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Students will understand that . . . . ● How can making observations of organisms
help me to understand the importance of
● Making observations includes using visual, biodiversity in an area?
auditory, olfactory, and tactile senses ● What do animals use energy for? Where
● Data can be collected to show a variety of does it come from?
producers, consumers, and decomposers ● How do plants get what they need to
with an ecosystem survive?
● Producers, consumers, and decomposers ● How can the recycling of matter through
can be further categorized into specific the environment be represented?
groups ● How can we maintain or improve our
● The energy animals consume once came schoolyard’s biodiversity?
from the sun and is used to support their
bodily functions
● Energy can be transferred from one living
thing to the next
● The energy plants get comes from the sun
● Models help me understand complex ideas
about the world
● Matter cycles back and forth between living
things and the environment
● The interactions between living things and
the environment create a system
● People have an effect on the environment
● Evidence is needed to support a claim
about the cause of an environmental
problem
Adapted from Understanding by Design (p. 22), by G. Wiggins and J. McTighe, 2005, Upper Saddle River, NJ: Pearson
Education, Inc. Copyright 2005 by ASCD.
consumers, and decomposers through organisms
● The further classifications that living things ● Brainstorm ideas for improving biodiversity
can be organized by
Adapted from Understanding by Design (p. 22), by G. Wiggins and J. McTighe, 2005, Upper Saddle River, NJ: Pearson
Education, Inc. Copyright 2005 by ASCD.