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Name
Period
Date
Diversity of Life Checkpoint Assessment 1
1. Directions: Write the letter L next to each object listed below that is living. Write the letter N
next to each object listed below that is nonliving.
___ mushroom
___ Sun
___ pine tree
___ robot
___ fire
___ cactus
___ moss
___ hermit crab
___ tomato seed
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2. Make a list of the things you would look for to determine if something is living.
3. What is the difference between something that is dormant, and something that is dead?
4. Sabrina found an interesting object. She wondered if it was alive. She put it on a windowsill to
see if it would grow. After 3 weeks, it looked the same. Sabrina decided that it was not living.
Do you think this is a good decision? Explain why it is or is not.
Name
Period
Date
Diversity of Life Checkpoint Assessment 2
1. The
is the basic unit of life.
2. Write an S next to the words below that tell what single-celled organisms can do. Write an M
next to the words that tell what cells in more complex multicellular organisms can do. Write
S/M next to words that apply to both single-celled and multicellular organisms.
_______ use energy from food
_______ eliminate waste
_______ reproduce
_______ grow
_______ exchange gases
_______ need water
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Not for resale, redistribution, or use other than classroom use without further permission. www.fossweb.com
3. Describe the difference between living cells that are organisms and living cells that are
not organisms.
4. Write a P next to the structures found in prokaryotic cells. Write E next to the structures found in
eukaryotic cells. Write P/E next to the structures found in both prokaryotic and eukaryotic cells.
_______ nucleus
_______ cell wall
_______ chloroplast
_______ cytoplasm
_______ endoplasmic
reticulum
_______ ribosomes
_______ mitochondrion
_______ cell membrane
_______ vacuole
5. Rewrite the list of words on the lines at the right from least complex to most complex. Start
with the least complex organization on the bottom line.
organelles
molecules
cells
animals
organs
atoms
organ systems
tissues
____________________
____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________ (Least organized)
Name
Period
Date
Diversity of Life Checkpoint Assessment 3
1. Why can a seed be considered a living organism?
2. When seeds start to grow, we say they have
A. generated.
B. germinated.
C. granulated.
D. graduated.
3. In which order do the parts of a plant appear when seeds start to grow?
A. Shoot, root, then leaves
B. Root, leaves, then shoot
C. Leaves, shoot, then root
D. Root, shoot, then leaves
4. The first part of the plant to appear on a sprouting seed is the _____________________. Why
is it important that this part grows first?
5. What is the primary source of energy for seedlings in the early days of growth?
A. The Sun
B. The cotyledon
C The embryo
D. The shoot
6. There are two categories of seeds, monocots and dicots. Explain the difference between the two.
Name
Period
Date
Diversity of Life Checkpoint Assessment 4
1. The function of a flower is
A. coordination.
B. respiration.
C. reproduction.
D. transpiration.
2. Label the structures of the flower in the diagram below.
3. Describe pollination.
4. Plants reproduce sexually. Explain the process.
5. Why is it usually important for seeds to be dispersed away from a parent plant?
Name
Period
Date
Diversity of Life Checkpoint Assessment 5
1. An organism’s habitat is
A. how it adapts to changes in the environment.
B. the other plants and animals in the area.
C. the place where it lives and gets what it needs for life.
D. structures and behaviors that keep it alive.
2. If you want to create a habitat for an organism, what things should you consider before setting
it up?
3. Directions: Label the insect below.
b.
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Not for resale, redistribution, or use other than classroom use without further permission. www.fossweb.com
a.
c.
d.
e.
Directions: Read the description below. Use it to infer where this insect might live, its feeding
habits, and its defense against predators. Give evidence for your inferences.
This insect has a large soft abdomen and short legs with little hooks at the ends. It has broad
wings with two big round spots. Its head has a coiled proboscis, compound eyes, and large
comblike antennae.
4. Where do you think this insect spends most of its time? Include the evidence from the
description that supports your idea.
5. What type of food does it probably eat? How do you know?
6.
What must be its defense against predators? What is your evidence?
Name
Period
Date
Diversity of Life Checkpoint Assessment 5 – Page 2
7. A group of students wanted to find out if beetles preferred a light or dark habitat. They set up a
terrarium so there were three different light conditions: full light, filtered light, and a dark area. They
put dry paper towels in the full-light area, moist paper towels in the filtered-light area, and very wet
paper towels in the dark area. Then they put eight beetles in the terrarium and left them for 2 hours.
