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WorksheetsGrade 5 Science Review
Total questions: 141
Worksheet time: 12hrs 45mins
Current electricity flows through
wires
string
rubber
plastic
How does a switch work?
It opens and closes the circuit
It makes the light bulb brighter
It provides the energy for the circuit.
Electric charges that are alike _______ each other.
Attract
Repel
One example of static electricity is...
rain
thunder
lightning
Which of the following is an insulator?
copper
wood
silver
salt water
The girl's hair and the comb are attracting one another. The hair and the comb have
opposite charges
like charges
Sarah is learning about human harnessed electricity as well as naturally occurring electricity. Which is an example of Sarah coming in contact with naturally occurring electricity?
Sarah quickly walks across the carpet in the socks and feels a small shock on her foot.
Sarah felt a small sting on her finger when she changed the lightbulb on her lamp.
Sarah was lightly shocked when she inserted the plug of her lamp in the wall socket.
Sarah accidently left her curling iron plugged in and burned her hand on the metal.
Which of the following correctly describes one way in which static electricity is different from the current electricity that is used in homes?
Static electricity is a quick release of energy.
Static electricity requires magnets and coils of wire.
Static electricity flows at a constant rate.
Static electricity always goes in the same direction.
Jordan rubs her socks along the wool carpet as she walks across her house. She grabs onto a metal door knob. What will most likely happen as she touches the door knob?
The charge will disappear.
The chair will repel her.
She will get a light shock.
She will build up more charge.
When is it easiest for a person to build up static electricity?
After a rainstorm when they air is warm and humid
During the winter when the air is dry
After a lightning strike when the air is full of electricity
During the spring when the ground is wet
Which of the following materials is an electrical conductor?
Plastic spoon
Silver-colored plastic spoon
copper spoon
wooden spoon
A material that does NOT let electricity pass through it is called ...
An electrical conductor
An electrical insulator
An electrical source
An electric appliance
To complete the circuit, a wire should be placed from —
When the switch is closed the buzzer will sound because -
What type of change can be easily reversed?
chemical change
physical change
both chemical and physical changes
neither physical or chemical changes
Which of the following is an example of a physical change?
a bike rusting
toast burning
butter melting
food spoiling
Which of the following examples is a physical change but NOT a change of state of matter?
logs burning
water freezing into ice cubes
candle wax melting
paper being cut
Which of the following is an example of a chemical change?
a penny tarnishing
a mirror being scratched
hair being cut
water being boiled
What is the best way to separate a mixture of sugar, sand, and water?
Freeze the mixture, causing the water to be destroyed, then sift the sugar from the sand.
Filter the sand from the sugar and water, then heat the mixture, causing the water to evaporate.
Filter the mixture, causing the sugar and sand to get caught but not the water.
Stir the mixture, causing the water to move above the sugar and sand.
A student is investigating changes with common classroom materials. Which of the following BEST describes the conclusion the student can make about the investigations?
The paperclip shows evidence of a physical change by changing the shape of the object, whereas the pencil eraser and hole puncher show evidence of a physical change by changing the size of the object.
All three investigations show evidence of a physical change due to a change in the color of the original substance.
The paperclip and hole puncher shows evidence of a physical change by changing the chemical properties of the original object, whereas the pencil eraser shows evidence of a physical change by changing the size of the object.
All three investigations show evidence of a physical change due to a change in state of matter.
A 5th grade student places baking soda in a cup. The student then adds vinegar to the cup. The student collects the data below from the experiment. Based upon the results of the experiment, which statement BEST describes whether the change is a physical or chemical change.
The data concludes that a physical change has occurred because it had an increased change in temperature, which resulted in the liquid to start bubbling.
The data concludes that a physical change has occurred because the color of the liquid changed when you mixed two materials.
The data concludes that a chemical change has occurred because there was formation of bubbles when the materials reacted to each other.
The data concludes that a chemical change has occurred because mixing two substances together will always result in a reaction.
Which of the following is a correct statement about the investigations?
All of the situations are examples of physical changes because all of the investigations exhibit changes to the physical properties.
None of the situations are examples of physical changes because they all involve a color change.
