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Embedded Assessment Notes

Investigation ___, Part ___

Living Systems
Date_____________

Got it!

Concept

Concept

Reflections/Next Steps

Investigation ___, Part ___

Date_____________

Got it!

Concept

Concept

Reflections/Next Steps

FOSS Living Systems Module


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Can be duplicated for classroom or workshop use.

Embedded Assessment Notes


No. 1Assessment Master

FOSS Living Systems Module


The Regents of the University of California
Can be duplicated for classroom or workshop use.

Student names

Asking
questions
and
defining
problems
Planning and
carrying out
investigations

Analyzing and
interpreting
data

Using
Developing mathematics and
and using
computational
models
thinking

Scientific Practices ChecklistLiving Systems

Constructing
explanations
and designing
solutions
Engaging in
argument
from evidence

End date

Start date

Scientific Practices Checklist


No. 2Assessment Master

Obtaining,
evaluating, and
communicating
information

1a

1b

Assessment RecordSurvey/Posttest
Student names

FOSS Living Systems Module


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Can be duplicated for classroom or workshop use.

9a

9b

9c

9d

10

Date
11

12

13

14

15

16

Assessment Record
No. 3Assessment Master

FOSS Living Systems Module


The Regents of the University of California
Can be duplicated for classroom or workshop use.

Student names

3a

3b

3c

Assessment RecordInvestigation 1 I-Check


4

7a

Date
7b

Assessment Record
No. 4Assessment Master

Assessment RecordInvestigation 2 I-Check


Student names

FOSS Living Systems Module


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Can be duplicated for classroom or workshop use.

6a

6b

7a

Date
7b

8a

8b

Assessment Record
No. 5Assessment Master

1a

1b

FOSS Living Systems Module


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Can be duplicated for classroom or workshop use.

Student names

Assessment RecordInvestigation 3 I-Check


6

10

11a

Date
12a

12b

Assessment Record
No. 6Assessment Master

11b

Name

SURVEY/POSTTEST
LIVING SYSTEMS
1.

Study the food web at the right.


a.

b.

2.

Date
baleen whale

What organism is missing from this food web?


(Mark the one best answer.)
A

Phytoplankton

Octopus

Lobster

Small fish

krill
manta ray

???

The missing organism is a _____.


F

decomposer

producer

consumer

second-level consumer

The rabbit population in a certain ecosystem sometimes decreases dramatically. One possible
explanation for this decrease is _____.
(Mark the one best answer.)
A

an increase in the field mouse population

a decrease in the owl population

an increase in the grass population

an increase in the coyote population

coyote

owl

rabbit

field mouse

grass

FOSS Living Systems Module


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Survey/Posttest
Page 1 of 9

Name

SURVEY/POSTTEST
LIVING SYSTEMS
3.

4.

Mark an X next to the statements that describe how marine and terrestrial ecosystems are similar.
_____

Both rely on the Sun as a source of energy.

_____

Both rely on plants as the main producers.

_____

Both provide water and sugar to all the cells in organisms.

_____

Both have producer, consumer, and decomposer organisms.

What is the role played by redworms in an ecosystem? Mark an X next to each correct sentence.
_____ They break down organic litter into tiny pieces.
_____ They decompose organic waste into fine organic materials called humus.
_____ They introduce air and water into dry soil.
_____ They are best used as bait for fishing.

5.

Which system found in animals is similar to the vascular system in plants?


(Mark the one best answer.)
F

Circulatory system

Digestive system

Respiratory system

Excretory system

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Survey/Posttest
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Name

SURVEY/POSTTEST
LIVING SYSTEMS
6.

7.

Many organisms have features that attract the attention of other organisms. Mark an X next to
each phrase that describes why these features are important.
_____

Attract consumers

_____

Aid plant pollination

_____

Aid seed dispersal

_____

Warn of a bad taste

_____

Aid tracking at night (especially bright colors)

_____

Attract a mate

_____

Distract predators

_____

Warn when danger is near

Match the structures to their functions in the body.


