Life Science EOG Review

5.L.1 Understand how structures and systems of organisms (to include the human body) perform functions necessary for life.

5.L.1.1 Explain why some organisms are capable of surviving as a single cell while others require many cells that are specialized to survive.

5.L.1.1 Students know that unicellular organisms consist of a single cell and perform all life processes within a single cell. Students know that multicellular organisms are organisms that consist of more than one cell and have differentiated cells that perform specialized functions in the organism. 

• Many organisms –including humans – are multicellular. 

• In complex multicellular organisms, only the surface cells that are in contact with the external environment are able to exchange substances with it. 

• Cells within the organism are too far away from the environment for direct exchange. This is the reason multicellular organisms have developed transport systems.

Essential Questions

1.   What are unicellular organisms?

2.  What are examples of unicellular organisms?

3.  What are multicellular organisms?

4.  What are examples of multicellular organisms?

5.  Which characteristic do single-celled organisms and multicellular organisms have in common?

6.  How can you tell the difference between unicellular and multicellular organisms?

7.  What are transport systems?

8. Why are transport systems necessary?

5.L.1.2 – Compare the major systems of the human body in terms of their functions necessary for life.

5.L.1.2 Compare the major systems of the human body (digestive, respiratory, circulatory, muscular, skeletal, and cardiovascular) in terms of their functions necessary for life.

5.L.1.2 Students know that there are many systems in the human body. Some of these systems are:

• Circulatory System (heart, blood, vessels)   

• Respiratory System (nose, trachea, lungs)

• Skeletal System (bones)                      

• Muscular System (muscles)

• Digestive System (mouth, esophagus, stomach, intestines)  

• Nervous System (brain, spinal cord, nerves)

Students know that each system performs a special life process function and that the systems work together to maintain health and fitness.

5.L.2 Understand the interdependence of plants and animals with their ecosystem.

5.L.2.1 – Compare the characteristics of several common ecosystems, including estuaries and salt marshes, oceans, lakes and ponds, forests, and grasslands.

5. L.2.1 Students know that there are different types of ecosystems (terrestrial and aquatic). These ecosystems can be divided into two types according to their characteristics:

Terrestrial

Land-based ecosystems include forests and grasslands.

Forests have many trees (with needles or with leaves), shrubs, grasses and ferns, and a variety of animals. They usually get more rain than grasslands. Diverse types of animals can be found in forests, depending on their type. Deciduous: black bear, deer, red fox, vole, rabbit, cardinal. Rain forest: panther, monkeys, capybara, snakes, spiders. Temperatures in the forests may vary depending on where the forest is located.

Grasslands have fertile soil and are covered with tall grasses. They usually get a medium amount of rain, but less than forests. Temperatures may also vary depending on where the grassland is located. Some examples of animals that live in the grasslands are prairie dogs, bison, and grasshoppers.

Aquatic

Water-based ecosystems may be fresh water (lakes and ponds) or saltwater (oceans, estuaries and saltwater marshes).

Lakes and ponds are bodies of freshwater that are surrounded by land. Ponds are usually shallower than lakes and the temperature of the water usually stays the same from top to bottom. Plants and algae usually grow along the edges where the water is shallow. Some examples of animals may be different types of fish, amphibians, ducks, turtles, or beavers.

Oceans are large bodies of saltwater divided by continents. Oceans have many types of ecosystems depending on the conditions (sunlight, temperature, depth, salinity) of that part of the ocean.

Most organisms live where the ocean is shallow (from the shoreline to the continental shelf) because sunlight can reach deep and the water is warm making food abundant. Some examples of organisms that live in the shallow ocean are drifters (jellyfish or seaweed), swimmers (fish), crawlers (crabs), and those anchored to the ocean floor (corals).

Some organisms live in the open ocean, near the surface or down to the deep ocean bottom. Plankton float in the upper regions of the water.

Some organisms swim to the surface to find food or for air (whales, turtles, sharks) while others live closer to the bottom (certain fish, octopus, tubeworms).

 Students know typical visual representations of the various ecosystems, as well as graphic representations of the food chains and webs, cycles and energy pyramids that are commonly associated with ecosystems.

Vocabulary

• biome

• ecosystem

• fresh and salt water systems

• plankton

• Aquatic Ecosystems: pond, lake, ocean, river, salt marsh, estuary

• Terrestrial: desert, tundra, forest, grassland, tropical rainforest

EOG Question

Which has the greatest effect on the amount of salt in a salt marsh? 

a.      the number of animals living in the marsh

b.      the closeness of the marsh to the ocean

c.      the depth of the water in the marsh

d.     the temperature of the water in the marsh

5.L.2 Understand the interdependence of plants and animals with their ecosystem

5.L.2.2 – Classify the organisms within an ecosystem according to the function they serve; producers, consumers, or decomposers (biotic factors).

5.L.2.2 Students know that organisms in an ecosystem can be producers, consumers, or decomposers. Students know that producers convert energy from the sun into organic matter through the process of photosynthesis. This organic matter is used by producers and consumers as food which provides the energy that fuels basic life processes. Consumers sometimes consume only or mostly other consumers as a food source.

