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 fow 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 ● Foodweb ● 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 fow 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