Situation 2 is a physical change because rust forming is a natural process.
Situations 1 and 3 are physical changes because no new substances are formed.
Three students at Mountain Park Elementary were given an assignment by their science teacher to plan and carry out experiments where chemical changes would occur. The chart shows each student’s plan and the results he or she recorded. Which statement is true about the experiments?
Student A was the only one to create an experiment where a color change occurred. This shows evidence of a chemical change.
Student A, Student B, and Student C all created experiments where chemical changes occurred. Student A observed a color change, Student B saw bubbles, and Student C was able to dissolve salt.
Student B and Student C created experiments were chemical changes occurred. Student A just dyed her water. Student B and Student C both changed their substances to prove that they had chemical changes. Student B created a gas while Student C got rid of the salt.
Student B was the only one to create an experiment with evidence of a chemical change. She created a new substance, a gas.
A teacher takes a tray of ice cubes out of the freezer. Each student takes an ice cube and holds it in their hands. They make the observations listed in the chart. The student claims that changing the temperature of the water causes a physical change that turns water into ice.
Which argument BEST supports the student’s claim?
The ice cube is melting in the student’s hand since the hands are much warmer than the ice. Heat is being added to the ice, which causes the particles to move faster.
The ice cube is freezing in the student’s hand since the hands are much warmer than the ice. Heat is being removed from the ice, which causes the particles to move slower.
The ice cube is melting in the student’s hand since state is changing from a solid to a liquid. Heat is being removed from the ice, which causes the particles to move faster.
The ice cube is melting in the student’s hand since state is changing from a liquid to a solid. Heat is being added to the ice, which causes the particles to move slower.
when matter has a change in its physical properties but not its chemical properties; only state, shape, size, color change; there is no new substance created
chemical change
physical change
inherited physical traits
acquired physical traits
happens when matter breaks down into two or more substances or when more than one substance is combined to form a new substance; it can not be reversed
chemical change
physical change
inherited physical traits
acquired physical traits
A system used by scientists to help them group and study organisms by similarities, or things that the organisms have in common
constructive processes
destructive processes
classification
magnetism
the smallest unit of life and make up all living things
microorganism
plant
cell
structure
parts or structures of a cell (cell membrane, nucleus)
cell
organelles
inherited physical traits
instincts
Behaviors the organism knows without being taught; born with it ( babies crying for food or being quiet in the nest when parents are away)
inherited physical traits
acquired physical traits
instincts
learned behaviors
Behaviors taught to an organism, or discovered through interactions with the environment. (where to find food or tie shoelaces)
instincts
learned behaviors
inherited physical traits
acquired physical traits
Physical characteristics passed down from parent to offspring. (eye color, fur pattern, flower petal color)
instincts
learned behaviors
inherited physical traits
acquired physical traits
Physical traits developed after the organism is born (over time and later in life) and are not passed to offspring by parents (scar, limp).
instincts
learned behaviors
inherited physical traits
acquired physical traits
Forces that build up surface features
destructive processes
classification
constructive processes
magnetism
Forces that tear or wear down surface features
constructive processes
classification
destructive processes
magnetism
destructive process where Earth materials such as rocks and soil are broken down into smaller parts
weathering
erosion
deposition
magnetism
the movement of materials from one place to another by natural method
weathering
erosion
deposition
constructive processes
a constructive process whereby soil and rock that are eroded from one location are deposited as sediment in another location
weathering
erosion
deposition
destructive processes
SELECT ALL THAT APPLY. is the buildup of an electrical charge in or on the surface of an object
static electricity
naturally-occurring electricity
human-harnessed electricity
current electricity
static electricity
naturally-occurring electricity
human-harnessed electricity
current electricity
a property of certain types of materials that allows them to attract or repel other objects that have this property.
magnetism
physical change
inherited physical traits
electricity
What is a circuit that contains the three basic components: power source, conductor, and load?
pathway
simple circuit
electromagnet
complex circuit
Choose ALL answer that are correct.