(Write a letter in front of each structure in the left-hand column.)
_____

Heart

A To reach every cell in the body

_____

Kidney

B To pass nutrients from digested food into the blood

_____

Lung

C To filter waste products from the blood

_____

Stomach

D To carry blood from the heart to the body

_____

Capillary

E To exchange gases with the atmosphere

_____

Artery

F To carry oxygen, food, and nutrients through vessels

_____

Blood

G To pump blood throughout the body

_____

Small intestine

H To break down food with digestive juices and muscles

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Survey/Posttest
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Name

SURVEY/POSTTEST
LIVING SYSTEMS
8.

9.

Mark an X next to each function of the central nervous system.


_____

Gathering information from the environment

_____

Breaking food down into small pieces so it is easier to absorb

_____

Contracting to make arms and legs move

_____

Coordinating action from the brain to other parts of the body

Two students were sitting on a park bench, eating their lunches. A mosquito landed on
student As arm, and she slapped it. When she did that, she spilled a drink into student Bs lap,
causing him to jump up.
a.

c.

What was the stimulus for student A?

b.

What was the stimulus for student B?

(Mark the one best answer.)

(Mark the one best answer.)

The mosquito landing on an arm

The mosquito landing on an arm

Jumping up

Jumping up

The slapping motion

The slapping motion

The drink spilling

What was the response for student A?

d.

The drink spilling

What was the response for student B?

(Mark the one best answer.)

(Mark the one best answer.)

The mosquito landing on an arm

The mosquito landing on an arm

Jumping up

Jumping up

The slapping motion

The slapping motion

The drink spilling

FOSS Living Systems Module


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The drink spilling

Survey/Posttest
Page 4 of 9

Name

SURVEY/POSTTEST
LIVING SYSTEMS
10. Mark an X next to each of the components that plants use to make food.
_____

Light

_____ Nitrogen

_____

Sugar

_____ Oxygen

_____ Water

_____ Carbon dioxide

11. How do monarch butterflies learn how to migrate to Mexico?


(Mark the one best answer.)
A

They learn from older, more experienced butterflies.

They follow one butterfly designated as the leader.

They learn from their mothers.

They dont learn migration; migration is instinctive.

12. Write 1 next to each of the behaviors below that is a result of instinct. Write 2 next to behaviors
that are learned. Write 3 next to behaviors that are reflexes.
(Remember: 1 = instinct; 2 = learned; 3 = reflex)
_____

Riding a skateboard

_____ Using tools to gather food

_____

Bears hibernating in winter

_____ Blinking when something comes toward you

_____

Using a straw to drink

_____ Squirrels gathering acorns

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Survey/Posttest
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Name

SURVEY/POSTTEST
LIVING SYSTEMS
13. Study the tables below that show the results of a stimulus/response investigation. The object of
the investigation is to see how quickly students can move their hands out of the way of a falling
cup.
Height of Drop _____________
20 cm
Stimulus __________________
Vision
Response _________________
Right hand
5
X
4

2
1

Height of Drop _____________


20 cm
Stimulus __________________
Vision
Response _________________
Left hand
5
X
4

Hit

Miss

Hit

Miss

Is this student right handed or left handed?


(Mark the one best answer.)
F

Right handed

Left handed

Does equally well with both hands

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Survey/Posttest
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Name

SURVEY/POSTTEST
LIVING SYSTEMS
OPEN-RESPONSE QUESTION
14. Look at the list of organisms in the box.

Draw a food web to show how they interact. (In this


ecosystem, ants and gophers both eat grass.)

Label each of the organisms in your food web to tell if they are
producers, consumers, or decomposers.

Organisms to
include in the
food web
Ant
Gopher
Grass
Lizard
Bacteria
Hawk

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Can be duplicated for classroom or workshop use.

Survey/Posttest
Page 7 of 9

Name

SURVEY/POSTTEST
LIVING SYSTEMS
OPEN-RESPONSE QUESTION
15. A students mom said that the Sun is important for food in all parts of a food web. Even a tiger at
the top of the food web. The student responded, Thats silly, tigers cant eat the Sun.
What do you think the students mom meant by saying that the Sun is important for food in all
parts of a food web?

