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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 © Copyright The Regents of the University of California. Not for resale, redistribution, or use other than classroom use without further permission. www.fossweb.com 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 © 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. 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. © Copyright The Regents of the University of California. 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. ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ 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.