Answer Key with Questions

Module Test: Matter and Energy in Ecosystems

1) What happens to the parts of food molecules as matter moves through an organism?

Correct Answer
Answers may vary.

Explanation

The parts of food molecules are rearranged to make new molecules or release energy.

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Answer Key with Questions
Module Test: Matter and Energy in Ecosystems

2) How are photosynthesis and cellular respiration related?

Correct Answer
Answers may vary.

Explanation

Photosynthesis and cellular respiration involve a similar set of molecules.

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Answer Key with Questions
Module Test: Matter and Energy in Ecosystems

3) Explain how cellular respiration is the opposite reaction to photosynthesis.

Correct Answer
Answers may vary.

Explanation

Cellular respiration uses oxygen to break down sugar into carbon dioxide and water,
releasing energy. Photosynthesis uses energy to make sugar and oxygen out of carbon
dioxide and water.

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Answer Key with Questions
Module Test: Matter and Energy in Ecosystems

4) Which of the following flows through ecosystems in one direction?

A) carbon
B) energy
C) nitrogen
D) water

Correct Answer
B) energy

5) In what form is energy that is NOT used for life processes released from living things?

A) light energy
B) sound energy
C) thermal energy
D) chemical energy

Correct Answer
C) thermal energy

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Answer Key with Questions
Module Test: Matter and Energy in Ecosystems

6) Why are food webs better representations of how energy moves through an ecosystem
than food chains?

A) Food
chains include decomposers, which do not play a role in energy movement
through an ecosystem.
B) Food chains show how matter moves through an ecosystem, not not energy.
C) Food webs include how energy enters an ecosystem, and food chains don't.

D) Food
webs show that animals in an ecosystem can get energy by eating different
things.

Correct Answer
D) Food webs show that animals in an ecosystem can get energy by eating different
things.

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Answer Key with Questions
Module Test: Matter and Energy in Ecosystems

7) Use the figure to answer the following questions.

Which organism has the most energy available in the food web shown?

A) diatoms
B) squid
C) leopard seal
D) orca

Correct Answer
A) diatoms

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Answer Key with Questions
Module Test: Matter and Energy in Ecosystems

8) Use the figure to answer the following questions.

In the food web, what eats the squid?

A) diatoms
B) squid
C) leopard seal
D) orca

Correct Answer
C) leopard seal

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Answer Key with Questions
Module Test: Matter and Energy in Ecosystems

9) How does the movement of water in ecosystems differ from the movement of energy?

Correct Answer
Answers may vary.

Explanation

Water cycles through ecosystems in a continuous cycle. Energy flows in one direction.

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Answer Key with Questions
Module Test: Matter and Energy in Ecosystems

10) Explain the process in the figure.

Correct Answer
Answers may vary.

Explanation

The figure shows photosynthesis. Carbon dioxide, water, and light energy combine to make
sugars inside the leaf.
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Answer Key with Questions
Module Test: Matter and Energy in Ecosystems

11) If the first trophic level in an energy pyramid receives 1,000 units of energy from the Sun,
how much energy is available for the third trophic level?

Correct Answer
Answers may vary.

Explanation

First trophic level uses 90% = 90% of 1,000 = 900 units. Energy remaining for second
trophic level = 100 units. Second trophic level uses 90% = 90% of 100 units = 90 units.
Energy remaining for third tropic level = 10 units.

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Answer Key with Questions
Module Test: Matter and Energy in Ecosystems

12) Describe the water cycle.

Correct Answer
Answers may vary.

Explanation

Explanations will vary, but should include at least the minimum components of evaporation,
condensation, and precipitation, and may include some of the lesser components, such as
transpiration.

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Answer Key with Questions
Module Test: Matter and Energy in Ecosystems

13) The graphs show the atmospheric carbon dioxide (CO2) concentration at different times
of the day and in different seasons of the year.

a. Explain the role of photosynthesis in relation to the amount of carbon dioxide in the
atmosphere.

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Answer Key with Questions
Module Test: Matter and Energy in Ecosystems

b. Explain how each graph provides evidence that carbon dioxide is removed from the
atmosphere by the process of photosynthesis.

Correct Answer
Answers may vary.