FOSS Living Systems Module


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Can be duplicated for classroom or workshop use.

Survey/Posttest
Page 8 of 9

Name

SURVEY/POSTTEST
LIVING SYSTEMS
OPEN-RESPONSE QUESTION
16. What is the purpose of the following plant and animal systems?
Circulatory system in animals

Digestive system in animals

Respiratory system in animals

Vascular system in plants

FOSS Living Systems Module


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Can be duplicated for classroom or workshop use.

Survey/Posttest
Page 9 of 9

Name

INVESTIGATION 1 I-CHECK
LIVING SYSTEMS
1.

Date

Study the food web shown here.

bears
bacteria
chipmunks
blueberries
grass
Write P in front of the organisms listed below that are producers. Write C in front of the
organisms that are consumers. Write D in front of the organisms that are decomposers.

2.

_____

Bacteria

_____ Chipmunks

_____

Bears

_____ Grass

_____ Blueberries

A community of organisms interacting with one another and with nonliving factors in an area is
called _____.
(Mark the one best answer.)

3.

an environment

a population

an ecosystem

D a habitat

a.

An organism that breaks down dead plant and animal material into simple chemicals
is a ______________________________.

b.

______________________________ are organisms that make their own food.

c.

Organisms that eat other organisms are called ______________________________.

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Can be duplicated for classroom or workshop use.

Investigation 1 I-Check
Page 1 of 5

Name

INVESTIGATION 1 I-CHECK
LIVING SYSTEMS
4.

5.

6.

Write M next to the words that describe matter in an ecosystem. Write E next to the words that
describe energy in an ecosystem. Write ME next to words that describe both matter and energy
in an ecosystem.
_____

Air

_____

Sunlight

_____

Food

_____

Water

Tarantulas live in a desert ecosystem. These large spiders rest in their burrows all day. At night
they come out to look for food, water, and mates. When day approaches, the tarantulas return to
their burrows. What nonliving factors do you think affect the tarantulas behavior? Mark an X
next to each of those nonliving factors.
_____

Predators

_____ Temperature

_____

Wind

_____ The Moon

_____

Cloud cover

_____

Food supply

_____

Light

_____

Season

Write T if the sentence is true; write F if the sentence is false.


_____

When producers die, they break down decomposers.

_____

Carnivores eat both plants and animals.

_____

Consumers eat producers or other consumers.

_____

Omnivores eat only insects.

_____

Herbivores eat only plants.

FOSS Living Systems Module


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Can be duplicated for classroom or workshop use.

Investigation 1 I-Check
Page 2 of 5

Name

INVESTIGATION 1 I-CHECK
LIVING SYSTEMS
7.

Study the food web shown here.

owl
snake

frog

grasshopper

snail
grass

a.

What type of organism is missing from this food web?


(Mark the one best answer.)

b.

Producers

Consumers

Decomposers

Carnivores

If the frog population suddenly increased, which organism would be most


likely to decrease right away?
(Mark the one best answer.)
A

Owls

Snakes

Grass

Snails

FOSS Living Systems Module


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Investigation 1 I-Check
Page 3 of 5

Name

INVESTIGATION 1 I-CHECK
LIVING SYSTEMS
OPEN-RESPONSE QUESTION
8.

In most ecosystems, the energy used by all the organisms comes from the Sun. Explain how
energy gets from the Sun to a mountain lion.

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Investigation 1 I-Check
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Name

INVESTIGATION 1 I-CHECK
LIVING SYSTEMS
OPEN-RESPONSE QUESTION

9.

In a pond behind the school, students


observed several interactions. Read the
notebook entries to find out what they
observed.
Choose three organisms to construct
a food chain. Make sure that you

4-19-13
Group 2
Aquatic snails ar
e only on algaecovered rocks.
Snails, frogs, an
d small fish were
harder to find af
ter a flock of
herons came to th
e pond.
Frogs sat in the
shallow water
when adult mayflies
were present.
Small fish were
seen eating
mayfly larvae in th
e water.
There were more
mayflies
present when the
amount of algae
increased in the po
nd.

include a producer.

