6th Grade Science Guide

6.4: Ecosystems 3 Dimensions & Progressions

Unit 5

STANDARD 6.4.3

6.4.3 Develop a mode l to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem . Emphasize food webs and the role of producers, consumers, and decomposers in various ecosystems. Examples could include Utah ecosystems such as mountains, Great Salt Lake, wetlands, and deserts. MS-LS2-3

CONCEPTS

SKILLS

●​ Cycling of matter through ecosystem ●​ Flow of energy among living parts of ecosystem

●​ Develop a model

LEARNING PROGRESSIONS

●​ There are living (biotic) and non-living (abiotic) components of ecosystems. ●​ Producers are at the base of the food chain and make food from the Sun’s energy ●​ Components of a food chain include producers, consumers, decomposers ●​ Energy from the sun is transferred through the food chain, but energy is lost over time VOCABULARY ●​ Abiotic ●​ Biotic ●​ Matter recycling ●​ Food web ●​ energy ●​ Decomposer ●​ Producer ●​ Consumer ●​ Environment

POSSIBLE PHENOMENA

●​ Matter and Energy cycle through an ecosystem ●​ Lions eat antelope but lions eventually support the growth of grass. ●​ There are many more small animals than large animals in an ecosystem.

END OF UNIT COMPETENCY WITH LANGUAGE SUPPORTS

●​ I can make a model of a food chain and explain energy flow through the food chain. ○​ Language supports:

■​ Connectors to signal time (next, then, therefore, consequently, as a result of) ■​ Sentence stems to support discussion (______ results in _____, the amount of energy that is lost at each level is _____., Energy is lost at each level because ______).

DIFFERENTIATION IN ACTION