Discover some levels of organization:from individual to ecosystem. Questions and tasks included

1. LEVELS OF ORGANIZATION
LIVING THINGS
ECOSYSTEMS
Identify levels of organization of
living things in nature establishing
intuitive relationships among them.

2. INTRODUCTION
A system is made of many parts that work
together for a purpose. A bicycle with a
rider is an example of a simple system. The
handlebars, pedals, gears, tires, brakes,
frame and rider work together. Like all
systems, parts of the bicycle interact with
other parts. For example, parts on the
handlebars may control the gears or the
brakes.

3. A system is made of many parts that
work together for a purpose
Handlebar
Brakes
Frame.
Pedals
Tires

4. If you have ridden on a bicycle you may
know what each part does.
Explain in briefly what the parts that are
pointed at are good for.
Handlebar: it holds the
brakes and gears. The rider
turns it to go left, right or
to keep straight ahead.
Brakes
Frame.
Pedals
Tires

5. A system is made of many parts that work together
for a purpose
Explain
why a computer
is a kind of
system?
Hard disc,
power supply,
input/output
ports- cd rom
drive,
motherboard.

6. QUESTION
Which one is NOT an example of a system?
A. School.
B. Hospital.
C. Airplane.
D. River.

7. QUESTION
• Explain why a hospital and an airplane are
examples of systems? Give two reasons for
each one.
• Give two reasons to explain why a river is not
an example of a system?

8. The next slide shows pictures of
different organisms that can be seen or
found at school.
Every one has particular and unique
characteristics.
But no matter how different they are
they belong to the same ecosystem and
they are related to each other.
Why do you think are there different
kinds of animals and plants in nature?

12. An individual is a singular organism which has some
unique characteristics and who belongs to a species.
Africa's smallest feline predator,
nocturnal, spotted coat.
Brown head and body with a darker abdomen,
toxic alkaloid venom, feed mostly on young
plants, seeds and crickets.

13. A species is a group of very similar organisms whose members
can mate with one another and produce offspring
Saman Holstein

14. Species can have off springs the same
kind with the same physical traits.

15. QUESTION
What is the main characteristic of a species?
A. It is a living thing.
B. It does activities of life.
C. Members can mate with one another and
produce offspring the same kind.
D. It is an organism.

16. Task: Talk to your classmate and think of other
examples of individuals.
Think of different plants and list three
individuals
bromelia chiminango mango

17. Then, think of different animals and list three individuals.
Write them down in your science notebook.

18. QUESTION
Which one is not a species?
A. Tree
B. Holstein
C. Saguaro Cactus
D. Gray Wolf

19. QUESTION
What species cannot be found in Colombia?
A. Cobra.
B. Chiguiro.
C. Titi monkey.
D. Chiminango.

20. Where do you think
this picture was taken?

22. What are some of the problems that a
chiguiro as a species might have in
Colombia?

23. What are some of the problems that a
titi monkey as a species might have in
Colombia?

24. QUESTION
TRUEOR FALSE
In our country we can find all the species of
animals that live in the world.
Justify and explain your answer.

25. Dark Pink Bromelia
Ficus

26. Crawling Lawn grass (gateadora)
Fique o cabuya

27. A population is all the members of one species that live
within an area of an ecosystem.

28. The size of each population may change depending on
the amount of water, food, and space available.
Why are there so many gazelles in this habitat? Explain.

30. The size of each population may change depending
on the amount of water, food, and space available.
• What might happen
to a population of
gazelles in the African
savannah ecosystem
during a drought
(long dry season)?
• What others
populations may be
affected by the
decrease of gazelles?

31. Task: You have 20 minutes to complete the next
instruction.
Go outside from your classroom to the places suggested
by your teacher. Take a closer look at all of plants and
animals (including tiny insects when possible). Identify
and list two different populations of plants, two different
populations of animals and two different populations of
insects.
Keep these tips when doing your observation:
Is the population small, medium or large?
Do you think the population has been always there or was
it planted or brought to this ecosystem?
Is the population surrounded by others populations or is
the population isolated?
Draw pictures of each population.

32. PLACES you can go to:
NEXT TO JAVERIANA´S POND
PLAYGROUND ELEMENTARY
BUILDING
AREAS AROUND FOURTH
GRADE HALL
PLAYGROUND NEXT TO ART
CLASSROOM
Soccer field
Buses parking lot
Swimming pool
Cafeteria

33. Palma real
Bamboo

34. Heliconia

37. QUESTION
Population is this context means:
A. All people living together in a place.
B. All the living things living together in a place.
C. All the animals or plants living together in a
place.
D. All the members of one species living
together in a place.

38. QUESTION
What is not an example of population?
A. All people living in my neighborhood.
B. A sugarcane plantation.
C. My pet.
D. Many Barbary ducks (creole duck) in the
Javeriana’s lake.

39. COMMUNITY
The different populations that
interact with each other in
the same area form a
community.
All the organisms (plants,
trees, fungi, birds, reptiles,
fish, amphibians, mammals,
microorganisms) in the
Amazon rainforest form a
community.
Within the communities,
energy flows in food webs.
Members of a community
depend on each other to fill
needs such as food, water,
shelter and reproduction.
The area or place where an
organism lives in an ecosystem
is called a habitat.

40. Community= different populations

41. Community= different populations

42. Community= different populations

43. QUESTION
Which one is a particular characteristic of a
community?
A. All members depend on each other.
B. Many organisms live together.
C. It is the home of many species.
D. It has many plants, animals, insects, birds,
mammals and reptiles.

44. Task:
Look at the slides showing a natural
community.
Identify with your classmate what
different individuals/populations you may
spot living together.
Describe in what way they interact with
each other and with the nonliving parts of
the environment.
Write your observations in your science
notebook.

45. QUESTION
How different population might interact with each
other?
Identify at least two forms of interactions among
some species in the Serengeti National Park

47. QUESTION
How different population might interact with each
other?
Identify at least two forms of interactions among
some species in the Serengeti National Park

49. QUESTION
How different population might interact with each
other?
Identify at least two forms of interactions among
some species in the Serengeti National Park

51. ECOSYSTEMS
• An ecosystem is all the
living and nonliving things
in an environment and the
many ways they interact.
• The nonliving parts of an
ecosystem include air,
water, soil, sunlight and
climate.
• Animals, plants, fungi and
bacteria are the living
parts of an ecosystem.

52. ECOSYSTEMS
An ecosystem may be
large, like a desert.
Explain why a dessert
is an ecosystem?

53. ECOSYSTEMS
An ecosystem may be small,
like a rotting log.
Explain why a rotting log is an
ecosystem?

56. GRASSLAND ECOSYSTEM

57. DESERT ECOSYSTEM

58. RAINFOREST ECOSYSTEM

59. WATER ECOSYSTEM

60. LET’S OBSERVE AND ANALYZE
OUR SCHOOL ECOSYSTEM
• Task: Work with your
closest classmate on this
question:
• What are the living and
nonliving things in your
school? Explain and
write: how living things
(everyone who works in
the school) use nonliving
things to interact and
meet students needs at
school?
• Talk to your closest
classmate and think of
three different ways
organism interact with
each other and with
nonliving parts in the
Javeriana´s pond: water
ecosystem.
• Describe and explain
how they interact. Write
conclusions down in your
science notebook.