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Answer Key with Questions
Module Test: Matter and Energy in Ecosystems

Explanation

a. Photosynthesis is a process in which green plants (and other photosynthetic organisms)

use energy from the Sun to make oxygen and food (sugars) from carbon dioxide and This
process occurs during the day when the plants capture sunlight and take in carbon dioxide
and water. When plants use carbon dioxide, they remove a great deal of this gas from the
atmosphere.
b. Evidence of photosynthesis can be determined by looking at the amounts of carbon
dioxide in the atmosphere during a day and during a year. If there is a greater amount at
night than during the day, then it is highly likely that photosynthesis is taking place during
the day. If there is more carbon dioxide in the atmosphere during the winter than in the
summer, then it is likely that photosynthesis is taking place during the summer. Graph 1
shows more carbon dioxide during the night than during the day. Graph 2 shows more
carbon dioxide in the winter than in the summer. Graph 1 indicates that low levels of carbon
dioxide are evident in the day during photosynthesis and high levels are evident during the
night when no photosynthesis is taking place. Graph 2 indicates that low levels of carbon
dioxide are evident during the summer when photosynthesis and tree growth are taking
place, and high levels are evident during the winter when little photosynthesis is taking
place.

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Answer Key with Questions
Module Test: Matter and Energy in Ecosystems

14) Biosphere 2 was a man-made ecosystem in which plants, animals, people, various types
of habitat, and soil for raising food were enclosed in an airtight, glass building. The
building covered land the size of two football fields and was exposed to plenty of
sunlight. The goal of the Biosphere 2 project was to create a self-sufficient ecosystem
that could sustain life for long periods of time. At one point in the project, one of the
gases in Biosphere 2 decreased to a level that became unhealthy for the animals,
including the people, inside.

a. Describe how photosynthesis enables plants, animals, and other organisms to survive
in a closed ecosystem such as Biosphere 2. In your answer, be sure to trace how matter
flows through the ecosystem as a result of photosynthesis.

b. During the course of the Biosphere 2 project, oxygen levels fell, dramatically
endangering the health of all organisms in the ecosystem. Describe what might have
caused this and suggest a solution.

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Answer Key with Questions
Module Test: Matter and Energy in Ecosystems

Correct Answer
Answers may vary.

Explanation

a. The process of photosynthesis provides food (sugar) and oxygen needed by most
organisms for cellular Photosynthesis also removes carbon dioxide (a toxic gas at higher
concentrations) from the atmosphere. Within an ecosystem such as Biosphere 2, matter
(carbon dioxide, water, and nutrients) moves into the plants; some matter is converted
during photosynthesis and stored in the plants in the form of sugars. Carbon dioxide is
removed from the air by plants and replaced with oxygen, which is used by most organisms,

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Answer Key with Questions
Module Test: Matter and Energy in Ecosystems

plants and animals, during respiration. Using cellular respiration to get energy for cellular
processes, these organisms return carbon dioxide and water into the air as waste.
b. There may have been too few plants to provide enough oxygen for the number of
organisms living in Biosphere 2, or plants may have been dying or were overharvested for
for food. The solution is to increase the number of plants in Biosphere 2 or decrease the
number of organisms other than plants.
[Note: The actual cause, upon extensive investigation, turned out to be different: carbon
dioxide and oxygen were both bonding with cement walls in Biosphere 2. Students are
unlikely to know this fact, but can be given credit if they cite this as the cause and suggest
the cement walls be coated with paint or some other nonreactive surface.]

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Answer Key with Questions
Module Test: Matter and Energy in Ecosystems

15) a. Describe what happens to grass molecules as they move through a rabbit.

b. Explain why rabbits must eat plants.

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Answer Key with Questions
Module Test: Matter and Energy in Ecosystems

Correct Answer
Answers may vary.

Explanation

a. A rabbit eats some grass. As the rabbit chews it, the grass is broken down into smaller
and smaller pieces. As the grass molecules are broken down, oxygen is used and energy is
released for the rabbit to use. The simple molecules travel to the rabbit’s cells in different
places in the rabbit’s bodies. These simpler molecules are used inside the rabbit’s cells to
build the molecules the rabbit the rabbit needs to survive. Waste material is created and
removed.

