Linnea+M.+Stage+1

=Stage 1 Identify Desired Results= //**E2 Ecosytems**// //**Grades 9 - Diploma**
 * **Establish Goals:** **(G)** ||
 * **//Maine Learning Results:// Science and Technology //- E. The Living Environment//**
 * Students describe and analyze the interactions, cycles, and factors that affect short-term and long-term ecosystem stability and change.**// ||

//What understandings are desired?//
• ecological balance can be cyclic or directional. • not all components in an ecosystem can (or should) be controlled. ||
 * //Students will understand that:// **(U)** ||
 * • components of an ecosystem interact to form a dynamic equilibrium.

//What essential questions will be considered?//
• Why does the public need to know about types of ecological balance? • To what extent should humans influence an ecosystem? ||
 * **Essential Questions:** **(Q)** ||
 * • How does a specific ecosystem react when components are changed?

//What key knowledge and skills will students acquire as a result of this unit?//
• the different levels of organization in an ecosystem • the sequence of ecological succession || • describe factors in a local ecosystem. • illustrate the relationships in the ecosystem. • design and carry out an experiment that (reversibly) perturbs the ecosystem. • perform an in-depth analysis, including basic statistics. • report in a form suitable for presentation to a town Planning Board. • state personal bias and its possible influence on their conclusion. ||
 * //Students will know:// **(K)** || //Students will be able to:// **(S)** ||
 * • terminology of ecology: dynamic equilibrium, biotic, abiotic, species, population, density, resource, symbiotic relationships, predator, prey, cycles of matter, cycles of energy, niche, carrying capacity, exponential growth, logistic growth, biodiversity, invasive species, conservation biology, sustainability




 * 2004 ASCD and Grant Wiggins and Jay McTighe**