The Learning Guides.

 The Objective of the Web

The objective of the web is to provide a platform for sharing learning guides and resources on a diverse range of topics related to science that are relevant and useful to learners of all ages and backgrounds. Our goal is to make high-quality educational content accessible and engaging to everyone, regardless of their location or level of experience.

Through our web platform, users can access a variety of learning guides that cover different topics about science, from basic skills like reading and writing to more advanced skills. Our guides are designed to be interactive and engaging, incorporating a range of multimedia resources like videos, images, and games to make learning more fun and effective.

In addition to providing learning guides, our web platform also serves as a hub for teachers, educators, and other professionals to share their own resources and collaborate with others in the education community.

Introduction to the Learning Guides.

Welcome to our educational website, dedicated to providing resources and guides for students in different grade levels in the field of science. Our website focuses on five main topics, tailored for different grade levels. For second graders, we offer an interactive virtual environment to explore and learn about the human body. Through engaging activities and visual aids, students can discover the intricate workings of the human body and understand how it functions.

For first graders, we provide a face-to-face environment to learn about the differences between living and inert beings. This topic is essential to lay the foundation for understanding the natural world around us. Fourth-grade students can explore the fascinating world of the cell through our interactive virtual environment. Meanwhile, fifth-grade students can delve into the study of ecosystems in a face-to-face environment, learning about the delicate balance of living and non-living components in nature. Finally, sixth-graders can learn about the origins of the universe and how it all began through a face-to-face environment. Our goal is to provide a comprehensive and engaging educational experience for students of all ages and grade levels.

Some Learning Guides to show and apply in Class.

Teacher’s Name : Yesmi Cecilia Donado Pacheco Grade: _2 Grade		Topic: Human Body
Purpose of the lesson:		Grammar point: 10
Learning skills (how are you going to include the four skills)? Grammar, listening, speaking.		Vocabulary (words your students may not know): Head, Hair, Eyes, Ears, Nose, Mouth, Teeth, Tongue, Neck, Shoulders, Arms, Elbows, Hands, Fingers, Chest, Stomach, Back, Hips, Legs, Knees, Feet, Toes
Methodologies: Educational videos: I used educational videos that explained the different parts of the body and their functions to make the learning experience more engaging and effective for my students. Visual teaching: I used images and diagrams to help my students visualize the different parts of the body and their location.		Techniques: Games: I used interactive games that required students to identify different parts of the body, answer questions about their function and location, and work together to complete challenges related to the human body. Use of flashcards: I used flashcards with images of different parts of the body and their names to help students remember and learn the vocabulary related to the human body.
Stage	activity description	Link of the resources
Presentation	The topic of the human body is an important subject that second grade English students should learn. Through this topic, students will learn about the different parts of the body and their functions. They will also learn how to use the correct words and phrases to describe the human body and its parts. Learning about the human body can also help students understand how to care for and maintain a healthy lifestyle. Through images, games, and interactive activities, second grade English students can learn	https://view.genial.ly/64483c014f0db200112c9bd8/interactive- content-partes-del-cuerpo

 

 

	about the human body in a fun and educational way.
Practice	1.  In this activity, students will have to put together a puzzle to associate the image with the parts of the body. They will be instructed by the tutor in case they have difficulties or do not recognize the entire body properly. 2.  The students will watch a video where through music, they will be able to audibly recognize words about the parts of the body, as well as observe the location of the body parts.	https://puzzel.org/es/jigsaw/play?p=-NTtzzrP-MrkeCCCWmB5           https://www.youtube.com/watch?v=BwHMMZQGFoM&ab_channel=H aveFunTeaching
Production	1.  For production activities, the students must use the educational tool "educaplay" to create a game, which consists of the following: a frog must jump through several leaves. There will be questions such as "What is the English word for 'eye'?" and the frog must jump to the correct answer. This way, the students can learn meaningfully through the game. 2.  Finally, the students must match the word with the correct body part.	https://es.educaplay.com/recursos-educativos/14695201- human_body.html               https://es.educaplay.com/juego/14695393-human_body_match.html

 

 

Evaluation	1. To evaluate the students' knowledge, they must be able to use the "Paint" tool to draw lines with colored pencils where they match the word with the corresponding image.
Throughout these guides, students will find a variety of engaging and interactive resources to help them learn about the different parts of the body and their functions. They will have the opportunity to explore educational videos, colorful images, and fun games designed to help you remember the names and locations of different body parts.