What is a complete path that electrical energy can move through; it has no gaps or openings.?
complete circuit
closed circuit
open circuit
incomplete circuit
Choose ALL correct answers. What is an incomplete path that electrical energy could move through but can't because there are gaps or openings?
complete circuit
closed circuit
incomplete circuit
open circuit
What is an object or material that provide electrical energy (battery, current electricity)?
load
power source
conductor
switch
What is the flow of an electric charge through a conductor?
electrical current
heat energy
motion
friction
What is any type of object through which an electric current cannot flow (paper, glass, rubber)?
insulator
load
conductor
power source
What is any type of object through which an electric current can flow (metal)?
insulator
conductor
rubber
switch
What is a property (or characteristic) of certain types of materials that allows them to attract or repel other objects that have this property?
luster
magnetism
conductorism
solubility
What is a temporary magnet created by wrapping a metal coil around a magnet center/core and sending an electrical current through it?
bar magnet
permanent magnet
electromagnet
coil magnet
What is area around a magnet where other magnetic items will experience a force (repulsion/or attraction)?
electrical field
magnetic field
repulsion field
attraction field
Deposition of sediments can change the depth of a lake over time. A student wants to make a model that shows how this process takes place. Which model would provide data about changes in the depth of a lake caused by deposition?
Fill a beaker with water. Slowly allow the water to evaporate from the beaker. Measure the change in the depth of the water.
Fill a beaker with water. Slowly drop sand, gravel, and dead plant material into the beaker. Measure the change in the depth of the water.
Fill a plastic box with water. Put a hose in the water on one end of the box and turn the water on to a slow flow. Measure the depth of the water when the box is full.
Fill a plastic box with sand, gravel, and dead plant material. Put a hose in the middle of the box and turn the water on to a slow flow. Measure the depth of the water when the box is full.
The picture shows two steep valleys and two rivers that join together and become one larger river in a wider valley. A student claims that both valleys have been formed by the same process over a long period of time. Which argument BEST explains why the student’s claim is correct or incorrect?
The student’s claim is correct; the evidence in the picture shows that both valleys were formed by the constructive force of deposition because flowing water carries large rocks from far away and drops them along a river, making the banks taller.
The student’s claim is correct; the evidence in the picture shows that both valleys were formed by the destructive forces of weathering and erosion because flowing water breaks down rock and carries the small pieces downstream.
The student’s claim is not correct; the evidence in the picture shows that valley 1 was formed by the destructive forces of weathering and erosion because flowing water breaks down rock and carries the small pieces downstream, but valley 2 was formed by the constructive force of deposition because flowing water carries large rocks from far away and drops them along a river, making the banks taller
The student’s claim is not correct; the evidence in the picture shows that valley 1 was formed by the constructive force of deposition because flowing water carries large rocks from far away and drops them along a river, making the banks taller, but valley 2 was formed by the destructive forces of weathering and erosion because flowing water breaks down rock and carries the small pieces downstream.
The picture shows the surface feature named Azure Window as it looked before and after March 8, 2017.
Complete the sentence that explains the changes in the Azure Window.
The changes in the Azure Window were caused by (a) process of erosion.
A student observes a large rock at the base of a volcano in a river valley that gets a lot of snow in the winter and floods in the spring. The student claims that the large crack in the rock was caused by a destructive process called weathering.
Which argument BEST describes the student’s claim?
The student’s claim is correct because water fills small cracks in rocks, freezes, and expands, making the cracks larger over time.
The student’s claim is correct because the rock was carried from the top of the volcano to its base by a glacier, creating many cracks over time.
The student’s claim is not correct because the rock was picked up by moving water and rolled against other rocks, smoothing its surface and causing cracks in a short period of time.
The student’s claim is not correct because large cracks in rocks are caused when lava from a volcano covers the rock so its temperature rises and falls in a short period of time, causing it to break.
A student wants to model how arches form in a desert. The students finds a diagram from the website. The student designs a procedure to model the formation of an arch.
PROCEDURE
1. Mix clay, sand, and water in a shoebox and let harden into a block.
2. Drop the block on the ground to form cracks in the surface.
3. Use a watering can to sprinkle 15 liters of water over the block every day until fins form from the cracks.
4. ?
5. Repeat Step 4 every day until a hole forms and grows large, creating an arch.
Select the TWO actions that should be used to complete Step 4 to BEST model the formation of the arch.
