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Benchmark Study Guide
Be able to:
S5L3. Students will diagram and label parts of various cells (plant, animal, single-celled, multi-celled).
a. Use magnifiers such as microscopes or hand lenses to observe cells and their structure.
How can you identify a plant cell?
How can you identify an animal cell?
Why are microscopes necessary? When would you need to use a microscope?
When would you need to use a hand lens (magnifying lens)?
b. Identify parts of a plant cell (membrane, wall, cytoplasm, nucleus, chloroplasts) and of an animal cell
(membrane, cytoplasm, and nucleus) and determine the function of the parts.
Explain the function of the following cell parts:
Cell membrane
Cell wall
Cytoplasm
Nucleus
Chloroplast
What makes a plant cell different from an animal cell? (structures and shape)
Label the following cell diagrams:
_______________ Cell
_______________ Cell
c. Explain how cells in multi-celled organisms are similar and different in structure and function to single-celled
organisms.
How are multi celled organisms similar to single celled organisms?
How are multi-celled organisms different from single-celled organisms? (How are they both organized?)
S5L4. Students will relate how microorganisms benefit or harm larger organisms.
a. Identify beneficial microorganisms and explain why they are beneficial.
How is bacteria helpful?
b. Identify harmful microorganisms and explain why they are harmful.
Name 3 microorganisms and explain how they are harmful.
1.
2.
3.
S5L1. Classify organisms into groups and relate how they determined the groups with how and why
scientists use classification.
a. Demonstrate how animals are sorted into groups (vertebrate and invertebrate) and how vertebrates are
sorted into groups (fish, amphibian, reptile, bird, and mammal).
Name and define the two groups scientists use to classify organisms in the animal kingdom.
1.
Definition:
2.
Definition:
List 3 examples of invertebrates.
Name the five classes of vertebrates.
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2.
3.
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5.
Using the list from above, give the characteristics of each class and an example of each class.
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Characteristics:
Example:
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Characteristics:
Example:
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Characteristics:
Example:
4.
Characteristics:
Example:
5.
Characteristics:
Example:
b. Demonstrate how plants are sorted into groups.
Name the two groups scientists use to classify plants. Then give a definition and example of each.
1.
Definition:
Example:
2.
Definition:
Example:
S5L2. Recognize that offspring can resemble parents in inherited traits and learned behaviors.
a. Compare and contrast the characteristics of learned behaviors and of inherited traits.
Explain the difference between a learned behavior and an inherited trait.
List 3 examples of inherited traits.
List 3 examples of learned behaviors.
What is an instinct?
Give 2 examples of an instinct.
b. Discuss what a gene is and the role genes play in the transfer of traits.
Explain what genes are and why they are important.
Explain the meaning of heredity.
S5P1: Students will verify that an object is the sum of its parts
a. Demonstrate that the mass of an object is equal to the sum of its parts by manipulating and measuring
different objects made of various parts.
*Understand how to solve problems such as:
Carole has three books each of which have masses of 1 kg. Her backpack has a mass of .5 kg. if she
puts the books in her backpack, what will be the total mass?
A. 1 kg
B. 2 kg
C. 3 kg D. 3.5 kg
S5P2: Students will explain the difference between a physical change and a chemical change.
a. Investigate physical changes
*How do you separate a mixture of iron filings, sand, salt, and pebbles?
*List examples of physical changes (not changes in state)
b. Recognize that changes in state are physical changes
*List changes in state, definitions, and examples
1.
Example:
2.
Example:
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Example:
4.
Example:
5.
Example:
c. Investigate chemical changes
*List the indicators (signs) of a chemical change and give an example of each
1.
Example:
2.
Example:
3.
Example:
4.
Example:
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Example:
6.
Example:
S5P3: Students will investigate electricity, magnetism, and their relationship
a. Investigate static electricity
*How does static electricity happen?
*List an example of static electricity
b. Determine the necessary components for completing an electric circuit
*What items must you have to create a circuit?
*What else must you have in order for the circuit to work? (not a part)
*What is the difference between a series and parallel circuit?
c. Investigate common materials to determine if they are insulators or conductors of electricity
*Define and list examples of insulators
Definition:
Examples:
* Define and list examples of conductors
Definition:
Examples:
d. Compare a bar magnet to an electromagnet
*What is the difference between a bar magnet and an electromagnet?
*What do you need to make an electromagnet?
*How can you make an electromagnet stronger?
S5E1: Students will identify surface features of the Earth caused by constructive and destructive processes.
a. Identify surface features caused by constructive processes.
Define Deposition:
What is a delta? How do deltas form?
What is a floodplain? How are they formed?
How do sand dunes form?
How are barrier islands formed?
What causes Earthquakes to happen?
How are volcanoes formed?
b. Identify and find examples of surface features caused by destructive processes.
Define weathering.
List examples of mechanical weathering.
List examples of chemical weathering.
How do organisms contribute to weathering?
Define erosion.
Explain how wind is an agent of erosion.
What landforms are created by water erosion?
Rivers:
Ocean:
How are volcanoes destructive processes?
c. Relate the role of technology and human intervention in the control of constructive and destructive
processes.
Can we predict when earthquakes will happen? Explain.
Explain how we control flooding with the following:
Define dam.
Define levee.
Explain what storm drain management is.
What ways do farmers use to prevent erosion of soil? Define each way.
1.
2.
3.
What are windbreaks?
Explain how we control erosion on coastal areas with the following:
Define seawall.
How are beaches reclaimed on islands along GA’s coast?