Science Grade 7 Unit 01 & 02: Science Safety & Flow of Energy 2012­2013
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1
2
Using the diagram above of a grassland
ecosystem, complete the following: ­ Draw and label an energy pyramid to
represent this ecosystem. Use the desert food web above to answer
the following question: How is this
ecosystem MOST likely to be affected by a
large increase in the number of rats?
F
The snake population will decrease.
G
There will be an increase in the number
of snakes, coyotes, and hawks.
­ Compare the amount of energy available
H
in each of the levels of the pyramid. There will be a decrease in the number
of coyotes and hawks.
J
There will be an increase in the number
of cacti and sagebrush plants.
3 Use the desert food web diagram from the
previous question to answer the following
­ Describe the energy flow in an ecosystem
to help explain your responses.
question: Who are the producers?
A cacti and sagebrush
B
hawks and coyotes
C
ants and tarantulas
D rats and snakes
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4 Jewel diagrammed a food web of algae, snails, ducks, frogs, and snakes that she observed during
a summer trip to her grandparents' farm. What is the correct arrangement of these organisms on
an energy pyramid?
F
G
H
J
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5 Josie added grass clippings, fungi, and worms to her school's environmental club compost bin. What is the BEST way to show the flow of energy among the organisms found in the compost
bin?
A
B
C
D
6 When energy is passing through a food
8 What happens to the solar energy
web, some of the energy is lost. How much
absorbed by plants during photosynthesis?
of the energy is passed from one level to
F
the next?
F
1%
G
10%
H
50%
J
90%
It is recycled by plants and returned to
the atmosphere.
G
It is converted into oxygen and
glucose.
H
It is stored as heat within the plant for
cellular functions.
J
It is transformed into chemical energy.
7 Which of the following organisms can
undergo photosynthesis?
I. Animals II. Plants
III. Fungi
A I and II
B
I and III
C
II and III
D II only
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9 Which diagram BEST represents the
11
The annual goal of the Preservation
process of photosynthesis?
Middle School Environmental Club is to
A
reduce the amount of solid waste it
contributes to the landfill by collecting
and composting food waste from the
school cafeteria. Students then collect
humus from the compost bins and add it
to the planters in the school courtyard. This composting is a form of
B
___________.
A respiration
B
pollution
C
recycling
D fermentation
C
12
Michigan's Isle Royale is a small island in
the northwestern part of Lake Superior
which is home to a few thousand moose
and 20­50 wolves. Wildlife scientists
D
have studied the island's food chains for
years. During the 1980s, scientists
noticed that as the old moose population
increased; the number of wolves
increased, and as the numbers of old
moose decreased, the number of wolves
decreased.
10
What kind of energy is necessary to
initiate the process of photosynthesis?
F
radiant
G
heat
H
electrical
J
wind
What can be concluded from this
passage?
F
Wolves prey on older moose.
G
Young moose are protected by their
mothers.
H
Vegetation on Isle Royale decreases
as the moose population ages.
J
Wolves do not prey on female moose
and their calves.
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13
Leftover food can be put into compost bins, and after a few weeks turns into soil. What is
occurring in the compost bin?
A Decaying causes the food to become cold.
B
Energy leaves the food.
C
Matter is recycled through decay.
D New elements are formed.
14
Mushrooms and bacteria serve an
15
Compost bins are containers where items
important role in an ecosystem, that of
such as food scraps, paper, and yard
the decomposer. Decomposers break
trimmings are combined with water and
down the organic material of once living
air, and are allowed to break down and
organisms, such as carbon and nitrogen.
decompose. This produces a nutrient­rich
Why are decomposers important to the
product that can be used for fertilizer.
ecosystem?
What happens to the energy from these
F
They release stored energy and
materials as they decompose?
nutrients from dead organisms into the
A There is no energy in dead organisms.
ecosystem.
B
G
H
They eat the dead animals in the
No energy is lost as the materials
decompose.
ecosystem, cleaning the habitat.
C
They provide a direct food source for
D Some of the energy is released as
producers and consumers in the
The energy stays in the compost bin.
heat.
ecosystem.
J
They are not an important component
in the ecosystem.
