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NGSS Formative Assessments

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From Phenomena-Based Questions Tagged Individually with Specific NGSS Standards

Choose from Multiple Choice, Drawing, Matching, Fill in the Blank, and Free Response Questions

What is the Effect of These Aerosols?

6 Questions

Published
- MS-ESS2-6
Why Does This Drop so Slowly?

16 Questions

Published
- MS-PS2-5
What Makes Glaciers Change Over Time?

21 Questions

Published
- MS-ESS2-1
What Changes are Occurring at the Padma River?

13 Questions

Published
- HS-ESS2-5
What is Happening to the California Condor Population?

14 Questions

Published
- MS-LS2-1
Which Trash Cleaning Solution is Better?

13 Questions

Published
- MS-LS2-5
How do Mushrooms Get Their Energy?

24 Questions

Published
- HS-LS1-7
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MS-PS2-1 Assessment

What's in a Snickers Bar?

The below graph shows the changes in blood glucose levels over time in a patient after eating a Snickers Bar. Glucose is a form of sugar that is absorbed into the bloodstream after digestion. Use this information to answer the questions that follow.

NGSS Phenomena: A graph showing blood glucose over time. In the first 30 minutes, the blood glucose increases rapidly, then it drops from minutes 30 until 60, when it comes back up again slightly until minute 120.

Chrizz, Wikipedia

How Can You Protect These Three Nests?

NGSS Phenomena: A birds nest with three eggs in it.

Carol VanHook, Flickr.com

Outside a nearby school, there are 3 birds nests that have eggs in them. Sadly, as students have been walking to school, they’ve seen 2 eggs get knocked down and shatter on the sidewalk. Concerned that more baby birds may perish, your teacher challenges the class to come up with a design to stop the eggs from breaking, if they get knocked out of the nest. All 3 nests are four meters (12 ft) above the ground.

NGSS Phenomena: A tree with a label that it's 4 meters from the ground to the branch where the nest is.

Your teacher warns you that birds will abandon their eggs and nest if they smell a human has touched the eggs or the nest. There are also a lot of students walking by on their way to and from school, so you want to make sure it’s safe and doesn’t get into the way of people walking by. Your teachers tells you that these eggs will likely hatch in less than 2 weeks, so you only have one day to build something using the materials you have in the classroom: string, paper, tape, popsicle sticks, glue sticks, staples, pencils, and scissors!

1. Which statement best summarizes the steps are involved before sugar is able to enter the bloodstream?

Food is mechanically and chemically broken down until nutrients enter the bloodstream and can be combined with oxygen to create energy we can use.
Food is mechanically and chemically broken down until it becomes oxygen in the blood stream until we chemically break oxygen away from it to get energy we can use.
Food and oxygen are broken down by the digestive system and they’re chemically combined to make sugar, which we can use as energy.
We mechanically break down food until it turns into sugar and enters the bloodstream and can be broken down for energy we can use.

2. The process of converting sugar into energy we can use is called .

Drag the answers below into the grey placeholders above

potential energy

cellular respiration

digestion

chemical reactions

3. In order for food to be turned into energy we can use, it needs to be and then it will chemically react with which happens .

Drag the answers below into the grey placeholders above

rearranged

in the bloodstream

inside a cell

sugar

oxygen

oxygenated

broken down

in the digestive system

acids

4. In the space below, draw a model to show the process a snickers bar goes through, from when it enters your digestive system, until it’s used by the body for energy.

Color

Width

5. Explain how your model shows what happens to that Snickers bar over time and how your body uses the molecules in the Snickers bar to get energy.

6. One of your classmates makes the following claim:

“Once we eat food, the energy we get from it can be used for all kinds of different activities, not just for moving muscles. If we don’t use some of the energy in the food we eat, our body can store it for later.”

Evaluate this statement and correct any misconceptions they might have.

7. In the box below, explain how your design solution works.

8. Using your knowledge of Newton’s 3rd law, explain how your design solution will meet the criteria and constraints.

9. How valuable will your device be for society?

10. How would your design be impacted if you could use materials in your classroom? What other technologies or materials would you have wanted to use?

11. How did the constraints of the problem impact your design?

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This multiple choice question aligns to the following standards

MS-LS1-7
PS3.D: Energy in Chemical Processes and Everyday Life
LS1.C: Organization for Matter and Energy Flow in Organisms

This matching question aligns to the following standards

PS3.D: Energy in Chemical Processes and Everyday Life

This matching question aligns to the following standards

MS-LS1-7
PS3.D: Energy in Chemical Processes and Everyday Life
Energy and Matter: Flows, Cycles, and Conservation

This drawing question aligns to the following standards

MS-LS1-7
Energy and Matter: Flows, Cycles, and Conservation
PS3.D: Energy in Chemical Processes and Everyday Life
LS1.C: Organization for Matter and Energy Flow in Organisms
Developing and Using Models