Construct a food web based on all the organisms observed. Label as specifically as you
can which are producers, consumers, and decomposers.

FOSS Living Systems Module


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Can be duplicated for classroom or workshop use.

Investigation 1 I-Check
Page 5 of 5

Name

INVESTIGATION 2 I-CHECK

Date

LIVING SYSTEMS
1.

2.

3.

Mark an X next to each of the components that must be present for plants to make their
own food.
_____

Carbon dioxide

_____ Water

_____

Oxygen

_____

Light

_____

Nitrogen

_____

Sugar

Mark an X next to each product of photosynthesis.


_____

Carbon dioxide

_____ Water

_____

Oxygen

_____

Light

_____

Nitrogen

_____

Sugar

Where do the products of photosynthesis go?


(Write letters next to each component. You may write more than one letter for each.)
__________ Carbon dioxide

Answer Key

__________ Oxygen

N = Not a product

__________ Nitrogen

C = Into the plants cells

__________ Water

A = Into the air

__________ Light

P = Into the phloem

__________ Sugar

X = Into the xylem


G = Into the ground

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Investigation 2 I-Check
Page 1 of 5

Name

INVESTIGATION 2 I-CHECK
LIVING SYSTEMS
4.

Write the names of the parts of the digestive system shown below.
colon, esophagus, large intestine, rectum, small intestine, stomach

5.

Food is anything that people eat that provides _____.


(Mark the one best answer.)

energy

carbon dioxide

oxygen

D water

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Investigation 2 I-Check
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Name

INVESTIGATION 2 I-CHECK
LIVING SYSTEMS
6.

Two students set up an investigation to see what plants need to produce their own food. They
planted several sets of beans in identical containers of sand. Then they placed them in identical
chambers, each missing one environmental factor. The conditions in each chamber are shown
below.
Water

Light

Oxygen

Carbon
dioxide

Nitrogen

Container A

yes

yes

yes

yes

yes

Container B

yes

yes

yes

yes

no

Container C

yes

yes

yes

no

yes

Container D

yes

yes

no

yes

yes

Container E

yes

no

yes

yes

yes

Container F

no

yes

yes

yes

yes

After 3 weeks, the students dried and weighed the beans and sand. Their data are shown here.
Bean starting Bean ending Sand starting Sand ending
mass (g)
mass (g)
mass (g)
mass (g)
Container A

500

551

10,000

10,000

Container B

500

552

10,000

10,000

Container C

500

500

10,000

10,000

Container D

500

549

10,000

10,000

Container E

500

500

10,000

10,000

Container F

500

500

10,000

10,000

a.

Mark an X next to each environmental factor these data show is needed for plants to
make food.
_____ Water
_____ Carbon dioxide
_____ Light
_____ Nitrogen
_____ Oxygen

b.

Mark an X next to the factor that is the best supporting evidence for your conclusion.
_____ Bean starting mass
_____ Bean ending mass
_____ Sand starting mass
_____ Sand ending mass

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Investigation 2 I-Check
Page 3 of 5

Name

INVESTIGATION 2 I-CHECK
LIVING SYSTEMS
OPEN-RESPONSE QUESTION
7.

a.

How do plants use the food produced during photosynthesis?

b.

How do animals break down and use the food produced by plants?

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Investigation 2 I-Check
Page 4 of 5

Name

INVESTIGATION 2 I-CHECK
LIVING SYSTEMS
OPEN-RESPONSE QUESTION
8.

A girls brother told her she should not eat so many cookies because they are made of pure sugar.
He suggested she eat a granola bar instead.
The girl decided to investigate the amount of sugar in Fruity Cream cookies and Cinnamon
granola bars. She performed the sugar test on 4 grams of pure sugar, 4 grams of Fruity Cream
cookies, and 4 grams of Cinnamon granola bars. The results are pictured below.

Fruity
Cream
cookie

Pure
sugar

Cinnamon
granola bar

200 mL

200 mL

200 mL

100 mL

100 mL

100 mL

a.

What volume of gas is produced by 4 grams of sugar? __________


Are Fruity Cream cookies pure sugar? __________
What is your evidence?

b.

