3-5
Life Sciences
Students demonstrate an understanding of how living
systems function and how they interact with the
physical environment. This includes an
understanding of the cycling of matter and flow of
energy in living systems. An understanding of the
characteristics, structure and function of cells,
organisms and living systems will be developed.
Students will also develop a deeper understanding of
the principles of heredity, biological evolution, and
the diversity and interdependence of life. Students
demonstrate an understanding of different historical
perspectives, scientific approaches and emerging
scientific issues associated with the life sciences.
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Benchmark A
Differentiate between the life cycles of
different plants and animals.
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Grade band: 3-5
Subject: Science
Benchmark: Life Sciences - A
Question type: Extended Response
Bloom: Analysis
Question: Seeds are spread so they can grow in different places in different ways.
Illustrate and explain three ways that seeds are spread. Include a picture of each way and
write 2-3 sentences under each picture describing what is happening.
Rubric:
Student has drawn pictures of three concepts of seed dispersal and has written 2-3
sentences explaining each picture.
Student has drawn pictures of three concepts and has limited explanations of each.
Student has drawn three pictures and has no explanation or has drawn only two pictures.
Student has drawn incomplete pictures and the pictures lack detailed explanation.
Student has not attempted the question or the attempt does not address the question.
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Grade band: 3-5
Subject: Science
Benchmark: Life Sciences - A
Question type: Short Answer
Bloom: Synthesis
Question: A bee lands on a flower. Explain how the bee will be able to help the flower
to reproduce.
Student gave an incomplete explanation of the pollination process.
Rubric:
Student fully explained that the bee will carry and deposit pollen from other flowers onto
the reproductive structures of the flower.
Student failed to attempt the question.
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Grade band: 3-5
Subject: Science
Benchmark: Life Sciences - A
Question type: Multiple Choice
Bloom: Comprehension
Question: Choose the pair of animals that both lay eggs.
A. frog and butterfly
B. duck and monkey
C. shark and whale
D. horse and cat
Rubric:
Answer: A – frog and butterfly
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Grade band: 3-5
Subject: Science
Benchmark: Life Sciences - A
Question type: Multiple Choice
Bloom: Comprehension
Question: Different animals give birth in different ways. Choose the pair of animals that
give live birth.
A. elephant and alligator
B. giraffe and zebra
C. ostrich and blue jay
D. goldfish and dog
Rubric:
Answer: B. Giraffe and Zebra
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Grade band: 3-5
Subject: Science
Benchmark: Life Sciences - A
Question type: Multiple Choice
Bloom: Knowledge
Question: Choose the best statement about how plants begin their lives.
A. Plants begin life as seeds.
B. Plants begin life as plant cuttings.
C. Plants begin life as spores.
D. Plants begin life as all of the above.
Rubric:
Answer: D. Plants begin life as all of the above
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Benchmark B
Analyze plant and animal structures and
functions needed for survival and describe
the flow of energy through a system that all
organisms use to survive.
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Grade band: 3-5
Subject: Science
Benchmark: Life Sciences - B
Question type: Short Answer
Bloom: Analysis
A.
B.
C.
D.
Question: Identify the common characteristics of the leaves that are pictured. Classify
these leaves into categories and explain in 2-3 sentences how you classified them.
Rubric:
Student identified a valid classification scheme and fully explained it.
Student classified the leaves but did not fully explain how they were classified.
Student failed to attempt the question.
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Grade band: 3-5
Subject: Science
Benchmark: Life Sciences - B
Question type: Extended Response
Bloom: Evaluation
Question: In a detailed paragraph explain how a field mouse’s brown color helps it to
survive. Remember to support your ideas with evidence.
Rubric:
Student gives detailed evidence to support each detail in the paragraph. Student explains
the idea of camouflage protecting the mouse from predators.
Student gives some evidence to support most of the details in the paragraph. Student
explains the idea of camouflage protecting the mouse from predators.
Student does not provide evidence to support the details in the paragraph, but does
explain the idea of camouflage protecting the mouse from predators.
Student mentions camouflage but does not explain it.
Student failed to attempt the question.
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Grade band: 3-5
Subject: Science
Benchmark: Life Sciences - B
Question type: Extended Response
Bloom: Analysis
Question: Draw a diagram of a food chain and identify the producer, decomposer,
herbivore, carnivore, and omnivore in the food chain. Write a sentence that explains the
importance of each of these organisms.
Rubric:
Student drew a correct food chain and identified all the specified components. Student
also wrote a sentence correctly explaining the importance of the organisms.
Student drew a correct food chain and identified all the specified components, but the
sentence failed to explain the importance of the organisms.
Student drew a food chain that may be missing components, and the sentence may be
partially correct.
Student drew a food chain that contains missing and/or incorrect components, and the
sentence is incorrect.
Student did not attempt the question.
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Grade band: 3-5
Subject: Science
Benchmark: Life Sciences - B
Question type: Extended Response
Bloom: Evaluation
Question: Many animals depend on plants as a way of life. Why are plants important to
animal life on Earth?
Rubric:
The student was able to give ample detail about the benefits of plant life for animals. The
student was able to support all answers with detailed evidence.
The student did not provide details determining how plant life helps animal life.
The student did not attempt the question.
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Grade band: 3-5
Subject: Science
Benchmark: Life Sciences - B
Question type: Short Answer
Bloom: Application
Question:
How do leaves help a plant survive?
A. They reach into the soil to collect nutrients and water.
B. They collect sunlight to help the plant make food.
C. They help support the plant so it can stand up.
D. They help a plant reproduce.
Rubric:
Answer: B. They collect sunlight to help the plant make food.
