dynamic, grasping intention, thoughts, and emotions in seeing the expressive movements of bodies in action. In identifying our capacities for meaning with our capacities for physiognomic perception, Wittgenstein develops an understanding of perception and meaning as oriented and structured by our shared practical concerns and needs. For Wittgenstein, critical physiognomy is both fundamental for any meaningful interaction with others and a capacity we cultivate, and so expressive of taste in actions and ways of living. In recognizing how fundamental our capacity for physiognomic perception is to our form of life Wittgenstein inherits and radicalizes a tradition of critical physiognomy that stretches back to Kant and Lessing. Aesthetic experiences such as painting, poetry, and movies can be vital to the cultivation of taste in actions and in ways of living. Introduction “Meaning is a physiognomy.” –Ludwig Wittgenstein (PI, §568) In claiming that meaning is a physiognomy, Wittgenstein appears to call on a discredited pseudo-science with a dubious history of justifying racial prejudice and social discrimination in order to 113 Daniel Wack BY-NC-SA elucidate his understanding of meaning. Physiognomy as a science in the eighteenth and nineteenth century aimed to provide a model of meaning in which outer signs serve as evidence for judgments about inner mental states.
    [Show full text]
  • The Origins of Chordate Larvae Donald I Williamson* Marine Biology, University of Liverpool, Liverpool L69 7ZB, United Kingdom
    lopmen ve ta e l B Williamson, Cell Dev Biol 2012, 1:1 D io & l l o l g DOI: 10.4172/2168-9296.1000101 e y C Cell & Developmental Biology ISSN: 2168-9296 Research Article Open Access The Origins of Chordate Larvae Donald I Williamson* Marine Biology, University of Liverpool, Liverpool L69 7ZB, United Kingdom Abstract The larval transfer hypothesis states that larvae originated as adults in other taxa and their genomes were transferred by hybridization. It contests the view that larvae and corresponding adults evolved from common ancestors. The present paper reviews the life histories of chordates, and it interprets them in terms of the larval transfer hypothesis. It is the first paper to apply the hypothesis to craniates. I claim that the larvae of tunicates were acquired from adult larvaceans, the larvae of lampreys from adult cephalochordates, the larvae of lungfishes from adult craniate tadpoles, and the larvae of ray-finned fishes from other ray-finned fishes in different families. The occurrence of larvae in some fishes and their absence in others is correlated with reproductive behavior. Adult amphibians evolved from adult fishes, but larval amphibians did not evolve from either adult or larval fishes. I submit that [1] early amphibians had no larvae and that several families of urodeles and one subfamily of anurans have retained direct development, [2] the tadpole larvae of anurans and urodeles were acquired separately from different Mesozoic adult tadpoles, and [3] the post-tadpole larvae of salamanders were acquired from adults of other urodeles. Reptiles, birds and mammals probably evolved from amphibians that never acquired larvae.