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16
Essentially, biomass is stored ________
energy that man can convert to
electricity, fuel, and heat. Through
_________, the energy from the Sun is
stored in the plant material.
Which words BEST complete the
paragraph above?
F
solar… decomposition
G
solar…photosynthesis
H
heat...recycling
J
trophic…production
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Use the scenario below to answer the following two questions.
You enter the classroom, and your teacher tells you to stand on one side of the room. You see on
your laboratory table a laboratory procedure, a glass beaker with a blue liquid in it, a pipette;
glass, graduated cylinder; petri dish, leaves, and goggles.
17
What is the FIRST thing you should do?
A put the goggles on
B
waft the beaker
C
wait for teacher directions
D read the procedure
18
Which of the following is a safety risk for
your eyes and would be a reason for
having to wear goggles?
I. unknown blue liquid
II. glass beaker
III. glass graduated cylinder
IV. glass petri dish
19
F
I
G
I, II, IV
H
II, III, IV
J
I, II, III, IV
After observing a compost bin, a student
wanted to investigate what microscopic
organisms were living in it. What
equipment would be needed to view the
microscopic animals?
A graduated cylinder, meter stick,
thermometer
B
balance, hand lens, beaker
C
microscope, microscope slides,
notebook
D hot plate, stereoscope, tape measure
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20
Describe how a secondary consumer is dependent on the Sun for its energy.
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Test Key
Science Grade 7 Unit 01 & 02: Science Safety & Flow of Energy 2012-2013
##
Item #
Correct Answer
SE
SE
Obj/Cat
1
C061086518D
0 to 4
7.5(C) [S]
7.2(E)
TAKS: SC5(K)
2
C061086512D
G
7.5(C) [S]
7.2(C)
TAKS: SC5(K)
3
C061086514D
A
7.5(C) [S]
7.2(C)
TAKS: SC5(K)
4
C07014269CS
J
7.5(C) [S]
7.2(C)
TAKS: SC5(K)
5
C07014270CS
B
7.5(C) [S]
7.2(C)
TAKS: SC5(K)
6
C07014752CS
G
7.5(C) [S]
None
TAKS: SC5(K)
7
C07014753CS
D
7.5(A)
None
TAKS: SC5(K)
8
C07014273CS
J
7.5(A)
None
TAKS: SC5(K)
9
C07014271CS
A
7.5(A)
7.2(C)
TAKS: SC5(K)
10
C07014274CS
F
7.5(A)
None
TAKS: SC5(K)
11
C07014275CS
C
7.5(B)
7.1(B)
None
12
C07014277CS
F
7.5(C) [S]
7.3(A)
TAKS: SC5(K)
13
C07014715CS
C
7.5(B)
None
TAKS: SC5(K)
14
C07014710CS
F
7.5(B)
None
TAKS: SC5(K)
15
C07014711CS
D
7.5(B)
None
TAKS: SC5(K)
16
C07014716CS
G
7.5(B)
7.5(A)
TAKS: SC5(K)
17
C07014766CS
C
7.1(A)
7.4(B)
TAKS: SC1(K)
18
C07014767CS
J
7.1(A)
7.4(B)
TAKS: SC1(K)
19
C07014754CS
C
7.4(A)
None
TAKS: SC4(K)
C07014764CS
Plants use photosynthesis to create sugars. Primary
consumers eat the plants and store that energy. Secondary
consumers eat the primary consumers. The original energy
came from the sun.
7.5(A)
7.5(C) [S]
TAKS: SC5(K)
20
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Scoring Rubrics
1
Energy decreases as you go up the pyramid. Each level has less energy than the level below it. This is because most energy
is used by organisms to live and grow, and much is lost to the environment as heat.
4
The student response includes an energy diagram that:
- Has three levels.
- Places each organism in the correct level AND includes the student response:
- Shows an understanding that each higher level has less energy than the level
below it.
- Relates the decrease in energy to energy used by organisms and given off as
heat.
3
The student makes three of the above points.
2
The student makes two of the above points.
1
The student makes one of the above points.
0
No correct response is given.
