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    Second Grade
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    Scoring guide · Weeks 25–30 · 25–30 min · 32 points

    Science Unit 5 Test: Biodiversity & Interdependence

    Directions for the grown-up

    You may read every question, choice, table and passage aloud to your child. This test checks science thinking, not reading. Do not explain science words or hint at answers. Have crayons ready for the food chain drawing. The "Life Cycles" section checks what Week 27 taught about how plants grow and make new seeds; animal life cycles come in Unit 6.

    Part 1: Ecosystems & Food Webs (8 points)

    Standards: 2-LS4-1, 2-LS2-2

    1. Which living thing in this pond is a producer? How do you know?Answer: The water plants. They make their own food using sunlight. · 2 points
    2. Draw one food chain from this pond. Start with the sun. Use arrows.Answer: For example: sun -> water plants -> snail -> fish -> heron, with arrows pointing from the food to the eater · 2 points
    3. If all the water plants died, which animals would lose their food first? What would happen to the heron later?Answer: The snails and tadpoles. Then the fish would have less food, so the heron would have less food too. · 2 points
    4. Square 1 under a bush had 9 kinds of living things. Square 2 on a driveway had 2 kinds. Which square has more biodiversity? Why might that be?Answer: Square 1. It has more plants, shade, water and hiding places. · 2 points

    Scoring: Item 1: 1 point for water plants, 1 point for making their own food. Item 2: 1 point for a correct order starting with the sun and a plant, 1 point for arrows toward the eater. Item 3: 1 point for snails and tadpoles, 1 point for the heron losing food. Item 4: 1 point for Square 1, 1 point for a reason.

    Reteach: Week 25, Week 29

    Part 2: Adaptations (8 points)

    Standards: 2-LS4-1

    1. Look at the camouflage hunt table. Which color was hardest to find on the grass? How does a color like that help an animal?Answer: Green (only 4 found). It helps the animal hide from animals that want to eat it. · 2 points
    2. A fennec fox lives in the hot desert. Its very big ears help it let out body heat. Is this an adaptation? Why?Answer: Yes. It is a body part that helps the fox survive where it lives. · 2 points
    3. A hawk has a sharp, hooked beak. A hummingbird has a long, thin beak. Why are their beaks so different?Answer: They eat different foods. The hawk tears meat. The hummingbird sips nectar from deep in flowers. · 2 points
    4. An eagle and an ostrich both have feathers. An ostrich cannot fly. Which group do they both belong to?Answer: birds · 2 points

    Scoring: Items 1 to 3: 1 point for each part. Item 4: 2 points.

    Reteach: Week 26, Week 30

    Part 3: Life Cycles (8 points)

    Standards: 2-LS2-1, 2-LS2-2

    1. Which plant grew best? What two things did it get?Answer: Plant A. It got water and light. · 2 points
    2. Plant C is the tallest, but it is pale and thin. What is it missing?Answer: light (it grew tall and thin looking for light) · 2 points
    3. Number these 1 to 4 to show how a bean plant grows and makes new seeds. ___ a bee carries pollen to the flower ___ the seed sprouts ___ a pod with new seeds grows ___ the plant grows leavesAnswer: 3, 1, 4, 2 · 2 points
    4. Why does an apple tree grow sweet fruit around its seeds?Answer: Animals eat the fruit and carry the seeds to new places, where new trees can grow. · 2 points

    Scoring: Item 1: 1 point for Plant A, 1 point for water and light. Item 2: 2 points for light. Item 3: 2 points for all four right, 1 point if the first and last are right. Item 4: 2 points for animals carrying or spreading seeds; 1 point for "so animals eat it" alone.

    Reteach: Week 27

    Part 4: Conservation (8 points)

    Standards: 2-LS4-1

    1. Two designs tried to keep litter out of a model pond. Find the total pieces each one stopped. Which design worked better?Answer: Mesh screen: 13 of 15 (4 + 5 + 4). Craft stick fence: 6 of 15 (2 + 3 + 1). The mesh screen worked better. · 4 points
    2. A park by a creek has litter on its banks. Name two things people can do to protect the creek habitat. Tell how each one helps the animals.Answer: Answers vary. Look for two of: pick up litter, put trash in bins, plant native plants, leave logs and rocks for shelter, keep oil and soap out of the water. Each with a reason, such as frogs and fish get clean water, animals keep their food and shelter. · 4 points

    Scoring: Item 1: 1 point for each total (2), 2 points for choosing the mesh screen. Item 2: 2 points for each action with a reason (1 point for an action with no reason).

    Reteach: Week 28

    D/A/P/E point bands (out of 32)
    LevelPoints
    D · Developing0–15
    A · Approaching16–22
    P · Proficient23–28
    E · Exemplary29–32