Teacher’s Name: Pedro Rafael Mercado Mosquera Grade: 4th grade		Topic: The Cell  Level in English of student: A2
Purpose of the lesson: To reinforce and know the vocabulary about the Cell.		Grammar point: 10
Learning skills: Reading, writing, listening and critical thinking.		Vocabulary: Nerve, spinal cord, prokaryotic, eukaryotic, envelope, tissue, organelles, mitochondria, membrane, nucleus, ribosomes, cytoplasm, lysosomes, and organelles.
Methodologies: Virtual presentation, where the student will understand all about the topic and some different didactic activities that the student could evidence their process and their acquired knowledge.		Techniques: Presentation, didactic activities online.
Stage	activity description	Link of the resources
Presentation	This activity is just for information, a good and didactic presentation about the topic known as “the cell”. In which the student can find some indications about the cell, the student can find images to know and use it by an example.	https://view.genial.ly/644c0f500de48e00180a2afc/presentation-the-cell
Practice	On this stage, there will be two activities to know if the student understood the information on the presentation in genialy, being two games in educaplay, a letters soup and a unscramble letter.	https://es.educaplay.com/recursos-educativos/14750754-the_cell.html   https://es.educaplay.com/recursos-educativos/14750903-the_cell.html
Production	On production stage, the teacher created two activities to make the students recognize the importance to learn and know what a presentation informs. Using two virtual didactic materials, one of complete a text and one of relate columns; in both activities the cell’s vocabulary sees included.	https://es.educaplay.com/recursos-educativos/14760213-the_cell.html   https://es.educaplay.com/recursos-educativos/14763302-the_cell.html
Evaluation	The last stage, the teacher created an evaluation but on a didactic form, where the teacher use educaplay to evaluate the knowledge through a didactic evaluation.	https://es.educaplay.com/recursos-educativos/14750803-the_cell.html
On this template the student can see all the guidelines to start their process about the topic, the activities and the evaluation, where the student will test it knowledge obtained on the genialy file, that is the goal, to make students interpret and will test all learned for themselves.
References:   Biology for kids. (n.d.). Ducksters.com. Retrieved May 2, 2023, from https://www.ducksters.com/science/the_cell.php   What are cells? (n.d.). Kidshealth.org. Retrieved May 2, 2023, from https://kidshealth.org/en/kids/cells.html

Teacher’s Name	Eduardo Cohen Guerrero
Student’s Level (CEFR)
Grade	Sixth grade
Skills to develop
Number of sessions
OBJECTIVES
The Origin of the Universe for students who are in the First Year of Secondary, which corresponds to the Biology course, in this educational file you will find contents such as: expansive theories, stationary theories and homework, while we contextualize, analyze and assess the current hypotheses about the nature and dynamics of the universe.
VOCABULARY Universe, milky way, big bang, comets, stars, galaxies, the light, asteroids, and black holes, origin, disk, home, cosmic, gravity, evolution, gravitational.

 

 

Presentation

 

 

The universe.

 

In this article we are going to speak about the Universe, it is a place made up of planets, stars, light, galaxies, dust clouds and even time. The Universe has allowed the creation of those things that gave rise to life made up of animals, plants, viruses, microorganisms and humans. The universe has a very large area; scientists say that it has an infinite area.

The universe is a huge expanse of space that contains all the matter and all the energy that exists. This contains all galaxies, stars and planets, therefore, the universe is the set of all physically detectable entities that interact with each other within space-time according to physical laws.

In this article we touch on a topic about the exosphere, better known as the Universe, it is a place made up of planets, stars, light, galaxies, dust clouds and even time. The Universe has allowed the creation of those things that gave rise to life made up of animals, plants, viruses, microorganisms and humans. The universe has a very large area; scientists say that it has an infinite area.

The Big Bang is the beginning of the universe, the beginning about life’s human, it creates

all that we see, touch, and feel; it was done by atoms and then big atoms groups, those

atoms were made by stars, then some galaxies got crashed each other and those events

allowed to create the compound of the universe, comets, stars, galaxies, the light, asteroids,

and black holes.

The term universe is used informally in slightly different contextual senses and refers to concepts such as cosmos, world, nature, or reality. The physical sciences model the universe as a closed system that contains energy and matter in space-time and that is fundamentally governed by causal principles.