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Grade band: 3-5
Subject: Science
Benchmark: Life Sciences - B
Question type: Multiple Choice
Bloom: Application
Birds have different types of beaks that help them do special jobs in order to survive.
Choose the correct statement about birds beaks.
A. A short, thick beak helps a bird reach into tree bark and get insects.
B. A long, thin beak helps a bird tear meat.
C. A spoon-shaped beak helps a bird scoop up water.
D. A hooked beak helps a bird break up seeds.
Rubric:
Answer: C. A spoon-shaped beak helps a bird scoop up water.
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Grade band: 3-5
Subject: Science
Benchmark: Life Sciences - B
Question type: Multiple Choice
Bloom: Comprehension
Question: All organisms have important jobs to do in their ecosystems. They might be;
producers, herbivores, carnivores, omnivores, or decomposers. Identify the producer
from this group of organisms.
A. rabbit
B. bear
C. shark
D. maple tree
Rubric:
Answer: D. maple tree
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Grade band: 3-5
Subject: Science
Benchmark: Life Sciences - B
Question type: Multiple Choice
Bloom: Application
Question: Plants can survive in a clear, closed container without animals. Animals
cannot survive in a closed container without plants. Why can’t animals survive in a
closed container without plants?
A. Plants and animals need water to survive.
B. Plants produce oxygen, which animals need.
C. Plants take in and give off water; animals only take in water.
D. Plants are stationary; most animals roam freely.
Rubric:
Answer: B. Plants produce oxygen, which animals need.
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Benchmark C
Compare changes in an organism’s
ecosystem/habitat that affect its survival.
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Grade band: 3-5
Subject: Science
Benchmark: Life Sciences - C
Question type: Short Answer
Bloom: Evaluation
Question: A volcano erupts. Lava covers a forest. Give one example of how this harms
the forest and one example of how it might help the forest.
Rubric:
Student gives a way the volcano may be beneficial and a way it may be detrimental.
Student gives only a beneficial or detrimental effect of the volcano.
Student failed to attempt the question.
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Grade band: 3-5
Subject: Science
Benchmark: Life Sciences - C
Question type: Multiple Choice
Bloom: Comprehension
Question: An oil tanker traveling across the ocean is involved in an accident, spilling
thousands of gallons of oil into the water. Choose the best statement about the effects of
the oil being spilled.
A. Ocean plants and animals involved in the spill continue to live with no
problems.
B. Ocean plants and animals will become stronger from the oil.
C. Ocean plants and animals will die, which will cause the animals that prey upon
them to have less food.
D. People will have less water to drink.
Rubric:
Answers: C. Ocean plants and animals will die, which will cause the animals that prey
upon them to have less food.
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Grade band: 3-5
Subject: Science
Benchmark: Life Sciences - C
Question type: Multiple Choice
Bloom: Comprehension
Question: A dense forest has many tall trees that are close together. There are few plants
on the ground. Why are there so few plants?
A. The tops of the trees block out the sunlight so that plants are not able to make
food.
B. The roots of the trees do not soak up enough water so that the small plants
drown.
C. The animals can only eat the small plants that grow close to the ground so they
have all been eaten.
D. The trees act like a blanket so the forest floor is too hot for the small plants.
Rubric:
Answers: A. The tops of the trees block out the sunlight so that plants are not able to
make food.
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Grade band: 3-5
Subject: Science
Benchmark: Life Sciences - C
Question type: Extended Response
Bloom: Synthesis
Question: Some animals have similar characteristics. Even animals who lived long ago
have things in common with animals today. Write a paragraph to explain the
characteristics that a tyrannosaurus rex has in common with a crocodile. Be sure to use
detailed examples in your explanation.
Rubric:
Student identifies similarities between a crocodile and a tyrannosaurus rex. Student gives
detailed explanations.
Student identifies similarities between a crocodile and a tyrannosaurus rex and gives
explanations but they are not detailed.
Student identifies similarities between a crocodile and a tyrannosaurus rex.
Student talks about a crocodile and tyrannosaurus rex but does not compare them.
Student failed to attempt the question.
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Grade band: 3-5
Subject: Science
Benchmark: Life Sciences - C
Question type: Short Answer
Bloom: Comprehension
Question: All animals have certain needs for survival. When there is a change in their
environment they must adapt to meet these needs. A fire starts in a forest, destroying a
large portion of an animal habitat. Describe three things the animals must do or find in
order to survive the destruction of their habitat.
Rubric:
Student named three things the animal will need to do to survive: find water, find shelter,
and find food.
Student named one or two things an animal would need to do to survive.
Student failed to attempt the question.
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Grade band: 3-5
Subject: Science
Benchmark: Life Sciences - C
Question type: Multiple Choice
Bloom: Comprehension
Question: Why do some birds migrate to warmer climates during the winter?
A. They need to exercise more during the winter months to stay warm.
B. They need to keep out of the snow to stay warm.
C. They need to follow their families to learn about survival.
D. They need to follow their food source to survive.
Rubric:
Answers: D. They need to follow their food source to survive.
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Grade band: 3-5
Subject: Science
Benchmark: Life Sciences - C
Question type: Extended Response
Bloom: Synthesis
Question: Scientists are able to tell a lot of things about animals form long ago by
studying fossils. Explain what a scientist would be able to determine from a fossil. Be
sure to give detailed evidence to support your ideas.
Rubric:
Student explained what a scientist can tell by looking at a fossil, including what kind of
animal it was, what kind of food it ate, how big it was, how it defended itself... Student
gave detailed evidence to support these ideas.
Student explained what a scientist can find but did not give very detailed evidence.
Student explained what a scientist can find but did not give any support.
Student said one or two things that a scientist could find.
Student did not attempt the question.
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