Place the block in the oven on low heat overnight.
Sprinkle water over the block and place in a freezer overnight.
use a fan to blow air over the block to thaw and dry the block
let the sun shine on the block to thaw and dry the block
Some people who live in coastal areas along cliffs are using drones to take pictures of their neighborhoods. A drone is a flying vehicle without a pilot on board. The two pictures show changes in the cliff near a building on two days in December.
Which question can be studied by using a drone to observe recent changes in Earth’s surface along coastal areas?
How fast are the cliffs eroding?
How many people live near cliffs?
How old are rock layers at the bottom of the cliff?
How can people stop the erosion of cliffs near the coast?
A student is studying the formation of the Himalayas. The student finds a picture and learns that the mountain range formed when the Indian Plate collided with the Eurasian Plate. The student uses the picture to design a model that will show classmates how the Himalayas formed.
Based on the picture, which steps would produce the BEST model of how the Himalayas formed over time?
step 1: Label one cardboard box as the Eurasian Plate. step 2: Label another cardboard box as the Indian Plate. step 3: Slowly push both plates toward each other. step 4: Observe and record how the sizes of both plates change when the edges push against each other.
step 1: Label one cardboard box as the Eurasian Plate. step 2: Label another cardboard box as the Indian Plate. step 3: Slowly push the Indian Plate toward the Eurasian Plate. step 4: Observe and record how the size of the Indian Plate changes when it touches the edge of the Eurasian Plate.
step 1: Use light-colored clay to make the shape of the Eurasian Plate. step 2: Use dark-colored clay to make the shape of the Indian Plate. step 3: Slowly push the dark-colored plate toward the light-colored plate. step 4: Observe and record how the shapes of both plates change when the edges push against each other.
step 1: Use light-colored clay to make the shape of the Eurasian Plate. step 2: Use dark-colored clay to make the shape of the Indian Plate. step 3: Slowly push the light-colored plate toward the dark-colored plate. step 4: Observe and record how the shape of the Eurasian Plate changes when it touches the edge of the Indian Plate.
A student is studying the formation of the Himalayas. The student finds a picture and learns that the mountain range formed when the Indian Plate collided with the Eurasian Plate. The student uses the picture to design a model that will show classmates how the Himalayas formed.
Which data could the student collect using the BEST model?
the changing distance between the two plates
the time it takes for the two plates to collide
the mass of the materials used to make the two plates
the changing height of the edge where the two plates collide
An oxbow lake is a lake that is usually located near a river. An oxbow lake is often shaped like the letter C. An oxbow lake forms with a curve of a river gets cut off the main river channel.
A student decides to make a model of an oxbow lake in some sand in the yard. Select the answer choice to show the CORRECT SECOND step to make the model.
OXBOW MODEL PROCEDURE
1. Make a curved path in sand that water can flow through to represent a river channel.
2.
3.
4.
put a water hose at one end of the curved path
turn the water from low to high to represent a flooded river
turn the water hose on low and let the water flow slowly to fill the curved river.
An oxbow lake is a lake that is usually located near a river. An oxbow lake is often shaped like the letter C. An oxbow lake forms with a curve of a river gets cut off the main river channel.
Select all the terms that describe how the CHANNEL is formed.
erosion
deposition
constructive
destructive
An oxbow lake is a lake that is usually located near a river. An oxbow lake is often shaped like the letter C. An oxbow lake forms with a curve of a river gets cut off the main river channel.
Select all the terms that describe how the BANK is formed.
erosion
deposition
constructive
destructive
The map shows a place where the storm surge, a large wave brought in by a hurricane, moved in from the ocean over land and damaged buildings. Based on information from the map, one solution to protect buildings from the damage of a hurricane would be to do what?
Build more buildings closer to the water
Rebuild the damaged buildings quickly.
Plant more mangrove trees along the shore.
Make more space between all buildings.
Humans are trying to reverse the effects of erosion of the Georgia coastline when they do which of the following?
Regulate fishing
Add sand to beaches
Clean up litter
Limit visitors to parks
The technology of a seismograph is helpful to humans because it ________.
helps detect and measure earthquakes
determines the height of tidal waves
records historical temperature extremes
identifies locations with poor soil
Humans build levees in order to serve what function?
