Classification of animals mammals reptiles amphibians

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    1. Ciencia y Ambiente | Los animales Vertebrados.
    2. Vertebrate animals 3rd grade (Prof. MArian Muñoz)
    3. Vertebrates: Fish - 1ESO


Starting from a critique of anthropology and the so-called ethnoscience, this article shows the case of the Ashaninka of the central Peruvian Amazon, who have developed different levels of classification of forest animals. Thus, in this sociocultural system, prototypical nomenclatures coexist with classification systems closely linked to the cosmological system of this society.

Based on a critique of anthropology and ethnoscience, this article shows that in the Ashaninka's case, there is a coexistence of different classification systems of forest's animals. This exposition shows that prototypical nomenclature coexists with other classification systems that bear a strong relation with Ashaninka's cosmology.

2The Ashaninka people are a group of horticulturalists, hunters, fishermen and gatherers of the Arawak family in its Maipurean branch and are found in the region of the headwaters of the Ucayali River, which includes the Perené, Ene, Tambo, Pichis, Pachitea, Urubamba rivers and the interfluvial region of the Gran Pajonal. Thus, the traditional territory of this group includes a sector of the Ucayali varcea, the Andean foothills and interfluvial terra firme zones, being predominantly hilly.

Ciencia y Ambiente | Los animales Vertebrados.

Presentación en PowerPoint que contiene 36 diapositivas informativas, es importante desatacar, que este paquete educativo contiene actividades de mayor nivel de pensamiento, adivinanzas, y diagramas para mantener a los estudiantes comprometidos.

- ...Materias:Otro (Ciencia), Ciencia, EspañolGrados:2do - 4toTipos:Actividades, Juegos, Hojas de trabajoMostrar más detallesAñadir al carritoEstudio de Investigacion Clasificacion de Animales Research BUNDLE Mrs Partidaby Bilingual Stars Mrs Partida5.0(1)$28.00$15.00CCSS Este BUNDLE de Investigación de Animales en español incluye todo lo necesario para integrar a través de las materias de contenido tales como: Ciencia Lectura, Escritura y Matemáticas.

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Este paquete incluye actividades de lectura, hojas de vocabulario y una presentación en power point para discusión en grupo. Hay cinco grupos de animales destacados: mamíferos, reptiles, peces, anfibios y aves.

Vertebrate animals 3rd grade (Prof. MArian Muñoz)

Although there are numerous definitions of pain, almost all involve two key components. First, nociception is required.[5] This is the ability to detect noxious stimuli that elicit a reflex response, which rapidly moves the entire animal, or the affected part of its body, away from the source of the stimulus. The concept of nociception does not imply any subjective sensation, but a reflex. An example in humans would be the rapid withdrawal of a finger that has touched something hot. The withdrawal occurs before any sensation of pain is actually experienced.

Reflex arc of a dog with a pin in its paw. As can be seen, there is no communication with the brain, but the paw is withdrawn by nerve impulses generated by the spinal cord. There is no conscious interpretation of the stimulus by the dog.

Nerve impulses from the nociceptive response can be conducted to the brain which registers the location, intensity, quality and unpleasantness of the stimulus. The subjective component of pain involves conscious awareness and unpleasantness of the sensation. The brain processes underlying the conscious perception of unpleasantness (suffering) have not been fully understood. Many animals also exhibit more complex physiological and behavioral changes, which indicate the ability to experience pain: they eat less food, their normal behavior is altered, their social behavior is suppressed, they may adopt unusual behavioral patterns, they may issue distress calls, they experience cardiovascular and respiratory changes, as well as inflammation and release of stress hormones.[6] The following are some examples.

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Vertebrates: Fish - 1ESO

Avella-M., A. & Rangel-Ch.,J.O. 2012. Floristic composition and structural aspects of the forest vegetation of southern Córdoba department. In: J.O. Rangel-Ch. (ed.). Colombia Biotic Diversity XII. The Caribbean region of Colombia: 477-537.

Avella-M., A. & Rangel-Ch., J.O. 2014. Oak forests types of Quercus humboldtii in the Guantiva - La Rusia - Iguaque corridor (Santander-Boyacá, Colombia): Their conservation and sustainable use. Colombia Forestal 17 (1): 100-116.

Cantillo, E.E. & Rangel-Ch., J.O. 2011. Patterns of structure and richness of forest vegetation in Colombia-synthesis-. In: J.O. Rangel-Ch. (ed.). Colombia Biotic Diversity XI. Patterns of vegetation structure and richness in Colombia: 435-461. Universidad Nacional de Colombia-Instituto de Ciencias Naturales, Bogotá, D.C.

Cleef, A.M., Rangel-Ch., J.O., Van der Hammen, T. & Jaramillo-M., R. 1984. The vegetation of the forests of the Buritaca Transect, Sierra Nevada de Santa Marta. In: T. van der Hammen and P. Ruiz-C. (eds). The Sierra Nevada de Santa Marta, Buritaca-La Cumbre Transect. Tropical Andean Ecosystem Studies 2: 267-406 J. Cramer, Vaduz. Cramer, Vaduz.


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