Cold Hill (Week 11)

Skill: Energy Transformations/Unifying Concepts

(Ecosystems, Food Chains, Flow of Energy, Relationship Plants & Animals, Suns Role in Ecosystem)

Science Grade 4

This test section contains EIGHT multiple-choice and ONE open-response (short-answer) questions. Pleasemark your answers for the multiple-choice questions in the spaces provided on your Student Response Pages. Mark only one answer for each question. If you do not know the answer, make your best guess.
1. / The diagram below shows a food chain.

1 2 3 4
Which of the following is classified as a producer?
O / A. / 1
O / B. / 2
O / C. / 3
O / D. / 4
2. / An incomplete food chain is shown below.

Which of the following organisms would best complete the food chain?
O / A. / Rabbit
O / B. / Robin
O / C. / Snake
O / D. / Tree

PLEASE GO ON TO THE NEXT PAGE 

3. / During photosynthesis, green plants use energy from the sun to make which of the following.
O / A. / Oxygen
O / B. / Carbon Dioxide
O / C. / Food
O / D. / Chlorophyll
4. / Which would be most likely to be HARMFUL to the Kentucky River?
O / A. / Beavers building a dam along a creek that goes into the river.
O / B. / Spreading fertilizer on a farm near the river.
O / C. / Mowing grass in a yard along the banks of the river.
O / D. / Fishing from a bridge that goes over the river.
5. / After the sun, where does the food chain begin?
O / A. / Producer
O / B. / Consumer
O / C. / Decomposer
O / D. / Composer
6. / Each living thing in a food chain plays a role in the flow of energy in an ecosystem. Below is a picture of a simple food chain. The rabbit eats carrots and the fox eats the rabbit. What is the primary role of the rabbit in this food chain?

O / A. / To form a habitat.
O / B. / To find a place to live.
O / C. / To be a source of water.
O / D. / To be a source of energy.

PLEASE GO ON TO THE NEXT PAGE 

7. / A food chain shows how______.
O / A. / Energy is passed from one organism to another.
O / B. / Much food organisms eat
O / C. / Plants make their own food
O / D. / Living things escape from predators.
8. / A group of students is building a model of an ecosystem. Which of the following organisms should the students select to act as a decomposer?

1 2 3 4
O / A. / 1
O / B. / 2
O / C. / 3
O / D. / 4

PLEASE GO ON TO THE NEXT PAGE 

OPEN-RESPONSE QUESTION
Read all parts of the open-response question before you begin. Write your answers to the open-response question in the space provided on your Student Response Page.
Field Trip
9. / Karen went on a field trip with her class. The picture below shows the organisms Karen saw living in the meadow environment.

  1. Draw and label a food chain using three organisms from the meadow environment.
  2. Although Karen didn’t see one, foxes also live in the meadow. Describe how a fox will change the population of rabbits living in the meadow.
C. Explain how the sun helps all of the living organisms in the meadow to survive.
Do not write on this page. Please write your
answer to this open-response question in
the space provided.
Student Name______

Scoring Guide

SCORE / DESCRIPTION
4 / Student correctly draws and labels a food chain, clearly describes the effect of a fox on the population of rabbits in the meadow, AND thoroughly explains the role that the sun plays in the survival of organisms in an ecosystem.
3 / Student correctly draws and labels a food chain, generally describes the effect of a fox on the population of rabbits in the meadow, AND generally explains the role that the sun plays in the survival of organisms in an ecosystem. Answer may contain minor errors or misconceptions.
2 / Student attempts to draw and label a food chain, provides a limited description of the effect a fox has on the population of rabbits in the meadow, AND provides a limited explanation of the role that the sun plays in the survival of organisms in an ecosystem. OR Student correctly draws and labels a food chain, Response to either b or c is missing or incorrect.
1 / Student demonstrates a minimal understanding of food chains and the relationship between organisms within an ecosystem.
0 / Student’s response is totally incorrect or irrelevant.
Blank / No student response.

Annotated Rubric/ Performance Expectations for ORQ

Academic Expectation: 2.3

Core Content:SC-04-4.6.1 Students will analyze patterns and make generalizations about the basic relationships of plants and animals in an ecosystem.

Ceiling DOK Level: 2Question DOK Level: 2

Question Type (circle): Scaffold, Single Dimension/Component, Two or More Relatively Independent Components, Student Choice, Respond to Provided Information

An appropriate student response should provide evidence of the student’s understanding……….

Of basic relationships and connections between organisms in food chains including the flow of energy beginning with the sun.

For example, an appropriate response to this question would show that the student can

Correctly draw and label a food chain.

Describe the relationship between two organisms in an ecosystem.

Explain how the sun provides the energy necessary for the survival of organisms within an ecosystem.

Essential Vocabulary: Ecosystem, Food Chain, Organisms, Producer, Consumer, Decomposer, Energy, Photosynthesis

Resources/Technology:

Bill Nye Video : Food Web

Information for this learning check was gathered from the following:

Grade 4—Science
Question / First
A.E. / First CC / Second A.E. / Second CC / DOK
Level of MC Question / Answer
Key / Rational/Annotation for MC Questions
1 / 2.3 / SC-04-4.6.1
Students will analyze patterns and make generalizations about the basic relationships of plants and animals in an ecosystem (food chain).
DOK 2 / DOK Ceiling Level / 2 / A / Student must be able to identify the producer in a food chain.
2 / 2.3 / SC-04-4.6.1DOK2 / DOK Ceiling Level / 2 / C / Students understand the role of producer, consumer, and decomposer in a food chain.
3 / 2.3 / SC-04-4.6.1 DOK2 / DOK Ceiling Level / 1 / C / Students understand how plants make food during the process of photosynthesis.
4 / 2.3 / SC-04-4.6.1 DOK2 / DOK Ceiling Level / 2 / B / Students understand both beneficial and harmful interactions between organisms and their environment.
5 / 2.3 / SC-04-4.6.1 DOK2 / DOK Ceiling Level / 1 / A / Students understand the role of producer, consumer, and decomposer in a food chain.
6 / 2.3 / SC-04-4.6.1 DOK2 / DOK Ceiling Level / 2 / D / Students understand the role of producer, consumer, and decomposer in a food chain
7 / 2.3 / SC-04-4.6.1 DOK2 / DOK Ceiling Level / 1 / A / Students understand how energy is passed from one organism to another in a food chain.
8 / 2.3 / SC-04-4.6.1 DOK2 / DOK Ceiling Level / 2 / B / Students understand the role of producer, consumer, and decomposer in a food chain.

Multiple Choice Item Information: