S1+Blouin,+Cameron

=Stage 1 - Identify Desired Results= Students examine how the characteristics of the physical,non-living (abiotic) environment, the types and behaviors of living (biotic) organisms, and how the flow of matter and energy affect organisms and the ecosystem of which they are part.
 * **Establish Goals (MLR or CCSS):** **(G)** ||
 * **Maine Learning Results**
 * Content Area**: Science and Technology
 * Standard Label**: E. The Living Environment
 * Standard**: E2 Ecosystems,
 * Grade Level Span**: Grade 6-8
 * Performance Indicators**: b and c.. ||

//What understandings are desired?//
•energy flow is different in each ecosystem. •each organism plays a key roll in their ecosystem. ||
 * **//Students will understand that://** **(U)** ||
 * •each ecosystem has unique properties such as plants and animals.

//What essential questions will be considered?//
•How are the food chains structured plus how does energy travels up the food chain? •Why is an ecosystem affected drastically or not at all if an organism is removed? ||
 * **Essential Questions:** **(Q)** ||
 * •How does the ecosystem have an effect on what plants/animals can survive there?

//What key knowledge and skills will students acquire as a result of this unit?//
•Critical Details: Specifics to how plants/animals survive and what makes each ecosystem unique •Important Events: Global warming and ice ages and their effects on today's ecosystems. || •show examples of ecosystems in the world. •make sense of climate differences and how that effects wildlife. •design a food-web and show what happens if an organism is removed. •compare plants and animals in ecosystems and how they interact. •consider what makes each organism necessary in an ecosystem. •synthesize the big picture of how each ecosystem works. ||
 * **//Students will know://** **(K)** || **//Students will be able to://** **(S)** ||
 * •Terminology:Biomes, ecosystems, food-webs, climate, photosynthesis, and metabolism.


 * 2004 ASCD and Grant Wiggins and Jay McTighe.**