Directions 1. Use the instructional model to show students where they are in the course of the unit. Display slide 2 of the 5.2 Ecosystem Products and Services Jigsaw PPT. 2. Review how matter cycles and energy flows in ecosystems. Use Slides 3-5 of the PPT to review what students have learned about matter and energy in ecosystems. Slide 3 reminds students of how matter cycles and energy flows in ecosystems. Slide 4 reminds students of carbon pools and fluxes. Slide 5 reminds students that ecosystems are actually open systems that provide products and services. 3. Have students complete the reading and corresponding worksheet for one other ecosystem. Display slide 6 of the 5.2 Ecosystem Products and Services Jigsaw PPT. Give each student a copy of one of the 5.2 Ecosystem Products and Services Readings. About 1/3 of the students should read about each ecosystem. Have students complete the 5.2 Ecosystem Products and Services Worksheet for the ecosystem they read about. Students can work individually or in pairs or groups with those who have the same ecosystem. 4. Have students who focused on the same ecosystem form a group. Display slide 7 of the 5.2 Ecosystem Products and Services Jigsaw PPT. In their groups, have students discuss their answers and come to consensus about their answers to the questions. 5. Have students share about how their ecosystem functions. Display slide 8 of the 5.2 Ecosystem Products and Services Jigsaw PPT. Decide how to have students share the information for their ecosystem. Students who focused on the same ecosystem can present to the whole class. They could make a poster to share. Students can form groups of three with students who focused on each of three ecosystems. 6. Have students discuss the similarities and differences between the ecosystems. Display slide 9 of the 5.2 Ecosystem Products and Services Jigsaw PPT. Have a class discussion about the similarities and differences between the three ecosystems. Focus the discussion on the differences between the corn farm and the beef farm and the wind composition in and out of each ecosystem. 7. Have students revisit their Initial Ideas.. Have students revisit their initial ideas from Lesson 1. Display Slide 10. Have students look back at their initial ideas on 1.2 Expressing Ideas and Questions Tool for Ecosystems. Ask them to share some of their initial ideas, their thinking about how their ideas have changed, and what their initial questions were. Ask them how they would now answer their initial questions. 8. Have students complete an exit ticket. Show Slide 11 of the 5.2 Ecosystem Products and Services Jigsaw PPT. Conclusions: How do humans change ecosystems to get the products and services we need? Predictions: What happens to other ecosystem services when humans disturb an ecosystem to get more of one product or service? On a sheet of paper or a sticky note, have students individually answer the exit ticket questions. Depending on time, you may have students answer both questions, assign students to answer a particular question, or let students choose one question to answer. Collect and review the answers. The conclusions question will provide you with information about what your students are taking away from the activity. Student answers to the conclusions question can be used on the Driving Question Board (if you are using one). The predictions question allows students to begin thinking about the next activity and allows you to assess their current ideas as you prepare for the next activity. Student answers to the predictions question can be used as a lead into the next activity. 9. Have a discussion to complete the Learning Tracking Tool for this activity. Show Slide 12 of the 5.2 Ecosystem Products and Services Jigsaw PPT. Pass out a Learning Tracking Tool for Ecosystems to each student. Have students write the activity chunk name in the first column, "Ecosystems Products and Services, Explainers" Have a class discussion about what students did during the activity chunk. When you come to consensus as a class, have students record the answer in the second column of the tool. Have a class discussion about what students figured out during the activity chunk that will help them in answering the unit driving question. When you come to consensus as a class, have students record the answer in the third column of the tool. Have a class discussion about what students are wondering now that will help them move towards answering the unit driving question. Have students record the questions in the fourth column of the tool. Have students keep their Learning Tracking Tool for Ecosystems for future activities. Example Learning Tracking Tool Activity Chunk What Did We Do? What Did We Figure Out? What Are We Asking Now? Ecosystems Products & Services Explainer Explain how humans manage ecosystems to provide products and services that we want, as well as how increasing one product or service can decrease others. We change ecosystems to provide products and services that we need, but those changes can harm other services. How are humans affecting carbon cycles and energy flows in the whole world?