To raise the water level of the ocean
To keep a river from overflowing
To store water for farming
To make water clean for drinking
A seawall constructed along a length of oceanfront property can assist a coastal city by -
keeping water temperatures down
providing a road for cars.
preventing animals from migrating.
slowing erosion of beach sand.
Why would a scientist use these images?
To help stop major storms like hurricanes from occurring
To limit and/or predict the outcomes of destructive forces like a hurricane
To learn how to create a hurricane
To explain why hurricanes occur in oceans
What is this technology called and its purpose?
Seismograph - detects movements of the earth to help predict earthquakes.
Geographic Information System - a system that locates, displays, analyzes, and models information of a community. This helps scientists know where buildings, roads, water, and trees are to prevent damage from natural disasters.
Infrared Satellite Imagery - captures the temperature of the earth and detects movement of clouds to help predict weather and natural disasters.
What is this technology called and its purpose?
Seismograph - detects movements of the earth to help predict earthquakes.
Geographic Information System - a system that locates, displays, analyzes, and models information of a community. This helps scientists know where buildings, roads, water, and trees are to prevent damage from natural disasters.
Infrared Satellite Imagery - captures the temperature of the earth and detects movement of clouds to help predict weather and natural disasters.
Select all the answer choices that have connections to the word, CANYON.
Large ditch that is slowly formed by water erosion that wears away the land.
Example of a landform formed by destructive process
Grand Canyon, Providence Canyon, Tallulah Gorge
Select all the answer choices that have a connection to the word, DELTA.
A low area at the mouth of the river that is formed with the river drops sediment where it meets a larger body of water such as an ocean.
example of a landform formed by destructive process
Mississippi Delta, Nile Delta
Select all of the answer choices that have a connection to the word, MOUNTAINS.
Mt. Everest, Appalachian
Example of a landform formed by constructive process
High peaks of rock that were formed over time by the tectonic plates on Earth colliding , pushing up the land,
Select all the answer choices that have a connection to the word, SEA ARCH
Example of a landform formed by destructive process
Rock on the coastlines that are formed over time by the crashing of waves. The waves weather the rock and erode the pieces of rock away, slowing carving out the arch.
Select all the answer choices that have a connection to the word, VOLCANOES.
a landform that is constructive (lava cooling to form new land).
a landform that is destructive (eruption weathers rocks and destroys plant life).
Select all the answer choices that are connected to the word, SAND DUNES
A surface feature that is formed as the wind blows away one dune and creates another somewhere else.
Example of a landform formed ONLY by constructive process
Example of a landform formed ONLY by destructive process
Example of a landform formed by constructive and destructive processes
Select all of the following that are a destructive process.
weathering
erosion
deposition
Select all that are a constructive process
weathering
erosion
deposition
Select the image that is most like TECTONIC PLATE MOVEMENTS.
What word best describes the process of wind, water, or ice breaking down the surface of the Earth?
destructive
constructive
tectonic plate movement
What is an other word for landforms on Earth created by constructive and/or destructive processes.
tectonic plates
surface features
deposition
volcanoes
Which sequence of words best describes the action of WEATHERING, EROSION, and DEPOSITION?
Break, Make, Take
Break, Take, Make
Make, Take, Break
Take, Make, Break
Which of the following characteristics is used when determining whether to place an animal in the vertebrate group or the invertebrate group?
Ability to walk on two legs
Method of respiration
Presence of a backbone
Flow of blood through body
What question can be used to sort fish, such as a bass, from amphibians, such as a frog?
Does the organism use gills to breathe?
Does the organism eat insects?
Is the organism able to move around?
Does the organism lay eggs?
Using the information in the table, which one of the following is a vertebrate?
Grasshopper
Iguana
Jellyfish
Spider
Which of the following questions could we ask to distinguish a mammal, such as a spider monkey, and a reptile, such as a crocodile?
Does the animal have four limbs?
Does the animal lay eggs to reproduce?
Does the animal consume food for energy?
Does the animal have a backbone?