 

 

Practice and production

 

 

How did the universe origin?

 

The universe is the set of matter and energy interrelated with time and space. In the universe there are galaxies, black holes, stars, comets, planets with their satellites, etc. But how were these stellar bodies formed? How was the universe formed? There have been numerous theories that have been proposed to explain the mystery of the origin of the Universe, which can be grouped into 2 classes:

 

Galaxies are the basic structures of the universe, they are formed by a huge set of hundreds or billions of stars, interacting with each other; inside we find interstellar matter. In turn, the galaxies form associations of pairs, triplets or clusters (which can be thousands of galaxies). On the other hand, the shape that a galaxy acquires is due to the intensity of the rotation movement and its evolution. Thus we have:

 

Irregular-type galaxies are young galaxies, whose shape is not defined and lack a nucleus. In general, they are located near larger galaxies and their appearance is probably the result of gravitational perturbation due to galaxies with greater mass. They have abundant interstellar gas and dust. For example: The Great Magellanic Cloud, Cigar Galaxy (M82), Pegasus, etc.

 

 

Feedback:

 

1. a Galaxy is: _______________________________

2. indicates the existing types of galaxy: a._____________ b. _____________ b._____________ c. _____________

3. mention three types of spiral-type galaxies: _______________________________

4. name two features of an irregular galaxy. _________________________________

 

 

 

Production

 

The experiments suggest that the universe has been governed by the same physical laws, constant throughout its extension and history. It is homogeneous and isotropic. The dominant force at cosmic distances is gravity, and general relativity is currently the most accurate theory to describe it. The other three fundamental forces, and the particles on which they act, are described by the Standard Model.

 

the universe "our home"

 

According to Greek mythology, Zeus and Alcmene had a son, who was named Hercules. When the demigod was born, Zeus forced his wife Hera to breastfeed him, but the child suckled Hera's breast so hard that the milk spilled out, thus giving rise to the Milky Way (Milky Way).

It is a normal spiral galaxy that has medium dimensions compared to the others and has a total mass equivalent to one million Suns; It is considered a biconvex disk. It belongs to a galaxy cluster called the Local Group made up of an average of 31 galaxies; some data of this group

 

 

Complete and look for the words in the alphabet soup

 

 

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verifying learning

 

they are basic structures of the universe formed by millions of years

 

a- comets

b- stars

c- planets

d. galaxies

e- black holes

 

Galaxy of irregular type.

 

a) Andromeda

b) Swirl

c) Crab

d) Sculptor

d) Pegasus

 

Andromeda is a galaxy:

 

a) Irregular

b) normal spiral

c) Barred spiral

d) Elliptical

d) Nebula

 

most abundant type of galaxy

 

a) Spiral

b) Irregular

c) Nebula

d) Elliptical

d) Andromeda

 

they are the largest systems in the universe; made up of stars, cosmic dust, gases and others. (UFV-2001)

 

a) Constellations

b) Milky Way

c) Galaxies

d) Asteroids

e) Nebulae

 

 

 Evaluation(criteria)

 

Where does the universe originate? When did time start running? Is there space outside the universe or does it only exist within the universe? These are some of the questions that humanity has asked itself throughout history, how many times, from the simple observation of a starry sky.

 

1) if the speed of light in a vacuum is approximately 300,000 km/sec. A light year is the distance traveled by light in one year. How much is this distance expressed in meters?

2) Find out what are the basic concepts of theory of special relativity enunciated, in 1905, by Albert Einstein. For this, the reading of the book Conceptual Physics by P. Hewitt is recommended. Take notes on the requested information and then write a report on the topic.

3) Attend the video screening. During the screening, take note of the terms that you find relevant or difficult to understand. Then, create a glossary and ask your teachers for help to find data on the following concepts: a) electromagnetic spectrum;

b) relationship between frequency, wavelength and energy; c) types of radiation. These concepts will help you understand the different types of "signals" that astronomical instruments look for.

4) Research some biographies on the scientists who proposed theories that contributed significantly to the understanding of the universe: Isaac Newton, Albert Einstein, Steven Hopkin. When did they carry out their research? What motives prompted them in their searches? What was the most important contribution of each one of them? How could they describe each “researcher profile”?

