Plant and Animal Classification

1. Students went on a field trip to the Atlanta Zoo. Part of their field trip was to collect data on animals and classify them based upon how scientists classify animals. 

Which of the following BEST describes how the student should develop a model to classify the animals? 

• Animals 1, 3, and 4 will be classified together since they all lay eggs. Animal 2 will be classified separately since this animal has live birth.

• Animals 1 and 4 will be classified together since they have scales. Animals 2 and 3 will be classified together since they do not have scales. 

• Animals 1 and 3 will be classified together since they both breathe with gills. Animals 2 and 4 will be classified together since they both breathe with lungs.

• Animals 1, 2, and 4 will be classified together since they have backbones. Animal 3 will be classified separately since this animal does not have backbones

Tags

NGSS.MS-LS4-2

Students observed animals they saw at the beach. The students collected data on animals and classified them based upon how scientists classify animals. 

Which of the following models best illustrates how the animals are classified?

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Tags

NGSS.MS-LS4-2

 A fifth grade student was asked by the teacher to sort animal pictures into categories based upon their characteristics. This is how the student sorted the pictures. 

Which explanation BEST describes the feedback the teacher would provide to the student to refine the model?

• The model accurately represents how scientists classify animals based upon their characteristics.

• The model is mostly correct. The only error is an alligator should be in a separate category since it is a reptile, not an amphibian. 

• The model is incorrect because a whale should be in the mammal subgroup since it has lungs, and another error is there needs to be another category under vertebrate for reptiles since frogs not amphibians.

• The model is incorrect because a whale should be in the mammal subgroup since it has lungs, and another error is there needs to be another category under vertebrate for reptiles since alligators are not amphibians. 

On a recent field trip to the zoo, Mr. Lee asked his students to take pictures of different animals. He asked his students to sort the animals into further groups. 

How could the students below develop a model to classify their animals?

• Students A, B, and D have reptiles because they have dry scaly skin and breathe with lungs. Student C has a fish because it has scales and breathes with gills.

• Students A and B have reptiles because they have dry scaly skin and breathe with lungs. Students C and d have fish because they have scales and breathe with gills.

• Students A and B have reptiles because they have dry scaly skin and breathe with lungs. Student C has a fish because it has scales and breathes with gills. Student D has an amphibian since it starts with gills and develops lungs.

• Student B has a reptile because it has dry scaly skin and breathes with lungs. Student C has a fish because it has scales and breathes with gills. Students A and D have an amphibian since it starts with gills and develops lungs.

Tags

NGSS.MS-LS4-2

Students in a 5th grade classroom walked around the school to gather data on different plants. One of the students in the class made a graphic organizer to collect data that the student observed. 

Based upon the data above, how should the student develop a model that shows how plants are classified.

• Plant 1, 2, and 3 should all be classified into three different categories of seeded, flowers,and roots.

• Plants 2 and 3 should be classified together since they do not have flowers and plant 1 should be separate since it does have flowers.

• Plants 1 and 2 should be classified together since they both have seeds and roots.  Plant 3 will be separate since it doesn’t have roots.

• Plants 1 and 2 should be classified together since they are both plants. Plant 3 should be classified as not a plant. 

Tags

NGSS.MS-LS2-1

A student went outside to classify common plants found in her backyard. The student came across a tree and looked down. Near the bottom of the tree, there was a low growing plant. She picked up the damp plant and it peeled off from the tree and noticed there was just fuzz underneath the plant.

Using the following chart, which plant or plants could this low growing plant be classified with?

• The low growing plant can be classified with the pine tree because this low growing plant can be found near the bottom of this tree.

• The low growing plant can be classified with algae because they both do not produce seeds nor do they have roots, leaves, and stems.

• The low growing plant can be classified with an apple tree because they both produce seeds from flowers.

• The low growing plant can be classified with fern because they both do not produce seeds.

Tags

NGSS.MS-LS1-5

 The table provided shows the characteristics of several different plants. 

Which two plants in the table could be grouped together based on its characteristics?

• Rose and algae could be grouped together as a vascular plant since they have roots, stems, and leaves.

• Pine tree and rose could be grouped together as a vascular plant since they have roots, stems, and leaves.

• Fern and pine tree could be grouped together as seeded vascular plants since they both reproduce with seeds.

• Fern and algae could be grouped together as non-seeded vascular plants since they both do not reproduce with seeds.

Tags

NGSS.MS-LS4-2