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Science Grade 7 Unit 01 Appendix:
Science Safety
2012-2013
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Science Assessment and Evaluation Criteria Grade 07 Unit 01 Appendix:
Science Safety 2012-2013
Performance Indicator #1
Demonstrate knowledge of safe practices, including wearing safety goggles, washing hands and
using materials appropriately as well as use of other preventive equipment such as aprons, gloves
and chemical splash goggles by explaining orally or in writing, the class safety rules for
investigations. Include an explanation of how to use emergency safety equipment. (7.1A; 7.4B)
Give a safety quiz.
Give each student a copy of the safety contract.
7.1A Demonstrate safe practices during laboratory and field investigations as outlined in the
Texas Safety Standards
4
3
2
1
The oral presentation or written explanation includes a set of very specific explanations
of safety rules including examples and references to cause/effect relationships (why it
is important to keep this rule) and specific process steps for the use of emergency
safety equipment.
The oral presentation or written explanation includes a set of explanations of safety
rules, many of which are quite specific; however, there may be some that are generally
correct, but lack specificity, examples or cause/effect relationships. In general;
however, it is obvious that the student knows the rules even though there may be minor
omissions or inaccuracies, especially in describing how to use the equipment.
The oral presentation or written explanation includes a set of safety rules; however,
there is not a great deal of specificity. The rules are generally stated without
elaboration. There is likely no evidence that the student understands why a rule is
important. The student may have some omissions or inaccuracies, especially in
describing how to use the equipment. These steps are generally vague and nonspecific.
There is little to no evidence that the student understands the safety rules. There are
missing rules, misstated rules, or incorrect applications of rules – to a very large
degree.
Student does not attempt the task.
0
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7.4B Use preventative safety equipment, including chemical splash goggles, aprons, and gloves,
and be prepared to use emergency safety equipment, including an eye/face wash, a fire blanket,
and a fire extinguisher.
4
3
2
1
The oral presentation or written explanation includes specific references to preventative
safety equipment including examples, cause/effect relationships, and other details.
The oral presentation or written explanation includes some reference to preventative
safety equipment, but may have minor inaccuracies or omissions. In general; however,
it is obvious that the student understands the preventative equipment available to him
and how to use it.
The oral presentation or written explanation includes minimal reference to preventative
safety equipment, but may have several inaccuracies or omissions. It may be that there
are just general references to preventative equipment so that the teacher can tell the
student knows there are pieces of preventative equipment, but cannot necessarily tell if
the student knows all of what is available to him or what to use for what situation.
There are likely few examples or references to cause/effect relationships.
There is little to no evidence that the student is aware of preventative equipment and its
use. There may be no reference to preventative equipment at all, or what is there is
inaccurate or too vague to determine any level of understanding.
Student does not attempt the task.
0
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Science Grade 7 Unit 02 Appendix:
Flow of Energy
2012-2013
This document is the property of TESCCC/CSCOPE and as such may not be replicated or changed without permission.
Science Assessment and Evaluation Criteria Grade 07 Unit 02 Appendix:
Flow of Energy 2012-2013
Performance Indicator #1
Write a paragraph describing photosynthesis and explain its importance to life on Earth. Draw a
diagram to illustrate the process described in the paragraph. Label the components of the process
on the diagram. (7.2C; 7.5A)
Have students explain the components of photosynthesis. The components should include:
•
•
•
how matter and energy interact to take light and turn it into glucose
the chemical formula for photosynthesis
the importance of photosynthesis to life on Earth
Have students draw a diagram to illustrate the process they described in their writing. The
diagram should be labeled and include the following:
•
•
•
•
•
light energy from the Sun
carbon dioxide, oxygen, and water vapor
chlorophyll and chloroplasts
glucose
plant leaf
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7.2C Collect and record data using the International System of Units (SI) and qualitative means
such as labeled drawing, writing, and graphic organizers.
4
3
2
The diagram is accurate and detailed with appropriate vocabulary used as labels of the
components of the process.
The diagram is most accurate and detailed; however, some parts of the process may not
be easily identified, although labels are correct. Proper vocabulary is utilized. Only
minor errors are included.