Which statement about vertebrates is true?
Vertebrates have skeletons.
Vertebrates live only on land.
Most animals are vertebrates.
Vertebrates do not have backbones.
A student develops a model for grouping animals that she observes in a park. Which are MOST LIKELY the names of the animal groups?
fish and reptiles
reptiles and birds
fish and mammals
reptiles and amphibians
A student finds the following animals in his garden: frog, snake, snail and lizard. He classifies the snail in one group and the other animals in second group. Which are the student's groups?
amphibians, reptiles
invertebrates, reptiles
invertebrates, vertebrates
animals with gills, animals with lungs
Which features can a scientist use to identify an amphibian? Select THREE features.
has backbone
breathes first with gills and then with lungs
has smooth, moist skin
has scales or plates on skin
keeps a constant body temperature
A students wants to research invertebrate animals. Which of these animals should she study? Select THREE animals.
frog
clam
fish
worm
spider
A student draws three animals. Which characteristics can the students use to classify the animals?
no backbone, live in water, lay eggs
backbone, live on land, breathe with lungs
no backbone, scales on skin, breathe will gills
backbone, smooth skin, breath with gills and lungs
A student sorts animals into groups. He draws the animals in one group. Which animal should the student remove from the group?
fox
bear
hawk
mouse
A student sees the following animals at a zoo: bat, bear, parrot, and dolphin. She classifies the parrot in one group and the other animals in a second group. Which are the student's groups?
birds, mammals
birds, land animals
invertebrates, vertebrates
animals with wings, animals without wings
How are reptiles and fish alike?
Neither has scales.
Both breathe with gills.
Neither has a backbone.
Both have body temperatures that change with their surroundings.
A scientist collected data on 8 different animals. Which of the following student explanations best describes how to sort these animals?
Student 1: First I would separate vertebrates and invertebrates. The only invertebrate in the table is species 4B because it does not have a backbone. The rest are vertebrates. Species 1B, 2B, and 6B are all mammals because they are warm blooded. Species 3B is a fish because of its colorful scales. Species 4B is a reptile because it has dry scaly skin. Species 5B and 7B are both amphibians because they have green body coverings.
Student 2: First I would separate vertebrates and invertebrates. The only invertebrate in the table is species 4B because it does not have a backbone. The rest are vertebrates. Species 1B and 6B are all mammals because they are warm blooded. Species 2B and 8B are both birds because they have feathers as a body-covering. Species 3B and 7B are all reptiles because they have scales. Species 5B is an amphibian because it is born with gills but develops lungs later in life.
Student 3: First I would separate vertebrates and invertebrates. The only invertebrate in the table is species 4B because it does not have a backbone. The rest are vertebrates. Species 1B and 6B are all mammals because they have hair or fur as a body covering. Species 2B and 8B are both birds because they have feathers as a body covering. Species 3B is a fish because it is covered in colorful scales and lays a large number of eggs under water. Species 7B is a reptile because it lays rubbery eggs. Species 5B is an amphibian because it is born with gills but develops lungs later in life.
The table provided shows the characteristics of several different plants. Which one of the plants described below could be classified in the same group as one of the plants in the table?
Plant A: Does not produce seeds; has roots, stems, and flowers.
Plant B: Produces seeds; has roots, stems, and leaves but no flowers.
Plant C: Does not produce seeds; has roots, stems, and leaves, and has flowers.
Plant D: Produces seeds; has no roots, stems, leaves, or flowers.
A student researches several plants. She then groups them according to their characteristics. Which is MOST LIKELY the names of the plant groups?
ferns, trees
mosses, flowering plants
non-seed producers, seed producers
flowering plants, coniferous plants
How do the plants compare? Select THREE answers.
They are both coniferous (having cones) plants.
They both have stems and leaves.
They reproduce (make other plants just like them) in different ways.
They get energy in different ways.
They both are vascular plants.
A student researches four plants that are in the same group. He sorts the plants into two smaller groups. How does the student MOST LIKELY sort the plants
by seed size
by flower shape
by whether they have cones or flowers
by whether they produce (make) seeds or spores
A scientist classifies some plants into two groups. Which are MOST LIKELY the names of the groups?
trees, ferns
seed producers, non-seed producers
flowering plants, non-flowering plants
vascular, non-vascular
Why do scientists classify plants?
