SCIENCE Assessment ReviewSCIENCE Assessment Review555SCIENCE Assessment ReviewSCIENCE Assessment Review555555SCIENCE Assessment ReviewSCIENCE CIENCE Assessment ssessment RevieweviewCopyright © NewPath Learning. All rights reserved.www.newpathlearning.comCHARTSCHARTS34-8904ORGANISMS & ENVIRONMENTSORGANISMS & ENVIRONMENTSSTAARGRADEGRADE888Sturdy, Free-Standing Design, Perfect for Learning Centers!Reverse Side Features Questions, Labeling Exercises, Vocabulary Review & more!Curriculum Mastery® Flip Charts Combine Essential STAAR Science Knowledge & Skills with Hands-On Review!Phone: 800-507-0966 • Fax: 800-507-0967 www.newpathlearning.com NewPath Learning® products are developed by teachers using research-based principles and are classroom tested. The company’s product line consists of an array of proprietary curriculum review games, workbooks, posters and other print materials. All products are supplemented with web-based activities, assessments and content to provide an engaging means of educating students on key, curriculum-based topics correlated to applicable state and national education standards. Copyright © 2018 NewPath Learning. All Rights Reserved. Printed in the United States of America. Curriculum Mastery® and NewPath Learning® are registered trademarks of NewPath Learning LLC. Science Curriculum Mastery® Flip Charts provide comprehensive coverage of essential STARR science concepts in an illustrated format that is visually appealing, engaging and easy to use. Curriculum Mastery® Flip Charts can be used with the entire classroom, with small groups or by students working independently. HOW TO USE Classroom Use Each Curriculum Mastery® Flip Chart can be used to graphically introduce or review a topic of interest. Side 1 of each Flip Chart provides graphical representation of key concepts in a concise, grade appropriate reading level for instructing students. The reverse Side 2 of each Flip Chart allows teachers or students to summarize key concepts and assess their understanding. Note: Be sure to use an appropriate dry-erase marker and to test it on a small section of the chart prior to using it. The Activity Guide included provides a black-line master of each Flip Chart which students can use to fill in before, during, or after instruction. While the activities in the guide can be used in conjunction with the Flip Charts, they can also be used individually for review or as a form of assessment or in conjunction with any other related assignment. Learning Centers Each Flip Chart provides students with a quick illustrated view of science curriculum concepts. Students may use these Flip Charts in small group settings along with the corresponding activity pages contained in the guide to learn or review concepts already covered in class. Students may also use these charts as reference while playing the NewPath’s Curriculum Mastery® Games. Independent student use Students can use the hands-on Flip Charts to practice and learn independently by first studying Side 1 of the chart and then using Side 2 of the chart or the corresponding graphical activities contained in the Activity Guide. Reference/Teaching resource Curriculum Mastery® Charts are a great visual supplement to any curriculum or they can be used in conjunction with NewPath’s Curriculum Mastery® Games. STAAR Grade 8 SCIENCE Assessment Review Flip Chart Organisms and Environments The student will demonstrate an understanding of the structures and functions of living organisms and their interdependence on each other and on their environment. 8.11 Organisms and environments. The student knows that interdependence occurs among living systems and the environment and that human activities can affect these systems. The student is expected to(A) investigate how organisms and populations in an ecosystem depend on and may compete for biotic factors such as food and abiotic factors such as quantity of light, water, range of temperatures, or soil composition; Readiness Standard• Ecosystems, Food Chains & Food Webs (B) explore how short- and long-term environmental changes affect organisms and traits in subsequent populations; Readiness Standard• Food Web Balance• Classification of Living Things• Genetics: The Study of Heredity(C) recognize human dependence on ocean systems and explain how human activities such as runoff, artificial reefs, or use of resources have modified these systems; and Supporting Standard• Ocean Ecology(B) describe how biodiversity contributes to the sustainability of an ecosystem; Supporting Standard• Cycles of Life & Biomes7.10 Organisms