Download London Elementary School (Week _9__) Skill: Biological Science

London Elementary School (Week _9__)
Skill: Biological Science - Cause/Effect, Change over Time,
Diversity of Species, & Adaptation
Subject
Science
Grade 5
This test section contains EIGHT multiple-choice and ONE open-response (short-answer)
questions. Please mark your answers for the multiple-choice questions in the spaces provided on
your Student Response Booklet. Mark only one answer for each question. If you do not know the
answer, make your best guess. DO NOT WRITE ANY ANSWERS IN THIS TEST BOOKLET.
WHEN YOU FINISH, DO NOT WORK ON ANY OTHER TEST SECTION.
1.
Cactus plants are often found in the desert. Why do they have sharp spines?
O
O
A.
beauty
B.
protection
O
C.
reproduction
O
D.
to absorb water
2.
Three of the four statements below accurately describe how a particular body structure
helps an animal to survive in its environment. Which one does not?
O
A.
O
B.
O
C.
O
D.
3.
A dog has just had puppies. Select the inherited trait that all puppies have.
O
A.
brown fur
O
B.
a spotted tongue
O
C.
a bushy tail
O
D.
four legs
an osprey's talons are shaped to help it catch and carry its prey
a polar bear's thick fur is actually clear, not white, allowing light to get to its skin to
warm it
penguins can use their wings as flippers to swim under water as fast as 22 mph to
catch food
birds bones are filled with pockets of fluid which make the bird especially light for
flying
4.
In this energy pyramid, the snake is a _____________ consume
O
A.
first level
O
B.
second level
O
C.
third level
O
D.
fourth level
"Survival of the Dandelion"
5.
The dandelion has a bright yellow flower, which attracts insects. It has a fluffy seedhead,
which will blow in the wind with or without help. The seeds will grow a new plant whether
they are pollinated or not. The plant can also reproduce with small pieces of the root. The
root can be up to three feet long. It is so deeply anchored into the ground that it is difficult
to destroy. This long taproot gives the plant a much better chance of getting water before
the other plants around it are able to get the water. The leaves are flat against the ground
and trap a lot of energy from the sun. The flower will turn to seeds more than once in its
growing season. The long growing season is from March to October which allows the
plant more time to reproduce than other flowers.
Which parts of the plant make food for the plant and also spread out so other plants
cannot grow near it.
O
A.
roots
O
B.
stems
O
C.
flowers
O
D.
leaves
6.
Which of the following is not true about photosynthesis
O
A.
plants use carbon dioxide and water to make sugar
O
B.
chlorophyll is found in tiny structures called chloroplasts
O
C.
the leaves take in oxygen from the air and the roots take in water from the soil
O
D.
water travels through tubes in the stems to the leaves
7.
The flower of a plant helps it accomplish _________________.
O
A.
germination
O
B.
reproduction
O
C.
chlorophyll
O
D.
photosynthesis
8.
Mr. Lewis dug a pond on his farm. He cut trees, shrubs, and other plants as he cleared
about an acre of land. Since Mr. Lewis cares about the environment, he planted
shrubs, trees, bushes, and flowers after digging the pond. After the pond was full of
water, he placed water plants and fish in it. Later, animals came to the area and new
plants grew. It is now a beautiful place to visit, and the animals enjoy the water.
Which of the following shows how the environment was harmed as a result of digging
the pond?
O
A.
There are now fish in the pond that are not usually found in the area.
O
B.
O
C.
The clearing and digging of the pond destroyed the habitat that was there to begin
with.
The pond is constantly overflowing.
O
D.
The land is washing away, because there are no plants.
Annotated Rubric/ Performance Expectations for ORQ
Academic Expectation:
2.1, 2.2 & 2.6
Core Content:
SC-05-3.5.1 Students will describe cause and effect relationships between
enhanced survival/reproductive success and particular biological adaptations (e.g., changes in
structures, behaviors, and/or physiology) to generalize about the diversity of populations of
organisms.
Biological change over time accounts for the diversity of populations
developed through gradual processes over many generations. Examining cause and effect
relationships between enhanced survival/reproductive success and biological adaptations (e.g.,
changes in structures, behaviors, and/or physiology), based on evidence gathered, creates the
basis for explaining diversity.