    [Show full text]
  • Literature Cited in Lizards Natural History Database
    Literature Cited in Lizards Natural History database Abdala, C. S., A. S. Quinteros, and R. E. Espinoza. 2008. Two new species of Liolaemus (Iguania: Liolaemidae) from the puna of northwestern Argentina. Herpetologica 64:458-471. Abdala, C. S., D. Baldo, R. A. Juárez, and R. E. Espinoza. 2016. The first parthenogenetic pleurodont Iguanian: a new all-female Liolaemus (Squamata: Liolaemidae) from western Argentina. Copeia 104:487-497. Abdala, C. S., J. C. Acosta, M. R. Cabrera, H. J. Villaviciencio, and J. Marinero. 2009. A new Andean Liolaemus of the L. montanus series (Squamata: Iguania: Liolaemidae) from western Argentina. South American Journal of Herpetology 4:91-102. Abdala, C. S., J. L. Acosta, J. C. Acosta, B. B. Alvarez, F. Arias, L. J. Avila, . S. M. Zalba. 2012. Categorización del estado de conservación de las lagartijas y anfisbenas de la República Argentina. Cuadernos de Herpetologia 26 (Suppl. 1):215-248. Abell, A. J. 1999. Male-female spacing patterns in the lizard, Sceloporus virgatus. Amphibia-Reptilia 20:185-194. Abts, M. L. 1987. Environment and variation in life history traits of the Chuckwalla, Sauromalus obesus. Ecological Monographs 57:215-232. Achaval, F., and A. Olmos. 2003. Anfibios y reptiles del Uruguay. Montevideo, Uruguay: Facultad de Ciencias. Achaval, F., and A. Olmos. 2007. Anfibio y reptiles del Uruguay, 3rd edn. Montevideo, Uruguay: Serie Fauna 1. Ackermann, T. 2006. Schreibers Glatkopfleguan Leiocephalus schreibersii. Munich, Germany: Natur und Tier. Ackley, J. W., P. J. Muelleman, R. E. Carter, R. W. Henderson, and R. Powell. 2009. A rapid assessment of herpetofaunal diversity in variously altered habitats on Dominica.
    [Show full text]
  • Naturalism, the New Journalism, and the Tradition of the Modern American Fact-Based Homicide Novel
    INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand corner and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. U·M·I University Microfilms International A Bell & Howell Information Company 300 North Zeeb Road. Ann Arbor. Ml48106-1346 USA 3131761-4700 800!521-0600 Order Number 9406702 Naturalism, the new journalism, and the tradition of the modern American fact-based homicide novel Whited, Lana Ann, Ph.D.
    [Show full text]
  • ARISTOTLE and the IMPORTANCE of VIRTUE in the CONTEXT of the POLITICS and the NICOMACHEAN ETHICS and ITS RELATION to TODAY Kyle Brandon Anthony Bucknell University
    Bucknell University Bucknell Digital Commons Honors Theses Student Theses 2010 ARISTOTLE AND THE IMPORTANCE OF VIRTUE IN THE CONTEXT OF THE POLITICS AND THE NICOMACHEAN ETHICS AND ITS RELATION TO TODAY Kyle Brandon Anthony Bucknell University Follow this and additional works at: https://digitalcommons.bucknell.edu/honors_theses Part of the Philosophy Commons Recommended Citation Anthony, Kyle Brandon, "ARISTOTLE AND THE IMPORTANCE OF VIRTUE IN THE CONTEXT OF THE POLITICS AND THE NICOMACHEAN ETHICS AND ITS RELATION TO TODAY" (2010). Honors Theses. 21. https://digitalcommons.bucknell.edu/honors_theses/21 This Honors Thesis is brought to you for free and open access by the Student Theses at Bucknell Digital Commons. It has been accepted for inclusion in Honors Theses by an authorized administrator of Bucknell Digital Commons. For more information, please contact [email protected]. Table of Contents Introduction 1 Chapter 1 What does it mean to live a good life? 7 The virtuous life 8 Ethical virtue 13 Bravery as an ethical virtue 20 Justice 22 Chapter 2 The Politics and the ideal polis 28 Development of a polis 29 Features of an ideal polis 32 What does it mean to be a citizen of a polis? 40 Aristotle’s views on education 42 Social groups in a polis who are not recognized as citizens 45 Non-ideal political systems 51 Chapter 3 Connections between the Politics and the Ethics 57 Chapter 4 Difficulties in applying Aristotle’s theories to a modern setting 68 Conclusion Where do we go from here? 87 Bibliography 89 iv Acknowledgements First off, I have to thank God, as He helped me endure this project and gave me the courage to press on when I became frustrated, angry, and ready to quit.