and environments. The student knows that there is a relationship between organisms and the environment. The student is expected to 7.11 Organisms and environments. The student knows that populations and species demonstrate variation and inherit many of their unique traits through gradual processes over many generations. The student is expected to (C) observe, record, and describe the role of ecological succession such as in a microhabitat of a garden with weeds; Supporting Standard(A) examine organisms or their structures such as insects or leaves and use dichotomous keys for identification; Supporting Standard(F) recognize the components of cell theory; Supporting Standard(C) identify some changes in genetic traits that have occurred over several generations through natural selection and selective breeding such as the Galapagos Medium Ground Finch (Geospiza fortis) or domestic animals and hybrid plants; Supporting Standard• Systems of the Human Body7.12 Organisms and environments. The student knows that living systems at all levels of organization demonstrate the complementary nature of structure and function. The student is expected to 7.14 Organisms and environments. The student knows that reproduction is a characteristic of living organisms and that the instructions for traits are governed in the genetic material. The student is expected to (B) identify the main functions of the systems of the human organism, including the circulatory, respiratory, skeletal, muscular, digestive, excretory, reproductive, integumentary, nervous, and endocrine systems; Supporting Standard• Cells – The Basic Units of Life• How Traits are Inherited• The Six Kingdoms of Life(D) differentiate between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast & vacuole; Supporting Standard(B) compare the results of uniform or diverse offspring from asexual or sexual reproduction; Supporting Standard(C) recognize that inherited traits of individuals are governed in the genetic material found in the genes within chromosomes in the nucleus; Supporting Standard6.12 Organisms and environments. The student knows all organisms are classified into domains and kingdoms. Organisms within these taxonomic groups share similar characteristics that allow them to interact with the living and nonliving parts of their ecosystem. The student is expected to (D) identify the basic characteristics of organisms, including prokaryotic or eukaryotic, unicellular or multicellular, autotrophic or heterotrophic, and mode of reproduction, that further classify them in the currently recognized kingdoms; Supporting StandardRainforestForestGrasslandsTaigaDesertTundraProducersDecomposersProducersDecomposers1st LevelConsumers2nd LevelConsumers3rd LevelConsumers1st LevelConsumers2nd LevelConsumers3rd LevelConsumersFoodChainFood WebEnergy RolesEnergy enters an ecosystem as sunlight and is turned into food by plants. The energy is transferred to organisms that eat producers and transferred again when organisms eat consumers.Consumers are animals that cannot make their own food. They get their energy from plants, other animals or both.Producers are green plants that produce their own food using energy from sunlight in a process called photosynthesis. Decomposers such as bacteria and fungi break down decaying matter for food. BiomesA large ecosystem of plants and animals in a region with a certain type of climate is called a biome.Food ChainA food chain is a model that shows how energy is passed from one organism to another.Food WebA food web is an interconnected series of different food chains that describes the feeding relationships between species within an ecosystem.INCREASING NUMBER OF ORGANISMSDECREASING AMOUNT OF ENERGYRed foxSnakeMouseRabbitGrasshopperShrewWoodpeckerFungiWormsBacteriaCarpenter antTreesGrass© Copyright NewPath Learning. All Rights Reserved. 94-4606www.newpathlearning.comConsumer –HerbivoreConsumer –OmnivoreDecomposerProducerEcosystems, Food Chains & Food WebsRainforestForestGrasslandsTaigaDesertTundraFoodChainFood WebBiomesA large ecosystem of plants and animals in a region with a certain type of climate is called a _____________________.A _____________________________________________is a model that shows how energy is passed from one organism to another.A ____________________________________________ is an interconnected series of different food chains that describe the feeding relationships between species within an ecosystem.INCREASING NUMBER OF ORGANISMSDECREASING AMOUNT OF ENERGYRed foxSnakeMouseRabbitGrasshopperShrewWoodpeckerFungiWormsBacteriaCarpenter antTrees© Copyright NewPath Learning. All Rights Reserved. 