[Note: The actual structures or names of reactant and product molecules should not be
considered a factor in evaluation because students are not expected to include specific
details of the chemical reactions for respiration. The model should focus on the idea that in
cellular respiration large molecules are broken apart to release smaller molecules used to
build new tissues, and energy is released.]

b. Rabbits cannot make their own food. They must eat plants to get the energy and matter
they need. Plants capture energy from the Sun to make these molecules, and herbivores
must eat plants in order to get the energy and carbon compounds they need to support
growth, to form new molecules, or to release energy

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Answer Key with Questions
Module Test: Matter and Energy in Ecosystems

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Answer Key with Questions
Module Test: Matter and Energy in Ecosystems

16) Several forest organisms make up the food web shown.

a. Describe what needs to be added to this model to show how energy flows into and out
of this food web.

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Answer Key with Questions
Module Test: Matter and Energy in Ecosystems

b. Explain how the model demonstrates the cycling of matter within the ecosystem.

Correct Answer
Answers may vary.

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Answer Key with Questions
Module Test: Matter and Energy in Ecosystems

Explanation

a. The diagram needs to show energy input from the Sun into the plant, and heat loss from
every organism.
b. When a member of an ecosystem dies, matter is returned to the soil and air by
decomposers. This matter is used again by living organisms either as nutrients (minerals) in
the soil or as molecules, such as carbon dioxide and oxygen, used in photosynthesis by
plants and cellular respiration in both plants and animals. (The diagram also shows that
when one organism eats another, matter is rearranged to form new molecules to support
growth and cellular processes.)

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Answer Key with Questions
Module Test: Matter and Energy in Ecosystems

17) Carbon moves between living and nonliving things in every ecosystem.

Match the terms below to the numbers in the diagram to show how carbon moves among
the following living and nonliving parts in an ecosystem:

Wolf
Rabbit
Grass
Fungi

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Answer Key with Questions
Module Test: Matter and Energy in Ecosystems

Correct Answer
Answers may vary.

Explanation

Sample answer:
1 – grass, 2 – rabbit, 3 – wolf, 4 – fungi

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Answer Key with Questions
Module Test: Matter and Energy in Ecosystems

18) Students are studying an ocean ecosystem. They have grouped the inputs and organisms
of the ocean ecosystem into the following four major parts:

consumers, such as zooplankton, herring, seagulls, and cod;

producers, such as algae and phytoplankton;
decomposers, such as fungi and bacteria;
nonliving inputs, such as the sun, water, nutrients, and oxygen.

a. Match the terms below to the numbers in the model to show how matter and energy
move among the four major parts of the ocean ecosystem.

• producers, decomposers, consumers, nutrients

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Module Test: Matter and Energy in Ecosystems

b. Explain how energy flows into and out of the ecosystem.

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Module Test: Matter and Energy in Ecosystems

Correct Answer
Answers may vary.

Explanation

a. 1 - producers, 2 - nutrients, 3 - consumers, 4 - decomposers

b. Energy comes into the ecosystem by sunlight used by producers. Energy leaves by heat
lost at every level of the ecosystem.

19) Which describes how the atoms in living things cycle?

A) through living parts of ecosystems only

B) in one direction from living to nonliving parts of the ecosystem
C) in one direction from nonliving to living parts of the ecosystem
D) repeatedly back and forth through living and nonliving parts of the ecosystem

Correct Answer
D) repeatedly back and forth through living and nonliving parts of the ecosystem

20) What is the source of the carbon atoms in a plant's cells?

A) they were created as the plant grew

B) the Sun
C) water molecules
D) the environment

Correct Answer
D) the environment

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Extended-Response Rubric
PE: MS-LS1-6: Construct a scientific explanation based on evidence for the role of photosynthesis in the
cycling of matter and flow of energy into and out of organisms.
Level of
Evidence of Understanding
Understanding
Student response provides clear evidence of using the dimensions* to
make sense of scientific phenomena and/or to design solutions to
Demonstrating problems. Student is able to:
3 Expected  explain the role of photosynthesis in relation to carbon dioxide concentrations
Understanding
in the atmosphere;
AND
 explain how each graph provides evidence that carbon dioxide is removed
from the atmosphere by photosynthesis.