Scientists classify plants based upon if they are vertebrate or invertebrate so that they can classify plants and animals together.
Scientists classify plants based upon their similarities and differences in their habitat so they know where different plants live in the world.
Scientists classify plants based upon how tall or short they are so that scientists know the expected heights of similar plants.
Scientists classify plants based upon similar characteristics so that scientists can easily study plants based upon similarities.
Analyze the data set above. Then decide which student example best creates a model to classify the 4 plants.
A group of 5th grade students have created a plant classification model and have asked you to provide feedback on their model. There are a few errors to their model. Select ALL their errors and how to fix them.
The heading vertebrates should be changed to vascular.
The heading invertebrates should be changed to nonvascular.
The mushroom and algae should be removed from the model completely because they are microorganisms, not plants.
The fern should be moved from seeded under vascular to non seeded under vascular.
They should add flowering and non-flowering to labels to the classification model.
Which question should the student put in the box with a question mark to correctly complete the model?
Does it produce cones?
Does it grow into a tree?
Does it produce flowers?
Does it have roots, stems, or leaves?
Four students went on a walk through a nature trail behind their school and collected the following data based on observations. Which student was able to use the data to develop an accurate model about how the plants could be sorted into groups?
Student 1: I know that Plants 2 and 3 are vascular plants due to their tall height. Plants taller than 5 cm must have vascular tissue to transport nutrients. Plant 1 is a nonvascular plant because it is very short. All plants need water, so they must all live in damp areas.
Student 2: All of the plants are nonvascular plants, so they can each be sorted into the same group. Nonvascular plants must grow in areas where water is present, and vascular plants do not need water in their environments because vascular tissue can transport nutrients to great heights.
Student 3: The plants can be sorted into two groups. Plants 2 and 3 are nonvascular because they reproduce using spores. Plant 1 does not reproduce using spores, so it must be a vascular plant.
Student 4: Plants 1 and 3 are nonvascular because they do not have true leaves, stems, and roots; therefore, they only grow low to the ground. Plant 2 lives in a similar environment but is a vascular plant because it has these structures and vascular tissue to transport nutrients up the length of the plant.
Click all the answer choices that are an ANIMAL cell.
Click all the answer choices that are a PLANT cell.
Two students were looking at these cells under a microscope. Michelle thinks that these are animal cells because of the shape and Tony thinks these cells are plant cells because he sees green spots. Which student do you agree with?
Based on the above images, which statement is true?
Cells can been seen with the naked eye.
Cells can be seen using a hand lens.
Cells can be seen using a microscope.
If the leaf was bigger, we could see the cells using all three tools.
Select all the items that are made up of cells.
Which explanation best explains the differences between the images at different magnifications?
Cells can only be viewed through magnification and the details do not change with different magnifications. The stronger the magnification that same details are seen.
Cells can only be viewed through magnification and the details change at different magnifications. The stronger the magnification the more details are seen.
Using a microscope, I am able to see plant cells. Even in the tallest trees, plants are made up of cells that are too small to be seen with the naked eye.
This student made a correct claim, and the evidence in the image shows the lines that make up the tiny cells of the plant.
This student made an incorrect claim because larger living things have larger cells that can be seen with the naked eye.
This student made a correct claim but used incorrect evidence because the image uses a magnifying lens, and this tool does not show the individual cells of a living thing.
This student made an incorrect claim because there is no way to see cells that make up a living thing.
A group of students want to prove that living things are made up of cells. They designed the following investigation to collect evidence to support their claim.
1. Get a leaf from a plant.
2. Place it under a microscope.
3. Get a piece of human skin.
4. Place it under a microscope.
5. Compare the details from the leaf and human skin.
Which answer choice would make their investigation better?
Use a hand lens or magnifying glass.
Observe soil under a microscope.
Make a model and label the parts too small to be seen without a microscope.
Which structures in the plant cell would not be found in an animal cell? Select all.
7
2
3
1
5
Mrs. Savage colored this plant cell model. There is an error in the model. Which of the following revisions would BEST fix the representation of the plant cell?