The diagram is somewhat accurate; however, there are parts that are incorrect,
misplaced, omitted or unclear. Labels may not use proper vocabulary. In general, the
student provides enough information to judge that he/she understands photosynthesis.
The diagram is confusing, inaccurate and too skeletal to be minimally successful.
1
Student does not attempt the task.
0
7.5A Recognize that radiant energy from the Sun is transformed into chemical energy through
the process of photosynthesis.
4
3
2
1
The written explanation of photosynthesis is clear with details and examples to support
each part of the process. The role of radiant energy and energy transformation and the
process of storage in bonds of sugar are explicitly stated. The importance of
photosynthesis to life is clearly described including what would happen without it.
The written explanation of photosynthesis is generally clear with details and examples
that support each part of the process; however, there may be minor errors or omissions.
The level of detail may be inconsistent. Still the role of the Sun, conversion of light to
chemical energy and the importance of photosynthesis to life are included, but possibly
not elaborated to a great degree.
The written explanation of photosynthesis is inconsistent and at times unclear due to
errors or omissions. The role of the Sun may not be clearly expressed or the process of
converting light energy to chemical energy and the importance to life may be omitted.
In general; however, there is sufficient evidence that the student understands the
process of photosynthesis to achieve a minimally successful score.
There is little to no evidence that the student understands photosynthesis due to major
errors, major omissions, and vague, general, and confusing statements.
Student does not attempt the task.
0
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Performance Indicator #2
Create a graphic to diagram the flow of energy from the Sun through living systems. Include
food chains, food webs, and energy pyramids. (7.2C; 7.5A, 7.5B, 7.5C)
Have students create a graphic of their choice to include diagrams of the following items
including the criteria:
•
•
•
•
•
Food chain- Label producers and consumers, include arrow showing the transfer of
energy and a brief explanation of the illustration.
Food web- Include arrow showing the transfer of energy and a brief explanation of the
illustration.
Transfer of matter and energy in a compost column-Include a brief explanation of the
illustration.
Energy Pyramid showing the 10% Rule- Labeled and include a brief explanation of the
illustration.
The formula for photosynthesis, labeled.
7.2C Collect and record data using the International System of Units (SI) and qualitative means
such as labeled drawing, writing, and graphic organizers.
4
The graphic is a properly labeled drawing or graphic organizer that provides a clear
diagram of the flow of energy from the sun through living systems.
3
The graphic is a labeled drawing or graphic organizer that provides a somewhat clear
diagram of the flow of energy.
2
1
The graphic is a drawing or graphic organizer that provide part of the information
required. Proper labels, directional arrows, and graphic representations may be
missing.
The graphic is a confusing, disorganized attempt to diagram the flow of energy and
cannot be judged to be minimally successful.
Student does not attempt the task.
0
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7.5A Recognize that radiant energy from the Sun is transformed into chemical energy through
the process of photosynthesis.
7.5C Diagram the flow of energy through living systems, including food chains, food webs, and
energy pyramids.
7.5B Demonstrate and explain the cycling of matter within living systems such as in the decay
of biomass in a compost bin.
NOTE: The teacher should make sure that the graphic includes energy transformation (light to
chemical) in photosynthesis, how energy flows through living systems, food chains, food webs
and energy pyramids; and finally to include how decomposers free nutrients from dead
consumers and producers and put them back into the environment.
4
3
2
1
The graphic accurately displays energy flow in food chains, food webs and energy
pyramids; includes photosynthesis where appropriate and recycling of matter within
living systems where appropriate. The graphic includes critical attributes and examples
as well as appropriate vocabulary. The graphic could be used as a tool to learn about
flow of energy.
The graphic appropriately displays energy flow and includes all of the critical elements,
but may have minor omissions or errors. There may be less detail and fewer examples
overall than the score point 4. This graphic could be used as an aid to an oral
presentation.
The graphic may include errors in labels, arrows, or examples, but overall there is
enough evidence to indicate the student understands flow of energy. Some information
such as the cycling of matter may be omitted. This graphic would need revision to be
used as a learning tool.
There is little to no evidence that the student understands the flow of energy in living
systems. There are major omissions and errors and the graphic is too confusing to
interpret.
Student does not attempt the task.
0
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