Student response provides partial evidence of using the dimensions* to make

sense of scientific phenomena and/or to design solutions to problems. The
response lacks some critical information and details or contains some errors.
Student is able to:
Progressing  explain the role of photosynthesis in relation to carbon dioxide
2 toward concentrations in the atmosphere BUT the explanation of how each graph
Understanding provides evidence that carbon dioxide is removed from the atmosphere by
photosynthesis is incomplete or incorrect;
OR
 explain how each graph provides evidence that carbon dioxide is removed
from the atmosphere by photosynthesis BUT the explanation of the role of
photosynthesis in relation to carbon dioxide concentrations in the
atmosphere is incomplete or incorrect.
Beginning
Student response is incomplete or provides minimal evidence of using the
1 to Develop
dimensions* to make sense of scientific phenomena and/or to design
Understanding
solutions to problems.
Student does not respond or student response is inaccurate, irrelevant, or
Not Showing
0 contains insufficient evidence of using the dimensions* to make sense of
Understanding
scientific phenomena and/or to design solutions to problems.
*As outlined in the Performance Expectations (PE) of the NGSS, the three dimensions are the disciplinary core ideas (DCI), science
and engineering practices (SEP), and crosscutting concepts (CCC). Note that due to the complexity of the PEs, individual
assessment items may not address all three dimensions.

Scoring Notes:
Possible answers include:
a. Photosynthesis is a process in which green plants (and other photosynthetic organisms) use energy from
the Sun to make oxygen and food (sugars) from carbon dioxide and water. This process occurs during the
day when the plants capture sunlight and take in carbon dioxide and water. When plants use carbon
dioxide, they remove a great deal of this gas from the atmosphere.
b. Evidence of photosynthesis can be determined by looking at the amounts of carbon dioxide in the
atmosphere during a day and during a year. If there is a greater amount at night than during the day,
then it is highly likely that photosynthesis is taking place during the day. If there is more carbon dioxide in
the atmosphere during the winter than in the summer, then it is likely that photosynthesis is taking place
during the summer. Graph 1 shows more carbon dioxide during the night than during the day. Graph 2
shows more carbon dioxide in the winter than in the summer. Graph 1 indicates that low levels of carbon
dioxide are evident in the day during photosynthesis and high levels are evident during the night when no
photosynthesis is taking place. Graph 2 indicates that low levels of carbon dioxide are evident during the
 summer when photosynthesis and tree growth are taking place, and high levels are evident during the
winter when little photosynthesis is taking place.

© Measured Progress. Reproduced with permission.

Extended-Response Rubric
PE: MS-LS1-6: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of
matter and flow of energy into and out of organisms.
Level of
Evidence of Understanding
Understanding
Student response provides clear evidence of using the dimensions* to make
sense of scientific phenomena and/or to design solutions to problems. Student
is able to:
Demonstrating § explain the role of photosynthesis in the cycling of matter within a closed
3 Expected ecosystem such as Biosphere 2;
Understanding AND
§ explain a possible cause for the drop in oxygen in Biosphere 2;
AND
§ suggest a possible solution to increase the amount of oxygen in Biosphere 2.

Student response provides partial evidence of using the dimensions* to make sense
of scientific phenomena and/or to design solutions to problems. The response lacks
some critical information and details or contains some errors. Student is able to:
§ explain the role of photosynthesis in the cycling of matter within a closed
Progressing ecosystem such as Biosphere 2 BUT the explanation for a possible cause for the
2 toward drop in oxygen in Biosphere 2 OR the suggested possible solution to increase the
Understanding amount of oxygen in Biosphere 2 is incomplete or incorrect;
OR
§ explain a possible cause for the drop in oxygen in Biosphere 2 AND suggest a
possible solution to increase the amount of oxygen in Biosphere 2 BUT
explanation of the role of photosynthesis in the cycling of matter within a closed
ecosystem such as Biosphere 2 is incomplete or incorrect.

Beginning
Student response is incomplete or provides minimal evidence of using the
1 to Develop
dimensions* to make sense of scientific phenomena and/or to design solutions
Understanding
to problems.

Student does not respond or student response is inaccurate, irrelevant, or contains

Not Showing
0 insufficient evidence of using the dimensions* to make sense of scientific phenomena
Understanding
and/or to design solutions to problems.
*As outlined in the Performance Expectations (PE) of the NGSS, the three dimensions are the disciplinary core ideas (DCI), science and
engineering practices (SEP), and crosscutting concepts (CCC). Note that due to the complexity of the PEs, individual assessment items
may not address all three dimensions.