    [Show full text]
  • Morphological and Molecular Assessment of Aprasia Fusca and A
    RECORDS OF THE WESTERN AUSTRALIAN MUSEUM 28 144–163 (2013) Morphological and molecular assessment of Aprasia fusca and A. rostrata (Squamata: Pygopodidae), with a description of a new species from the Lake MacLeod region, Western Australia Brad Maryan¹,4, Brian G. Bush² and Mark Adams³ ¹ Biologic Environmental Survey, 50B Angove Street, North Perth, Western Australia 6006, Australia. Email: [email protected] ² Snakes Harmful and Harmless, 9 Birch Place, Stoneville, Western Australia 6554, Australia. ³ Evolutionary Biology Unit, South Australian Museum, North Terrace, Adelaide, South Australia 5000, Australia. 4 Department of Terrestrial Zoology, Western Australian Museum, 49 Kew Street, Welshpool, Western Australia 6106, Australia. ABSTRACT – The Australian pygopodid genus Aprasia comprises a group of small, morphologically conservative, worm-like fossorial lizards, many of which are distributed along the west coast of the continent. This study re-examines the taxonomic distinctiveness of the two most northerly occurring species in Western Australia: A. fusca and A. rostrata, which are very similar in morphology. A combined morphological and allozyme analysis revealed these two species to be conspecifi c with A. rostrata considered a senior synonym of A. fusca. As a consequence, we have redescribed A. rostrata. The allozyme analysis also revealed a new species, named here as Aprasia litorea sp. nov. This species occurs in the Lake Macleod region, well to the south of its congener, A. rostrata, and the two species are diagnosable using a conservative suite of morphological and meristic characters. KEYWORDS: worm lizard, synonymy, Aprasia litorea sp. nov., North West Cape, Montebello Islands, Barrow Island, allozyme electrophoresis INTRODUCTION the fi rst British atomic weapons (Hill 1955).
    [Show full text]
  • IS GOD in HEAVEN? John Morreall Religion Department the College of William and Mary
    IS GOD IN HEAVEN? John Morreall Religion Department The College of William and Mary 1. Introduction t first glance, this question may seem as silly as the quip “Is the Pope Catholic?” For in the Biblical traditions what Ais older and more accepted than the idea that God is in heaven? In his prayer dedicating the temple, Solomon says over and over, “Hear in heaven your dwelling place (I Kings 8:30, 32, 34, 36, 39, 43, 45, 49), and many Jewish prayers are addressed to God in heaven. The central prayer of Christians, composed by Jesus, begins, “Our Father, who art in heaven.” Both the Apostles’ Creed and the Nicene Creed say that Jesus ascended into heaven, where he is now “seated at the right hand of the Father.” What I will show, however, is that, far from being an obvious truth, the claim that God is in heaven is logically incoherent, and so necessarily false. I will begin by presenting four features of the traditional concept of heaven, two from the Hebrew Bible, and two from the New Testament and early Christianity. All of these features were developed at a time when God was thought of as a physical being. But, I will then argue, once Christians thought of God as nonphysical, the traditional concept of heaven was no longer acceptable. My argument is that: 1. Heaven is a place. 2. Only what is physical is located in a place. 3. God is not physical. 4. So God is not located in a place. 5. So God is not located in heaven.