Essential Vocabulary:
biological adaptations
structures
behaviors
diversity
species
external
environment
survival
productive
Resources/Technology:
http:www,brainpop.com
http://enature.com/home/
http://plants.usda.gov/
http://www.discoveryeducation.com/teache...
http://www.discoveryeducation.com/teache...
http://www.ecokidsonline.com/pub/eco_inf...
http://www.factmonster.com/ipka/A0768513...
http://www.seaworld.org/animal-info/anim...
http://www.units.muohio.edu/dragonfly/cy...
Multiple Choice Item Information:
Grade 5 -- Science
Question
First
A.E.
1
2.2
2
2.2
3
2.2
4
2.2
5
2.2
6
2.2
7
2.2
8
2.2
Second
A.E.
First CC
Second
CC
DOK
Level
of MC
Ques
-tion
Answer
Key
Rational/Annotation for MC Questions
Students will describe cause and effect relationships
between enhanced survival/reproductive success and
particular biological adaptations (e.g., changes in
structures, behaviors, and/or physiology) to generalize
about the diversity of populations of organisms.
Students will describe cause and effect relationships
between enhanced survival/reproductive success and
particular biological adaptations (e.g., changes in
structures, behaviors, and/or physiology) to generalize
about the diversity of populations of organisms.
Students will describe cause and effect relationships
between enhanced survival/reproductive success and
particular biological adaptations (e.g., changes in
structures, behaviors, and/or physiology) to generalize
about the diversity of populations of organisms.
Students will describe cause and effect relationships
between enhanced survival/reproductive success and
particular biological adaptations (e.g., changes in
structures, behaviors, and/or physiology) to generalize
about the diversity of populations of organisms.
Students will describe cause and effect relationships
between enhanced survival/reproductive success and
particular biological adaptations (e.g., changes in
structures, behaviors, and/or physiology) to generalize
about the diversity of populations of organisms.
2.6
DOK
Ceiling
Level
2
B
Sharp spines are a cactus’ way of protecting
itself. The spines are not a form of
reproduction, used to absorb water, or for
the beauty of the cactus.
2.6
DOK
Ceiling
Level
2
D
Bird’s bones is the correct answer. The osprey’s
talons are used for catch & carrying. The polar
bears fur helps to warm it’s body. The penguin’s
wings are used as flipper to help with swimming.
2.6
DOK
Ceiling
Level
2
D
Dog’s four legs in an inherited trait. All of
the others listed are characteristics, not
traits.
2.6
DOK
Ceiling
Level
1
B
The snake is second level consumer in the energy
pyramid shown in the chart. Starting from the top and
going down: Hawk eats snake that eats rabbit that eats
grass. Therefore the energy from the grass goes to the
rabbit, then to the snake, and finally to the hawk.
2.6
DOK
Ceiling
Level
2
D
The leaves of a dandelion help the plant to produce food
and also spread out to prevent other plants from getting
to close. The roots, although very long, only help with
trapping water. The stems and flowers do not spread
out. Therefore, they can not keep others plants from
getting to close.
Students will describe cause and effect relationships
between enhanced survival/reproductive success and
particular biological adaptations (e.g., changes in
structures, behaviors, and/or physiology) to generalize
about the diversity of populations of organisms.
Students will describe cause and effect relationships
between enhanced survival/reproductive success and
particular biological adaptations (e.g., changes in
structures, behaviors, and/or physiology) to generalize
about the diversity of populations of organisms.
Students will describe cause and effect relationships
between enhanced survival/reproductive success and
particular biological adaptations (e.g., changes in
structures, behaviors, and/or physiology) to generalize
about the diversity of populations of organisms.
2.6
DOK
Ceiling
Level
2
C
The leaves take in oxygen and the roots take in
water is the correct response. Plants use carbon
dioxide not oxygen. All of the other choices are
true statements involving photosynthesis.
2.6
DOK
Ceiling
Level
2
B
The purpose of the flower of a plant is to help the
plant accomplish reproduction. The bee/wind helps
with germination. The chlorophyll is the green
pigment in a plant that helps the plant make food.
The photosynthesis helps plants make food.
2.6
DOK
Ceiling
Level
2
B
The habitat of the farm area was disturbed,
therefore destroying the original habitat. The
other choices are possibilities, but not
necessarily a fact.
.