Scoring Notes:
Possible answers include:
a. The process of photosynthesis provides food (sugar) and oxygen needed by most organisms for cellular
respiration. Photosynthesis also removes carbon dioxide (a toxic gas at higher concentrations) from the
atmosphere. Within an ecosystem such as Biosphere 2, matter (carbon dioxide, water, and nutrients)
moves into the plants; some matter is converted during photosynthesis and stored in the plants in the
form of sugars. Carbon dioxide is removed from the air by plants and replaced with oxygen, which is used
by most organisms, plants and animals, during respiration. Using cellular respiration to get energy for
cellular processes, these organisms return carbon dioxide and water into the air as waste.
b. There may have been too few plants to provide enough oxygen for the number of organisms living in
Biosphere 2, or plants may have been dying or were overharvested for food. The solution is to increase
the number of plants in Biosphere 2 or decrease the number of organisms other than plants.
[Note: The actual cause, upon extensive investigation, turned out to be different: carbon dioxide and oxygen
were both bonding with cement walls in Biosphere 2. Students are unlikely to know this fact, but can be
given credit if they cite this as the cause and suggest the cement walls be coated with paint or some other
nonreactive surface.]

© Measured Progress. Reproduced with permission.

 Extended-Response Rubric
PE: MS-LS1-7: Develop a model to describe how food is rearranged through chemical reactions forming new
molecules that support growth and/or release energy as this matter moves through an organism.
Level of
Evidence of Understanding
Understanding
Student response provides clear evidence of using the dimensions* to make
Demonstrating sense of scientific phenomena and/or to design solutions to problems. Student
3 Expected is able to:
Understanding § describe what happens to grass molecules as they move through a rabbit;
AND
§ explain why rabbits must eat plants.

Student response provides partial evidence of using the dimensions* to make sense
of scientific phenomena and/or to design solutions to problems. The response lacks
some critical information and details or contains some errors. Student is able to:
Progressing § describe how grass molecules move through a rabbit AND explain why rabbits must
2 toward eat plants BUT the description is incomplete or incorrect;
Understanding
OR
§ describe how grass molecules move through a rabbit AND explain why rabbits must
eat plants BUT the explanation is incomplete or incorrect.
Beginning
Student response is incomplete or provides minimal evidence of using the
1 to Develop
dimensions* to make sense of scientific phenomena and/or to design solutions to
Understanding
problems.
Student does not respond or student response is inaccurate, irrelevant, or contains
Not Showing
0 insufficient evidence of using the dimensions* to make sense of scientific phenomena
Understanding
and/or to design solutions to problems.
*As outlined in the Performance Expectations (PE) of the NGSS, the three dimensions are the disciplinary core ideas (DCI), science and
engineering practices (SEP), and crosscutting concepts (CCC). Note that due to the complexity of the PEs, individual assessment items
may not address all three dimensions.

Scoring Notes:
Possible answers include:
a. A rabbit eats some grass. As the rabbit chews it, the grass is broken down into smaller and smaller
pieces. As the grass molecules are broken down, oxygen is used and energy is released for the rabbit to
use. The simple molecules travel to the rabbit’s cells in different places in the rabbit’s bodies. These
simpler molecules are used inside the rabbit’s cells to build the molecules the rabbit the rabbit needs to
survive. Waste material is created and removed.

[Note: The actual structures or names of reactant and product molecules should not be considered a
factor in evaluation because students are not expected to include specific details of the chemical
reactions for respiration. The model should focus on the idea that in cellular respiration large molecules
are broken apart to release smaller molecules used to build new tissues, and energy is released.]

b. Rabbits cannot make their own food. They must eat plants to get the energy and matter they need.
Plants capture energy from the Sun to make these molecules, and herbivores must eat plants in order to
get the energy and carbon compounds they need to support growth, to form new molecules, or to
release energy

© Measured Progress. Reproduced with permission.

 Extended-Response Rubric
PE: MS-LS2-3: Develop a model to describe the cycling of matter and flow of energy among living and
nonliving parts of an ecosystem.
Level of
Evidence of Understanding
Understanding
Student response provides clear evidence of using the dimensions* to make
sense of scientific phenomena and/or to design solutions to problems.
Demonstrating Student is able to:
3 Expected § describe what needs to be added to the model to show how energy flows
Understanding into and out of the food web;
AND
§ explain how the model shows matter cycling among the living and
nonliving parts of the ecosystem.

Student response provides partial evidence of using the dimensions* to make

sense of scientific phenomena and/or to design solutions to problems. The
Progressing response lacks some critical information and details or contains some errors.
2 toward Student is able to:
Understanding § describe what needs to be added to the model to show how energy flows into
and out of the food web AND explain how the model shows matter cycling
among the living and nonliving parts of the ecosystem BUT either the additions
to the model OR the explanation is incomplete or incorrect.

