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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. .