Do Cinnamon granola bars contain sugar? __________


How does their sugar content compare to Fruity Cream cookies?

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Investigation 2 I-Check
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Name

INVESTIGATION 3 I-CHECK

Date

LIVING SYSTEMS
1.

A student has a collection of leaves from his backyard.

a.

b.

2.

Circle the letters for the leaves that have pinnate veins.

Circle the letters for the leaves that have palmate veins.

Circle the letters for the leaves that have parallel veins.

Circle the letters for the two leaves that most likely came from the same tree.
A B C D E F

When you look at a cross section of a celery stalk that has been sitting in a vial of red water, only
certain parts turn red.
These black dots represent
Why is that part of the celery stalk red?

where you see the red coloring.

(Mark the one best answer.)

Those are the phloem tubes that carry


nutrients to plant cells.

Those are the xylem tubes that carry


water from the roots to the top of the stalk.

Those are the channels in the stalk that produce the food during photosynthesis.

D Those are the veins in the stalk that store the water until it is needed.

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Investigation 3 I-Check
Page 1 of 6

Name

INVESTIGATION 3 I-CHECK
LIVING SYSTEMS
3.

In this investigation, you put plastic bags over the leaves of outdoor plants. You found that there
was moisture in the bags several hours later. That moisture was evidence for the process of _____.
(Mark the one best answer.)

G respiration

H photosynthesis

4.

evaporation

transpiration

Water and minerals get to each cell in a plant through _____.


(Mark the one best answer.)

5.

xylem tubes

the roots

phloem tubes

D openings in the leaves

Why do plants need sap?


(Mark the one best answer.)

G Sap stores water for plants to use when there isnt much rain.

H Sap provides food to plant cells that dont make their own food.

Plants dont need sap. People like it because it is sweet.

Sap helps move water through the plant from root to treetop.

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Investigation 3 I-Check
Page 2 of 6

Name

INVESTIGATION 3 I-CHECK
LIVING SYSTEMS
6.

Write the names of the parts of the human circulatory system shown below.
artery, capillaries, heart, lung, vein

7.

What delivers the blood that each human cell needs to survive?
(Mark the one best answer.)

Phloem tubes

Alveoli

Capillaries

D Arteries

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Investigation 3 I-Check
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Name

INVESTIGATION 3 I-CHECK
LIVING SYSTEMS
8.

Mark an X next to each phrase that describes why is it important for blood to circulate through
the lungs.
_____ To remove carbon dioxide from the blood
_____ To remove nitrogen from the blood
_____ To add water to the blood
_____ To add oxygen to the blood
_____ To remove nutrients from the blood

9.

Which side of the heart pumps oxygen-rich blood to the body? _______________________
Which side of the heart pumps oxygen-poor blood to the lungs? _______________________

10. What part of the circulatory system carries oxygen to the cells?
(Mark the one best answer.)

G Red blood cells

H White blood cells

Veins

Capillaries

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Investigation 3 I-Check
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Name

INVESTIGATION 3 I-CHECK
LIVING SYSTEMS
OPEN-RESPONSE QUESTION
11. A group of students set up a celery experiment. They recorded the starting mass of two pieces of
celery and the volume of water they put in three vials. They put a stalk of celery into two of the
vials and used the third vial with water only as a control. The next day, the students recorded the
mass of the celery and volume of water in each vial.
After
Before

a.

Starting
volume of
water (mL)

Ending
volume of
water (mL)

Starting
mass of
celery (g)

Ending mass
of celery (g)

25

28

29

Vials
celery with leaves

celery without leaves

25

20

26

27

vial of water

25

24

How much water was lost due to evaporation? __________________


How did you figure out how much water was lost due to evaporation?

b.

Why was more water lost from vial X than from vial Y?

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Investigation 3 I-Check
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Name

INVESTIGATION 3 I-CHECK
LIVING SYSTEMS
OPEN-RESPONSE QUESTION
12. Think about two transport systems: the circulatory system in animals and the vascular system
in plants.
a.

How are the two systems similar to each other?

b.

How are the two systems different from each other?

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Investigation 3 I-Check
Page 6 of 6