When they returned, all of the beetles were in the full-light area. The students concluded that beetles
prefer the light.
Do you think these students set up a good experiment? Explain what they did well and what they
could improve. Use the back of this page if you need more space.
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________________________________________________________________________________
Name
© Copyright The Regents of the University of California.
Not for resale, redistribution, or use other than classroom use without further permission. www.fossweb.com
Period
Date
Diversity of Life Checkpoint Assessment 1 Key
1. Directions: Write the letter L next to each object listed below that is living. Write the letter N
next to each object listed below that is nonliving. 9 pts 5.3.4.A.1
L mushroom
___
N Sun
___
L pine tree
___
N robot
___
N fire
___
L cactus
___
L moss
___
L hermit crab
___
L tomato seed
___
2. Make a list of the things you would look for to determine if something is living. 7 pts 5.3.4.A.1
grows
reproduces
eats or consumes nutrients
needs (uses) water
exchanges gases
eliminates waste
(“Moves” OK at this time and “made
of cells” correct, but not expected at
this time.)
3. What is the difference between something that is dormant and something that is dead? 4 pts
5.3.4.D.1
responds to stimuli (environment)
A dead organism was alive, but no longer is, and will never exhibit signs of life.
A dormant organism is in a resting state.They are alive, but not visibly so.
4.
Sabrina found an interesting object when she was out on a walk. She wondered if it was
alive. She put it on a windowsill to see if it would grow. After 3 weeks, it looked just the
same. Sabrina decided that the object was not living.
Do you think this is a good decision? Explain why it is or is not. 3 pts 5.1.4.A.1, 5.1.8.B.1
Not good; the object might be a dormant organism. Should provide
water to check for signs of life.
Name
Period
Date
Diversity of Life Checkpoint Assessment 2 Key
1. The
Cell
____is the basic unit of life. 1 pt 5.3.8.A.1
2. Write an S next to the words below that tell what single-celled organisms can do. Write an M
next to the words that tell what cells in more complex multicellular organisms can do. Write
S/M next to words that apply to both single-celled and multicellular organisms. 6 pts 5.3.8.A.1
S/M use energy from food
_______
S/M eliminate waste
_______
S/M reproduce
_______
S/M grow
_______
S/M exchange gases
_______
S/M need water
_______
© Copyright The Regents of the University of California.
Not for resale, redistribution, or use other than classroom use without further permission. www.fossweb.com
3. Describe the difference between living cells that are organisms and living cells that are
not organisms. 2 pts 5.3.8.A.1
Living cells that can live independently are organisms. Cells that can
live only as part of a larger organism are alive, but are not organisms.
4. Write a P next to the structures found in prokaryotic cells. Write E next to the structures found in
eukaryotic cells. Write P/E next to the structures found in both prokaryotic and eukaryotic cells.
9 pts 5.3.4.A.2
5.
E nucleus
_______
E/P cell wall
_______
E chloroplast
_______
E/P cytoplasm
_______
E endoplasmic
_______
reticulum
E/P ribosomes
_______
E mitochondrion
_______
E/P cell membrane
_______
E vacuole
_______
Rewrite the list of words on the lines at the right from least complex to most complex. Start
with the least complex organization on the bottom line. 8 pts 5.1.4.A.1
organelles
molecules
cells
animals
organs
atoms
organ systems
tissues
animals
____________________
organ systems
____________________
_____________________
organs
_____________________
tissues
_____________________
cells
_____________________
organelles
_____________________
molecules
_____________________
(Least organized)
atoms
Name
Period
Date
Diversity of Life Checkpoint Assessment 3 Key
1. Why can a seed be considered a living organism? 2 pts 5.3.4.A.1
Dead or nonliving things do not suddenly come to life. A seed starts
to grow when given water and a suitable environment. A seed must
therefore be a living organism in a resting or dormant state.
2. When seeds start to grow, we say they have 1 pt 5.3.4.D.1
a. generated.
b. germinated.
c. granulated.
d. graduated.
3. In which order do the parts of a plant appear when seeds start to grow? 1 pt 5.3.4.D.1
a. Shoot, root, then leaves
b. Root, leaves, then shoot
c. Leaves, shoot, then root
d. Root, shoot, then leaves
4. The first part of the plant to appear on a sprouting seed is the ___________.
1 pt Why is it
root
important that this part grows first? 2 pts 5.3.4.D.1
The root gets water (and minerals) for the plant and holds the plant in
the ground.