94-4606www.newpathlearning.comKey Vocabulary Terms•biome•food web•consumer•herbivore•decomposer• omnivore•ecosystem•organisms• energy• photosynthesis• food chain• producerEnergy Roles_____________________ enters an ecosystem as _____________________ and is turned into food by plants. The energy is transferred to organisms that eat ___________________ and transferred again when organisms eat consumers._____________________ are animals that cannot make their own food. They get energy from plants, other animals or both._____________________ are green plants that produce their own food using energy from sunlight in a process called photosynthesis. _____________________ such as bacteria and fungi break down decaying matter for food. \|xiBAHBDy01746sz\GrassEcosystems, Food Chains & Food WebsFood Web Balance© Copyright NewPath Learning. All Rights Reserved. 94-4451Visit www.newpathlearning.com for Online Learning Resources.1st-levelconsumers2nd-levelconsumersTop-levelconsumersProducersBalanced EcosystemWithout as many seals and sea lions to eat, killer whales might start feeding on more sea otters, causing a decline in their populations. If the population of seals and sea lions dramatically decreased, what impact would it have on this food web?If the population size of a species changes within an ecosystem, the balance of the food web can be disrupted. Over time, all levels of the food web can be affected. This food web shows the feeding relationships of organisms in an Alaskan marine ecosystem. orca (killer whale)orca (killer whale)seals/ sea lionsseals/ sea lionssea otterssea otterssea urchinssea urchinssmall fishsmall fishkrill/zooplanktonkrill/zooplanktonphytoplankton/diatomsphytoplankton/diatomskelp forestkelp forestWith fewer otters as predators, the number of sea urchins would grow and eat more of the kelp forests. The kelp forests are the habitat for many fish larvae. Loss of this habitat would cause a decline in the fish population.This example demonstrates that the original change in the population of the seals and sea lions could cause a chain reaction of events that would alter the balance of the food web.Pause and ReviewWhat do you think would happen if the heron population decreased in this food web? Explain your answer.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Food Web Balancegrassesmousegrasshoppersnakeshheronaquatic insectlarvae(fall-ins)lamentousalgaetreesdiatoms/phytoplankton© Copyright NewPath Learning. All Rights Reserved. 94-4451Visit www.newpathlearning.com for Online Learning Resources.Almost 3/4 of the Earth is covered by oceans (71%). They have significant ecological and economic importance to us. Ecologically, the oceans help moderate the Earth’s climate by absorbing heat from the sun in tropical regions and spreading it along the coastlines and other areas of the world with ocean currents driven by wind and planet rotation. The phytoplankton that coats the ocean’s surface absorbs our carbon dioxide waste and gives off life-giving oxygen. The ocean receives our sewage, farm and household waste. The oceans dilute the waste and slowly break it down, like a huge, natural sewage treatment plant. More than 250,000 species of animals and plants make their homes in the ocean, adding greatly to the Earth’s biodiversity and feeding millions of people every year. This is also one of the ocean’s economic roles, as thousands of people collect food from the sea to feed their families or make a living. The oceans provide coastal habitats like wetlands and mangroves that protect the coastlines from storm surges and tidal waves. We mine the oceans for minerals, drill for oil and gas, and harvest plants and animals for making medicines or to enjoy in our aquarium tanks. We swim, surf, dive, motor, sail and ski all over the oceans for recreation. We gain vast amounts of scientific knowledge by studying the ocean. Yet, our care of this vital resource does not reflect its great importance to us. We have overfished many areas of the ocean to the point where certain species are near extinction. Sewage, chemical waste and garbage flows into the ocean from many urban areas around the world down rivers and storm drains and off boats. Plastics have begun to pile up in the ocean, endangering wildlife and polluting our beaches and waterways. Ocean animals choke on, become entangled in, and are poisoned by ocean debris. Oil spills destroy ocean and coastal habitats and endanger wildlife. In 2009, the U.S. established an Ocean Policy Task Force to