Producers and consumers produce wastes as they perform their life processes, and become waste organic matter when they die. Decomposers use these waste materials and other non-living organic matter to fuel their life processes and recycle nutrients that are necessary for producers to carry out their life processes.

Vocabulary - Concepts

• producers

• consumers: herbivore, carnivore, omnivore

• decomposers: decay, decomposition

• food chain and food web

• niche

5.L.2 Understand the interdependence of plants and animals with their ecosystem

5.L.2.3 – Infer the effects that may result from the interconnected relationship of plants and animals to their ecosystem.

5.L.2.3 Students know that all of the organisms in an ecosystem have interconnected relationships. Students know that because of this, factors that impact one population within an ecosystem may impact other populations within that ecosystem.

Vocabulary - Concepts

• producers

• consumers: herbivore, carnivore, omnivore

• decomposers

• causes of change in population

5.L.3 Understand why organisms differ from or are similar to their parents based on the characteristics of the organism.

5.L.3.1 – Explain why organisms differ from or are similar to their parents based on the characteristics of the organism.

5.L.3.1 Students know that the life processes and species characteristics that define a population will be transmitted from parent to offspring. Students also know that these processes and characteristics cover a broad range of structures, functions and behaviors that can vary substantially from individual to individual.

Vocabulary

• DNA

• traits

• resemble

• characteristics

 EOG Questions

A mother rabbit has a litter. One of the babies is born with one long ear and one short ear. What most likely caused this one rabbit to be born with one short ear? 

a.      The mother rabbit had previously lost an ear in an accident.

b.      The mother rabbit became sick before she gave birth.

c.     A mutation occurred during the development of this one rabbit.

d.     This one rabbit received less nutrition than the other rabbits before it was born.

Which of these traits is most influenced by a person’s environment? 

a.      ability to roll the tongue                  

b.      blood type

c.      weight                                               

d.     eye color

Some people have a “hitchhiker’s” thumb that allows them to bend their thumbs more than other people. How do these people most likely get this trait? 

a.      They learn it from friends.

b.    They inherit it from their parents.

c.      They get it as a result of an illness.

d.     They get it as a result of their jobs.

A litter of kittens have traits that are similar to both the mother cat and the father cat. Which best explains this situation? 

• The kittens are provided the same kind of milk from their mother as they grow.

• The kittens inherit some of their traits from their mother and some from their father.

• The kittens are kept at the same temperatures by their mother when they are first born.

• The kittens are taught by their parents to have similar traits.

Which best explains why children resemble their parents? 

• They eat the same foods.

• They have similar DNA.

• They speak the same language.

• They have the same interests.

Why do dogs have most of the characteristics of their parents? 

a.      They inherit them from their parents.

b.  They live in the same habitats as their parents.

c.  They learn them by observing their parents.

d. They eat the same foods as their parents.

 5.L.3 Understand why organisms differ from or are similar to their parents based on the characteristics of the organism.

5.L.3.2 – Give examples of likeness that are inherited and some that are not.

5.L.3.2 Students know some likenesses between parents and children are inherited. Other likenesses are learned from parents or within the community (population/culture). Students know that in order for offspring to resemble their parents there must be a reliable way to transfer genetic information from parent to offspring. Students can be encouraged to keep lists of characteristics that animals and plants acquire from their parents, things that they don't, and things that the students are not sure about either way. This is also the time to start building the notion of a population whose members are alike in many ways but show some variation.

Vocabulary

• traits

• characteristics

• inherited

• non-inherited

• physical

• environment

  EOG Questions

Which is an example of a trait that is inherited? 

a.     dimples

b.      intelligence

c.      weight

d.     favorite color

Which is most likely the reason parents and their children have similar physical traits? 

a.      They live in the same home.

b.    They have similar genetic structures.

c.      They are born in similar environments.

d.     They have similar blood types.

Which is a trait children most likely inherit from their parents? 

a.      favorite color

b.      food preference

c.     freckles

d.     weight

Which characteristic is the best example of an inherited trait? 

a.      short hair

b.    eye color

c.      pierced ears

d.     long fingernails

Which is an example of a non-inherited trait? 

a.      shape of face

b.      hair color

c.     food preference

d.     tongue rolling

Matt is a tall, eleven-year-old boy. He has a scar on his right cheek. He is intelligent and an excellent drummer. Which of his traits did he most likely inherit? 

• his height

• his scar on his right cheek

• his intelligence

• his ability to play the drums

Which characteristic would a child not inherit from one or both of its parents? 

• freckles

• hair style

• eye color

• dimples

 Which are examples of inherited traits? 

• specific beliefs

• fingerprints

• memories

• nose shape

Which is a characteristic of a dog that is most likely a result of its environment? 

• its color

• its length of ears

• its food preference

• its ability to see in the dark

Which trait do children most likely inherit from their parents? 

• shape of earlobes

• musical ability

• personality

• language