 

Teacher’s Name	Rosa Angelica Ortiz Quintero
Student’s Level (CEFR)	A2
Grade	Fifth grade
Skills to develop	Speaking and writing.
Number of sessions	1
OBJECTIVES
After this class, students will be able to describe the different types of ecosystems and the organisms that inhabit them, identifying the interactions that occur between them.
VOCABULARY
Ecosystem Ecosystem components (biotic and abiotic) Organism Habitat Ecological niche Species Population Community Food chain Food web.

 

 

Presentation (Explanation of the topic)

 

Students are greeted and asked how they are doing. Once the greeting is finished, the students are told about the topic that will be worked on during the class.

Students are told about the basic concepts of ecosystems and their components: Ecosystems: An ecosystem is a community of living beings that interact with each other and with their physical environment.

Definition of the components of an ecosystem: The components of an ecosystem include the living things (populations and communities), the physical environment (biotope) and the interactions between them.

Explanation of some terms related to ecology, such as ecological niche, habitat, symbiosis, mutualism, commensalism, parasitism, etc.

The difference between terrestrial and aquatic ecosystems will be explained, and some examples of each will be presented.

 

Practice and production(activity)

 

Activity 1: Question and answer game in groups to practice the concepts learned in the presentation.

Activity 2: Observation and description of different ecosystems in images. Students will identify the components of the ecosystem and the organisms that inhabit them.

Note: Print the following image and show it to students.

Thedailyeco. (2022).

 

 

 

Production (activity)

 

Activity 1: Create a drawing of an ecosystem. Students will identify the components and organisms of the ecosystem.

Activity 2: Small group discussion. Students will discuss how humans can negatively affect ecosystems and possible solutions to prevent environmental degradation.

 

Evaluation Criteria(Rubric)

Ask students to take out a sheet of paper and write their name on it.

Write on the board the following quiz in which they choose between true or false.

1.   An ecosystem is a community of living things that interact with each other and with their physical environment. (True/False).

2.    The components of an ecosystem include only living things. (True/False).

3.   An ecological niche refers to the role a species plays within an ecosystem. (True/False).

4.   Mutualism is a symbiotic relationship in which one species benefits while the other species is harmed. (True/False).

5.   Competition for resources is an example of an ecological interaction in which two or more species compete for the same resources. (True/False).

 

 

 

 

Teacher’s Name: Daniel Sierra Ojeda Grade: 2 Grade		Topic: Human body  Level in english of student A1 _________________________________________
Purpose of the lesson: know the most common parts of the body, communicate their knowledge about the subject.		Grammar point: 10
Learning skills (how are you going to include the four skills)? Speaking, listening, reading.		Vocabulary (words your students may not know): Mouth, teeth, shoulder, knew, back, tooth.
Methodologies: collaborative learning based on group experiences that students and teachers work with the use of ICT in the classroom to improve the acquisition of the subject.		Techniques: online videos, didactic activities, teamwork, online games, matching, online audios.
Stage	activity description	Link of the resources
Presentation	The teacher briefly talks about the importance of taking care of the body and how having an adequate lifestyle allows us to function properly. The students carefully observe the presentation of the YouTube video The Human Body for children - Body Parts for Kids and of this In this way they recognize the different parts that make up the human body, they know their names and where they are located.	https://www.youtube.com/watch?v=SqI-NMDeLa8
Practice	In the first activity, students practice the words they recognized in the previous explanation, students underline the correct option and ask their teacher for help if necessary. Students in this second step practice the parts of the body by repeating the names with the help of the teacher.	www.educima.com/wordsearches/human_body-facc23c2f35517cb04869dec5f12c0d5           https://www.youtube.com/watch?v=SUt8q0EKbms
Production	In the first exercise, the students autonomously match the image with the correct word of the human body, thus students work on vocabulary. In the second activity, the students without the help of the teacher listen to the audios and choose the correct option, improving their listening and preparing for the evaluation.	https://app.nearpod.com/?pin=XSNRH         https://app.nearpod.com/?pin=XSNRH
Evaluation	The students are evaluated through the use of ICT, the students watch the video and choose the correct answer according to the case. Students are evaluated through the game.	https://www.youtube.com/watch?v=31cr5qRLi9A
An introduction to your learning guides. Thanks to this guide, students can use different technological tools to learn the subject, students watch videos, play and learn independently and with the help of the teacher.