5. What is the primary source of energy for seedlings in the early days of growth? 1 pt 5.3.8.B.1
a. The Sun
b. The cotyledon
c. The embryo
d. The shoot
6. There are two categories of seeds, monocots and dicots. Explain the difference between the two.
2 pts 5.3.4.A.2
Monocots have one cotyledon inside the seed; dicots have two
cotyledons inside the seed.
Name
Period
Date
Diversity of Life Checkpoint Assessment 4 Key
1.
a.
b.
c.
d.
2.
The function of a flower is 1 pt 5.3.4.D.1
coordination.
respiration.
reproduction.
transpiration.
Label the structures of the flower in the diagram below. 7 pts 5.3.4.D.1
3. Describe pollination. 3 pts
Pollen forms on anthers (stamens). Pollen grains
move by wind or animals to the sticky stigma of another flower. Once
the pollen has landed on the stigma, pollination is complete.
5.3.4.D.1
4. Plants reproduce sexually. Explain the process. 5 pts Pollen contains the sperm, the
male sex cell. The ovule contains the egg, the female sex cell. After
pollination the pollen grain grows a pollen tube down to the egg. The
sperm joins with the egg to fertilize it. The fertile egg develops into a
seed, which has the potential to grow into a new plant. 5.3.4.D.1
5. Why is it usually important for seeds to be dispersed away from a parent plant? 1 pt
5.3.6.D.1
A new plant will have a better chance to get sunlight, water, and
nutrients if it is not under or near a large parent plant.
Name
Period
Date
Diversity of Life Checkpoint Assessment 5 Key
1. An organism’s habitat is 1 pt 5.3.2.C.2
a. how it adapts to changes in the environment.
b. the other plants and animals in the area.
c. the place where it lives and gets what it needs for life.
d. structures and behaviors that keep it alive.
2. If you want to create a habitat for an organism, what things should you consider before setting it
up? Provide an environment for the organism in which it can obtain
water, air (gases), food (nutrients), and can dispose of waste.
Other considerations are shelter and temperature. 5 pts 5.3.2.C.2
3. Directions: Label the insect below. 5 pts 5.3.4.A.2
© Copyright The Regents of the University of California.
Not for resale, redistribution, or use other than classroom use without further permission. www.fossweb.com
b. thorax
a.
head
d.
antenna
c. Abdomen
e.
leg
Directions: Read the description below. Use it to infer where this insect might live, its feeding
habits, and its defense against predators. Give evidence for your inferences.
This insect has a large soft abdomen and short legs with little hooks at the ends. It has broad
wings with two big round spots. Its head has a coiled proboscis, compound eyes, and large
comblike antennae.
4. Where do you think this insect spends most of its time? Include the evidence from the
description that supports your idea. 2 pts 5.1.4.B.3, 5.1.4.B.4
This insect spends its time in the air because it has broad wings.
5. What type of food does it probably eat? How do you know? 2 pts 5.1.4.B.3, 5.1.4.B.4
It eats nectar from flowers because it has a coiled proboscis.
6. What must be its defense against predators? What is your evidence? 2 pts 5.1.4.B.3,
5.1.4.B.4
Eye spots can scare predators. Compound eyes allow the insect
to see predators and escape.
ame
Period
Date
Diversity of Life Checkpoint Assessment 5 – Page 2 Key
7.
A group of students wanted to find out if beetles preferred a light or dark habitat. They set up a
terrarium so there were three different light conditions: full light, filtered light, and a dark area.
They put dry paper towels in the full-light area, moist paper towels in the filtered-light area, and
very wet paper towels in the dark area. Then they put eight beetles in the terrarium and left
them for 2 hours. When they returned, all of the beetles were in the full-light area. The students
concluded that beetles prefer the light.
Do you think these students set up a good experiment? Explain what they did well and what they
could improve. Use the back of this page if you need more space. 4 pts 5.1.8.B.2
N
Not a good experiment.
Good design ideas: three light conditions—light, medium, and
dark; eight beetles; 2 hours.
Bad design ideas: three moisture conditions; should control the
moisture in each light condition—all wet or all dry.