    [Show full text]
  • 35 Finding of the Alpine Salamander (Salamandra Atra Laurenti, 1768; Salamandridae, Caudata) in the Nature Park Žumberak
    HYLA VOL. 2011. No. 1 Str. 35-46 SHORT NOTE Finding of the Alpine salamander (Salamandra atra Laurenti, 1768; Salamandridae, Caudata) in the Nature Park Žumberak - Samoborsko gorje (NW Croatia) 1 2 3 NINA JERAN* , PETRA ĐURIĆ , KREŠIMIR ŽGANEC 1 Požarinje 69, 10000 Zagreb, Croatia, [email protected] 2 State Institute for Nature Protection, Trg Mažuranića 5, 10000 Zagreb, Croatia 3 University of Zagreb, Faculty of Science, Rooseveltov trg 6, 10000 Zagreb, Croatia ABSTRACT This study confirms the presence of Alpine salamander (Salamandra atra) in the Nature Park Žumberak - Samoborsko gorje, where previously only one specimen was recorded in 1989. Species presence and distribution were investigated at ten different localities in stands of montane beech forest, during the vegetation season 2004. In July 2004 five individuals (four males and one female) of Alpine salamander were found in the virgin beech forest at site Kuta (about 900 m a.s.l.), during weather conditions characterized by heavy rain. This is the northernmost finding of the species in Croatia, as well as a confirmed disjunctive part of its areal in the Dinarids. Conservation measures for the species are proposed but for more precise conservation plan further research of species distribution and ecology is needed. Keywords: Alpine salamander, Salamandra atra, Nature Park Žumberak - Samoborsko gorje, distribution, amphibians 35 Alpine salamander (Salamandra atra) is a montane species occurring between 400 and 2,800 m a.s.l., but is usually found from 800 to 2,000 m a.s.l. (ARNOLD & BURTON, 1978). It inhabits mainly forests (beech, mixed deciduous and mixed deciduous-coniferous), but may also be found above the tree-line, in cool, damp alpine meadows, pastureland and other, slightly modified habitats.
    [Show full text]
  • Aristotle: Movement and the Structure of Being
    Aristotle: Movement and the Structure of Being Author: Mark Sentesy Persistent link: http://hdl.handle.net/2345/2926 This work is posted on eScholarship@BC, Boston College University Libraries. Boston College Electronic Thesis or Dissertation, 2012 Copyright is held by the author, with all rights reserved, unless otherwise noted. Boston College The Graduate School of Arts and Sciences Department of Philosophy ARISTOTLE: MOVEMENT AND THE STRUCTURE OF BEING a dissertation by MARK SENTESY submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy December 2012 © copyright by MARK SENTESY 2012 Aristotle: Movement and the Structure of Being Mark Sentesy Abstract: This project sets out to answer the following question: what does movement contribute to or change about being according to Aristotle? The first part works through the argument for the existence of movement in the Physics. This argument includes distinctive innovations in the structure of being, notably the simultaneous unity and manyness of being: while material and form are one thing, they are two in being. This makes it possible for Aristotle to argue that movement is not intrinsically related to what is not: what comes to be does not emerge from non‐being, it comes from something that is in a different sense. The second part turns to the Metaphysics to show that and how the lineage of potency and activity the inquiry into movement. A central problem is that activity or actuality, energeia, does not at first seem to be intrinsically related to a completeness or end, telos. With the unity of different senses of being at stake, Aristotle establishes that it is by showing that activity or actuality is movement most of all, and that movement has and is a complete end.
    [Show full text]
  • Reptiles and Amphibians of the Goegap Nature Reserve
    their time underground in burrows. These amphibians often leave their burrows after heavy rains that are seldom. Reptiles And Amphibians Of The There are reptiles included in this report, which don’t occur here in Goegap but at the Augrabies Falls NP. So you can find here also the Nile monitor and the flat liz- Goegap Nature Reserve ard. Measuring reptiles By Tanja Mahnkopf In tortoises and terrapins the length is measured at the shell. Straight along the mid- line of the carapace. The SV-Length is the length of head and body (Snout to Vent). In lizards it easier to look for this length because their tail may be a regenerated one Introduction and these are often shorter than the original one. The length that is mentioned for the The reptiles are an ancient class on earth. The earliest reptile fossils are about 315 species in this report is the average to the maximum length. For the snakes I tried to million years old. During the aeons of time they evolved a great diversity of extinct give the total length because it is often impossible to say where the tail begins and and living reptiles. The dinosaurs and their relatives dominated the earth 150 million the body ends without holding the snake. But there was not for every snake a total years ago. Our living reptiles are remnants of that period or from a period after the length available. dinosaurs were extinct. Except of the chameleons (there are only two) you can find all reptiles in the appen- Obviously it looks like reptiles are not as successful as mammals.
    [Show full text]