develop a recommendation for a national policy that ensures protection, maintenance, and restoration of oceans, our coasts and the Great Lakes. It will take an ongoing commitment through international agreements and laws to turn this trend around and protect our vital ocean resources. AmselAmselOcean Ecology94-4070Almost 3/4 of the Earth is covered by oceans (71%). They have significant ecological and economic importance to us. Ecologically, the oceans help moderate the Earth’s _______________________ by absorbing heat from the sun in tropical regions and spreading it along the coastlines and other areas of the world with ocean currents driven by wind and planet rotation. The _______________________ that coats the ocean’s surface absorbs our carbon dioxide waste and gives off life-giving oxygen. The ocean receives our sewage, farm and household waste. The oceans dilute the waste and slowly break it down, like a huge, natural sewage treatment plant. More than _______________________ species of animals and plants make their homes in the ocean adding greatly to the Earth’s biodiversity and feeding millions of people every year. This is also one of the ocean’s economic roles, as thousand of people collect food from the sea to feed their families or make a living. The oceans provide coastal habitats like wetlands and mangroves that protect the coastlines from storm _______________________ and _______________________ waves. We mine the oceans for minerals, drill for oil and gas, and harvest plants and animals for making medicines or to enjoy in our aquarium tanks. We swim, surf, dive, motor, sail and ski all over the oceans for recreation. We gain vast amounts of scientific knowledge by studying the ocean. Yet, our care of this vital resource does not reflect its great importance to us. We have _______________________ many areas of the ocean to the point where certain species are near extinction. Sewage, chemical waste and garbage flows into the ocean from many urban areas around the world down rivers and storm drains and off boats. Plastics have begun to pile up in the ocean, endangering wildlife and polluting our beaches and waterways. Ocean animals choke on, become entangled in, and are poisoned by ocean debris. Oil spills destroy ocean and coastal habitats and endanger wildlife. It will take an ongoing commitment through international agreements and laws to turn this trend around and protect our vital ocean resources.AmselOcean Ecology A rainforest is a warm ecosystem made up of many different varieties of plant & animal life and receives large amounts of rain. A deciduous forest is a forest with a cooler climate and not a lot of rain. Grasslands have tall grasses but no trees. This ecosystem receives very little rain which is why trees do not grow here. A desert is an area of land that receives less than 25 cm of rain each year. There are hot and cold deserts. Some deserts are hot during the day and cold at night. Tundra is a very cold ecosystem that receives little rain; its soil is frozen most of the year. Taiga is a cold and dry climate. Animals need to have thick fur or feathers to keep warm in this ecosystem.Biomes of the World – A biome is a large ecosystem with similar organisms and climate. The Nitrogen Cycleoxygen21%nitrogen78%Earth’s Atmosphereother1%Nitrogen is the main component of proteins, the building blocks of cells. It is a common element in Earth’s air and essential for all life on Earth. Like water, nitrogen is cycled through the environment. Fire takes in oxygen (which makes it burn) and releases carbon dioxide into the air. The Carbon CycleCarbon is the most common element in all living things. Carbon is recycled during photosynthesis, cellular respiration (process in which animals take in oxygen and release carbon dioxide), by the burning of fossil fuels, and by decomposition of dead matter. DecompositionLiving things that break down waste or dead matter are called decomposers. This break down or decay adds nutrients such as nitrogen to the soil which is needed for plant growth.Nitrogen Cyclenitrogen returned to soil throughdecompositionnitrogen compounds reach the Earth through precipitationnitrogen is takenin by plantsnitrogen fixing bacteria addnitrogen to soilanimals eat plants;nitrogen is passedthrough food chainnitrogen compounds form in the atmosphereWhen animals and plants die and decompose, carbon dioxide is released into the air. © Copyright NewPath Learning. All Rights Reserved. 94-4504www.newpathlearning.comPhotos courtesy of NASA, NOAA, USFWS, USNPS.Cycles of Life & BiomesNext >