Teacher’s Name	Daniela Bandera Hernandez
Student’s Level (CEFR)	A1
Grade	First
Skills to develop	Listening, speaking
Number of sessions	2
OBJECTIVES
To learn to differentiate living beings from inert, living, and non-living.
VOCABULARY
living beings things animals

 

WARM-UP:	Player of the day(5 MN) Make examples of living and non-living things(25mn)
PREVIOUS KNOWLEDGE:	Feedback:   Recognize, identify living and non- living things	https://www.youtube.com/watch?v=za5z6WRz29I

 

 

Presentation (Explanation of the topic)

Show images according to the theme exposed

 

 

 

https://cdn.firstcry.com/education/2022/11/17173012/Living-Things-and-Non-Living-Things-Definition- Examples-and-Characteristics.jpg

 

 

Practice and Production (Activity)

 

Pronounce, draw living and non-living beings, (25mn) colors And explain the importance of each of them. 15 MN   Video (10 MN)

Living things : https://www.youtube.com/watch?v=tzN299RpJHA Nonliving thigs: https://www.youtube.com/watch?v=gAWcBSZ0klw

 

Identify non-living beings at school, and at home make a list of living and non-living beings 20(mn) sustentations

https://www.liveworksheets.com/fo608603ot

 

Production (activity)

 

All students must immediately identify living and non-living things on the planet

https://www.youtube.com/watch?v=NDm1PjADVWQ

 

Evaluation Criteria(Rubric)

 

Create two sets, one with 3 living objects and the other with 3 non-living objects, don't forget to name each object. 

Teacher’s Name	Gloria Luquez
Student’s Level (CEFR)	A1
Grade	Fifth grade
Skills to develop	Reading, Writing, Listening
Number of sessions	1
OBJECTIVES
§  The student will be able to analyze the main concept of an ecosystem. §  The student will be able to recognize the main characteristics of an ecosystem. §  The student will be able to apply the vocabulary studied during the class.
VOCABULARY
Biology            Ecology            Earth Science            Meteorology            Geography            Human            Geography            Physical            Geography

 

PRESENTATION (EXPLANATION OF THE TOPIC

The ecosystems

 

Ecosystem is a community of living organism along with their natural habitat and the non-living

components of their environment.

This network of living and non-living components in a given area is know as an ecosystem,

an ecosystem Could be a pond, could be your house as well, and some believe that our earth is an

ecosystem too.

 

 Ecosystem includes two major components biotic and abiotic components, abiotic components

               are the non-living elements of the system, such as air, water, sunlight, nutrients and temperature,

biotic components are all the living organisms in the system, like plants, animals, fungi, micro-

organism and you. Ecosystem can be of any size, the area under your plant pot, under the rock, a pond,

 a puddle, the vast ocean, the city you live in, or your country.

 

Now this is an important piece of information, each organism living in an ecosystem has a role or niche,

for example, a deer living in a forest is a prey, lions, tigers, coyotes and other animals eat them for food.

We must remember that no two organisms can have the same niche or too long, after a while one has to

Either leave or go extinct.

 

Our ecosystem is really important, if we keep polluting our ecosystem like that, we would soon go extinct and

Earth would not be habitable ecosystem ever

                                                             Practice

         For each section below, read the information in the box on the left, draw a picture to represent the information in the box

             on the right, and circle the word in the box on the left that you feel is the most important word.

               

 

 

                      

An ecosystem is a community of living and no-living things that interact with each other particular environment
This network of living and non-living components in a given area is known as an ecosystem, an ecosystem Could be a pond, could be your house as well, and some believe that our earth is an ecosystem too
There are many different types of ecosystems, including, forest, ocean, grassland, desert and more.
Ecosystem includes two major components biotic and abiotic components, abiotic components are the non-living elements of the system, such as air, water, sunlight, nutrients and temperature, biotic components are all the living organisms in the system, like plants, animals, fungi, micro-organism and you

 

                                                                                Production (Activity)     

       1. Watch the video and socialize with your classmates.

https://www.youtube.com/watch?v=EETmdBq6aMY&ab_channel=LittleSchool

Answer the following questions

Why the ecosystem is important?

There are different types of ecosystems explain this.

2. According to the video make the following sentences.

      EVALUATION

 

 

1.       With your own word explain

        

             What is an ecosystem?

