Pre Posttest

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

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

No. 1Assessment Master

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

Obtaining,
evaluating, and
communicating
information
1a
1b
Assessment RecordSurvey/Posttest
Student names

9a
9b
9c
9d
10
Date
11
12
13
14
15
16
Assessment Record

Student names
3a
3b
3c
Assessment RecordInvestigation 1 I-Check

4
7a
Date
7b
Assessment Record

Student names

6a
6b
7a
Date
7b
8a
8b
Assessment Record
1a
1b

Student names

6
10
11a
Date
12a
12b
Assessment Record
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 _____.
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

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?

F
Circulatory system
Digestive system
Respiratory system
Excretory system

Survey/Posttest
Page 2 of 9
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

Survey/Posttest
Page 3 of 9
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?
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?
Jumping up
Jumping up
The slapping motion
The slapping motion
The drink spilling

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?

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

Survey/Posttest
Page 5 of 9
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?

F
Right handed
Left handed
Does equally well with both hands

Survey/Posttest
Page 6 of 9
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

Survey/Posttest
Page 7 of 9
Name
SURVEY/POSTTEST
LIVING SYSTEMS
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?

Survey/Posttest
Page 8 of 9
Name
SURVEY/POSTTEST
LIVING SYSTEMS
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

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 _____.
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 ______________________________.

Investigation 1 I-Check
Page 1 of 5
Name
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.

Page 2 of 5
Name
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?

b.
Producers
Consumers
Decomposers
Carnivores
If the frog population suddenly increased, which organism would be most

likely to decrease right away?
A
Owls
Snakes
Grass
Snails

Page 3 of 5
Name
LIVING SYSTEMS
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.

Page 4 of 5
Name
LIVING SYSTEMS
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.

Page 5 of 5
Name
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

Page 1 of 5
Name
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 _____.

energy
carbon dioxide
oxygen
D water

Page 2 of 5
Name
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

Page 3 of 5
Name
LIVING SYSTEMS
7.
a.
How do plants use the food produced during photosynthesis?
b.
How do animals break down and use the food produced by plants?

Page 4 of 5
Name
LIVING SYSTEMS
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?

Page 5 of 5
Name
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.
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.

Page 1 of 6
Name
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 _____.
G respiration
H photosynthesis
4.
evaporation
transpiration
Water and minerals get to each cell in a plant through _____.

5.
xylem tubes
the roots
phloem tubes
D openings in the leaves
Why do plants need sap?

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.

Page 2 of 6
Name
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?
Phloem tubes
Alveoli
Capillaries
D Arteries

Page 3 of 6
Name
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?
G Red blood cells
H White blood cells
Veins
Capillaries

Page 4 of 6
Name
LIVING SYSTEMS
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?

Page 5 of 6
Name
LIVING SYSTEMS
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?

Page 6 of 6

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Embedded Assessment Notes

Investigation ___, Part ___

Investigation ___, Part ___

FOSS Living Systems Module

Embedded Assessment Notes

FOSS Living Systems Module

Scientific Practices ChecklistLiving Systems

Scientific Practices Checklist

FOSS Living Systems Module

FOSS Living Systems Module

Assessment RecordInvestigation 1 I-Check

Assessment RecordInvestigation 2 I-Check

FOSS Living Systems Module

FOSS Living Systems Module

Assessment RecordInvestigation 3 I-Check

Study the food web at the right.

What organism is missing from this food web?

The missing organism is 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

FOSS Living Systems Module

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.

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

FOSS Living Systems Module

Aid plant pollination

Aid seed dispersal

Warn of a bad taste

Aid tracking at night (especially bright colors)

Warn when danger is near

Match the structures to their functions in the body.

A To reach every cell in the body

B To pass nutrients from digested food into the blood

C To filter waste products from the blood

D To carry blood from the heart to the body

E To exchange gases with the atmosphere

F To carry oxygen, food, and nutrients through vessels

G To pump blood throughout the body

H To break down food with digestive juices and muscles

FOSS Living Systems Module

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

What was the stimulus for student A?

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

The slapping motion

The slapping motion

The drink spilling

What was the response for student A?

The drink spilling

What was the response for student B?

(Mark the one best answer.)

Investigation _, Part _

Investigation _, Part _