Stage 1 Desired Results

Biodiversity	Pacing: 5 Weeks
*Stage 1 Desired Results*
Established Goals: LS2-7 Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity LS2-1 Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. LS2-6 Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.	Transfer
	Students will be able to independently use their learning to…. Identify key indicators of a biodiverse ecosystem’s ability to sustain a multitude of organisms Describe interrelationship between abiotic and biotic factors in sustaining a stable ecosystem Recognize impacts caused by habitat alteration through naturally occurring phenomenon and / or human activity
	*Meaning*
	Understandings Students will understand… Biodiversity assessed through analysis of the biotic and abiotic factors impacting an ecosystem Species Richness of a Southern New England forest is impacted the type of, distribution and abundance of trees Forest ecosystems are adaptable to changes occurring in the environment Habitat alterations can possess a risk with invasive species being introduced	Essential Questions Students will keep considering… Why is a biodiverse ecosystem more resilient to changes in the environment? How is an ecosystem’s stability influenced by both biotic and abiotic factors? Why is a forest with numerous tree species capable of sustaining numerous species? Why is change not always beneficial for maintaining balance in a forest ecosystem?
	*Acquisition*
	Students will know… Vocabulary on describing / assessing biodiversity in a forest ecosystem Key indicator species used to identify a diverse forest ecosystem Habitat alteration is a potentially beneficial for creating a more resilient forest Invasive species can cause significant damage and change a forest’s biodiversity	Students will be skilled at… Identifying tree species found in secondary growth forest in Southern New England by leaf pattern, bark texture and seed bearing bodies Construct field quadrants / plots for assessing tree specie type and abundance in a specific area Describing the environmental threat on biodiversity posed by invasive plant species Conduct field surveys determining type and abundance of specific woody invasive plant species

Resources

Curriculum Writer(s): Joseph Lanier