Mrs. Savage should have made the cell shape round to better represent the shape of a plant cell.
Mrs. Savage should have drawn another nucleus because a plant cell has two nuclei.
Mrs. Savage should have colored the chloroplasts green because chloroplasts contains a chemical that is green.
Mrs. Savage should not have labeled a cell membrane because only an animal cell has a cell membrane.
Which of the following objects would have a cell wall, cell membrane, and cytoplasm? Select all.
Which organism is being described in the following observations?
1. The cells each have only a thin membrane that surrounds the cell.
2. The cells have a jelly-like structure that holds the organelles in place.
3. The cells lack tiny green structures.
4. The cells have a rounded shape.
Fifth grade students began comparing and contrasting the similarities and differences between plant and animal cells. The students created a Venn diagram to record the similarities and differences. Which student's Venn diagram is correct?
A student made a chart to compare cell organelles to a school. The student didn't have enough time to complete the chart. Which of the following statements correctly finishes the student’s chart?
Cytoplasm lets things in and out of the cell and should be represented by the doors and windows; The nucleus controls all activity of the cell and should be represented by the principal.
Cytoplasm lets things in and out of the cell and should be represented by the doors and windows; The nucleus is the most important organelle and should be represented by the principal.
Cell membrane lets things in and out of the cell and should be represented by the doors and windows; The nucleus controls all activity of the cell and should be represented by the principal.
Cell membrane lets things in and out of the cell and should be represented by the doors and windows; The nucleus is the most important organelle and should be represented by the principal.
A student drew this model after observing a cell specimen under the microscope. Choose which statements could best represent this model. Select all.
This model is an animal cell because it has no cell wall or chloroplast. Yet, it does have a cell membrane, nucleus, and cytoplasm. It is also round.
This model is a plant cell. I can see a cell wall, cell membrane, cytoplasm, nucleus, and chloroplasts.
This model is an animal cell because it has no cell wall or chloroplast. Yet, it does have a cell membrane, nucleus, and cytoplasm.
This model is a plant cell. I can see a cell wall, cell membrane, cytoplasm, nucleus, and chloroplasts. It is also round.
Click all the answer choices that are ANIMAL cells.
Click all the answer choices that are a PLANT cell.
Type an explanation that differentiates between a plant and animal cells based on its structures. You can use the below fill-in-the-blank paragraph to guide you.
Plant cells have a _________________ shape, while an animal cell has a ___________ shape. Plant cells have ___________, ___________,___________, ___________,and___________. On the other hand, animal cells have ___________, ___________, and ___________.
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What is one of the smallest parts of an animal or plant? It is also referred to as the basic unit of life.
plant cell
cells
cell wall
animal cell
This word describes the way plant cells or animal cells are built.
cell
function
structure
cell wall
What is the smallest unit of animals?
animal cell
plant cell
cell membrane
chloroplasts
What is the smallest unit of plants?
animal cell
plant cell
cell wall
chloroplasts
What is the surrounding, flexible layer that acts as a barrier and controls what goes in or out of a cell?
cell wall
cell membrane
cytoplasm
chloroplast
What is the organelle that is the surrounding, rigid layer of the plant cell and gives structure to the cell?
cell membrance
cell wall
chloroplasts
cytoplasm
What is the jelly-like substance that maintains the shape of the cell and holds the organelles?
cell membrane
cell wall
cytoplasm
nucleus
What is the another word to describe the parts of a cell?
organs
organelles
nucleus
interior
What organelle regulates (controls) all activity within the cell?
cell wall
nucleus
cell membrane
cytoplasm
What organelle stores material to help plants make food?
chloroplasts
cytoplasm
nucleus
cell wall
What is another word to describe a special purpose or use of something; its job?
structure
function
work
cell
In order for a circuit to work it must be...
open
closed
round
square
Which one is NOT a conductor?
Water
Plastic
Metal
Human Body
Which one is NOT an insulator?
Plastic
Rubber
Paper
Water
What must a simple circuit need? Pick 3.
Battery (power source)
Switch
Plastic
Wires (conductor)
Lightbulb (load)
