CP 1 22-23 Review

1. A science class grows two groups of plants under different conditions.

What will most likely happen to the plants in each group?

• A. Plants in Group 1 and Group 2 will not grow.

• B. Plants in Group 1 and Group 2 will grow to the same height.

• C. Plants in Group 1 will grow, and plants in Group 2 will not grow.

• D. Plants in Group 2 will grow, and plants in Group 1 will not grow.

Tags

NGSS.MS-LS1-5

NGSS.MS-LS1-6

2. Air plants grow outdoors in warm climates like Mexico, South America, and even part of the

southern United States. They get the nutrients they need from the air around them.

A student lists how to care for an air plant.

Which statement about photosynthesis is best supported by the student’s list?

• A. Air plants do not need sunlight for photosynthesis to occur.

• B. Air plants do not need soil for photosynthesis to occur.

• C. Air plants do not need carbon dioxide for photosynthesis to occur.

• D. Air plants do not need water for photosynthesis to occur.

Tags

NGSS.MS-LS1-6

3. A student tests how different colored lights affect photosynthesis in a plant. The student puts

the same type of pond plant in five jars filled with water. Next, the student places the jars in

different boxes with different light sources. Finally, the student counts the number of

bubbles appearing in one hour.

The table shows the information collected by the student.

The student wants to know which light source to use if sunlight is not available.

Which light source should be used, and why?

• A. Red light is the best for plant growth. It is brighter than green light and produces more carbon dioxide than blue light.

• B. Green light is the best for plant growth. It uses the most carbon dioxide, which releases the fewest bubbles into the water.

• C. Blue light is the best for plant growth. It makes the most bubbles, which shows the highest rate of photosynthesis.

• D. Yellow light is the best for plant growth. It uses more oxygen than red light and causes photosynthesis to slow down.

Tags

NGSS.MS-LS1-6

4. Scientists examine the contents of the stomach of an otter and find bones. According to the

food web, from which two organisms would the bones most likely come?

• A. bat

• B. fish

• C. frog

• D. insect

• E. owl

Tags

NGSS.MS-LS2-1

NGSS.MS-LS2-2

5. A student creates a diagram of a pond food chain.

Which statement correctly represents a relationship found in the food chain?

• A. The snails are herbivores and feed on water plants to get energy.

• B. The herons are omnivores that feed on all of the other organisms to get energy.

• C. The catfish are carnivores that feed on the herons to make energy.

• D. The water plants are herbivores and feed on snails to get energy.

Tags

NGSS.MS-LS2-3

6. Some parts of a simple food chain are shown out of order.

Which diagram correctly shows how energy flows through this food chain?

• A. Grass → Grasshopper → Sun

• B. Grasshopper → Grass → Sun

• C. Sun → Grass → Grasshopper

• D. Sun → Grasshopper → Grass

Tags

NGSS.MS-LS2-3

7. Two species of birds live in a forest. They both use their beaks to eat insects out of holes in

trees.

What change to the environment would most likely cause species 2 to survive better than

species 1?

• A. The temperature increases.

• B. Trees grow taller.

• C. Insects burrow deeper into trees.

• D. More birds move to the forest.

Tags

NGSS.MS-LS2-1

NGSS.MS-LS2-2

NGSS.MS-LS2-4

8. A teacher lists organisms in an ecosystem.

Which food web correctly models the ecosystem?

• 
• 
• 
• 

Tags

NGSS.MS-LS2-1

NGSS.MS-LS2-2

NGSS.MS-LS2-3

9. A fossil is discovered by a paleontologist.

In which habitat did the fossilized organism most likely live?

• A. desert

• B. deciduous forest

• C. grasslands

• D. ocean

Tags

NGSS.MS-LS4-1

10. An Arctic food web is shown.

Which is a producer in this food web?

• A. herring

• B. phytoplankton

• C. polar bear

• D. seal

Tags

NGSS.MS-LS1-6

NGSS.MS-LS2-3