 

              What are biotic and abiotic components?

                       

               Why Our ecosystem is really important?

 

2.      Write true (T) or false (F) as appropriate.
 
 
             components of their environment…………… (    )
 
            There are many different types of ecosystems, including, forest, ocean, grassland, desert and more …. (   )
 
             The ecosystems provide habitat for animal and plants, and help to purify the air and water……. (  )

             Ecosystem is a community of living organism along with their natural habitat and the non-living....... (   )

3. Connect with an arrow each correct ecosystem

 Evaluation Criteria  (Rubric)

Highest Activity Score: 100 points

First Evaluation Criterion: The activity was delivered at the established time, if your work is at this level, you can get between 50 points and 70 points.

Second Evaluation Criterion: The student carries out the activities in a creative and orderly manner, if your work is at this level, you can get between 10 points and 15 points.

Third Evaluation Criterion: The student uses the dictionary as a form of support, if your work is at this level, you can get between 10 points and 15 points.

Fourth Evaluation Criterion: The student solves all the exercises correctly, if so, he will be able to obtain all 100 points.

 

Teacher’s Name	Jesus David Urango Conde
Student’s Level (CEFR)	A2
Grade	Fifth (5°)
Skills to develop	Reading, comprehension, teamwork.
Number of sessions	1
OBJECTIVES
Identify the different ecosystems and their features. Understand the definition of the ecosystem. Identify the positive and negative impacts of human intervention in the ecosystem.
VOCABULARY
Animals Organisms Species Threats Environments Human intervention

 

 

Presentation (Explanation of the topic)

Let’s start our lesson by understanding the definition of an ecosystem, so I invite you to read the next text.

 

An ecosystem is all the plants and animals that live in a particular area together with the complex relationship that exists between them and their environment.

 

According to the paragraph, you must select pictures that show an ecosystem.

         

A

 

B

 

C

D

Practice and production(activity)

 

Let's start our project. Now you know what an ecosystem is, you must understand how the place is the foundation that sustains life.

 

Elements to use: An empty bottle, grass, compost earth, water, and gravel.

 

Steps

1.   Cut the bottle in half.

2.   Add the gravel as a base for your new environment.

3.   Add the compost earth.

4.    Moisten the compost earth.

5.   Add the grass.

6.   Seal the bottle and wait a couple of days.

7.   Register every change in the mixture.

a.    Observation 1

b.    Observation 2

c.    Observation 3

d.    Observation 4

In the end, you will have an ecosystem and show it in class.

 

 

Production (activity)

 

Now, let’s test your knowledge. You must show that has acquired ideas about Ecosystems. So, you must resolve the following test.

 

When the human being exploits natural resources there is the Extinction of animal and plant species. Disruption of trophic networks and relationships. Soil desertification, the land loses of nutrients, and forests or jungles cannot be cultivated or grown. Increase in environmental pollution.

 

1.   What happens when human beings use natural resources in an uncontrolled way?

 

a.    Increases the production of resources.

 

b.    More resources are being created.

 

c.    They deteriorate.

 

Understanding that ecosystems are about a group of biotic and abiotic beings that coexist with each other to achieve a coexistence where everyone depends on everyone else to survive, answer the following question.

 

2.   Ecosystems can be:

 

a.    natural

 

b.    artificial

 

c.    Both are correct.

 

3.   Are ecosystems only made up of animals and plants?

 

a.    Yes

 

b.    No

 

4.   When an animal species disappears or decreases from an ecosystem, what happens to it?

 

a.    Nothing happens because a single species is not a loss that means much.

 

b.    The balance is disturbed, and the environment can be affected.

 

c.    Nothing happens because the world has not changed although some species have disappeared.

5.   According to what has been learned about the ecosystems, answer: Can your pet's hair, which contains fleas and ticks, be considered an ecosystem, considering that they depend on the dog to live?

 

a.    Yes

 

b.    No

 

Evaluation Criteria (Rubric)

 

1.   He/she carried out the practical activities consisting of the creation of the ecosystem itself proposed by the tutor.

 

2.   Understood the difference between ecosystem and environment.

 

3.   He/she understood the importance of controlled resource management.

 

4.   He/she was able to demonstrate the acquisition of knowledge about the actors participating in an ecosystem.

 

5.   He understood the importance that all species have in the balance of an ecosystem.

References.

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