Beginning to
Student response is incomplete or provides minimal evidence of using the
1 Develop
dimensions* to make sense of scientific phenomena and/or to design solutions
Understanding to problems.

Student does not respond or student response is inaccurate, irrelevant, or contains

Not Showing
0 insufficient evidence of using the dimensions* to make sense of scientific
Understanding
phenomena and/or to design solutions to problems.
*As outlined in the Performance Expectations (PE) of the NGSS, the three dimensions are the disciplinary core ideas (DCI), science and
engineering practices (SEP), and crosscutting concepts (CCC). Note that due to the complexity of the PEs, individual assessment items
may not address all three dimensions.

Scoring Notes:
Possible answers include:
a. The diagram needs to show energy input from the Sun into the plant, and heat loss from every organism.

b. When a member of an ecosystem dies, matter is returned to the soil and air by decomposers. This matter
is used again by living organisms either as nutrients (minerals) in the soil or as molecules, such as carbon
dioxide and oxygen, used in photosynthesis by plants and cellular respiration in both plants and animals. (The
diagram also shows that when one organism eats another, matter is rearranged to form new molecules to
support growth and cellular processes.)

© Measured Progress. Reproduced with permission.

Constructed-Response Rubric
PE: MS-LS2-3: Develop a model to describe the cycling of matter and flow of energy among living and
nonliving parts of an ecosystem.
Level of
Evidence of Understanding
Understanding
Student response provides clear evidence of using the dimensions* to make
sense of scientific phenomena and/or to design solutions to problems.
Demonstrating Student is able to:
3 Expected § complete the model that shows how carbon moves among living and
Understanding nonliving things in an ecosystem.

Student response provides partial evidence of using the dimensions* to make

Progressing sense of scientific phenomena and/or to design solutions to problems. The
2 response lacks some critical information and details or contains some errors.
toward
Understanding Student is able to:
§ complete the model BUT the movement of carbon among living and nonliving
things in an ecosystem is incomplete or incorrectly shown.

Beginning to Student response is incomplete or provides minimal evidence of using the

1 Develop dimensions* to make sense of scientific phenomena and/or to design solutions
Understanding to problems.

Student does not respond or student response is inaccurate, irrelevant, or contains

Not Showing
0 insufficient evidence of using the dimensions* to make sense of scientific
Understanding
phenomena and/or to design solutions to problems.
*As outlined in the Performance Expectations (PE) of the NGSS, the three dimensions are the disciplinary core ideas (DCI), science and
engineering practices (SEP), and crosscutting concepts (CCC). Note that due to the complexity of the PEs, individual assessment
items may not address all three dimensions.

Scoring Notes:
Sample answer:
1 – grass, 2 – rabbit, 3 – wolf, 4 – fungi

© Measured Progress. Reproduced with permission.

 Extended-Response Rubric
PE: MS-LS2-3: Develop a model to describe the cycling of matter and flow of energy among living
and nonliving parts of an ecosystem.
Level of
Evidence of Understanding
Understanding
Student response provides clear evidence of using the dimensions* to
make sense of scientific phenomena and/or to design solutions to
Demonstrating problems. Student is able to:
3 Expected § complete the model that shows the cycling of matter and flow of energy
Understanding among living and nonliving parts of an ecosystem;
AND
§ explains how energy flows into and out of the ecosystem.

Student response provides partial evidence of using the dimensions* to make

sense of scientific phenomena and/or to design solutions to problems. The
response lacks some critical information and details or contains some errors.
Student is able to:
Progressing § complete the model that shows the cycling of matter and flow of energy
2 toward among living and nonliving parts of an ecosystem BUT the explanation of
Understanding how energy flows into and out of the ecosystem is incomplete or incorrect;
OR
§ explain how energy flows into and out of the ecosystem BUT the model
that shows the cycling of matter and flow of energy among living and
nonliving parts of an ecosystem is incomplete or incorrect.

Beginning to
Student response is incomplete or provides minimal evidence of using the
1 Develop
dimensions* to make sense of scientific phenomena and/or to design
Understanding solutions to problems.

Student does not respond or student response is inaccurate, irrelevant, or

Not Showing
0 contains insufficient evidence of using the dimensions* to make sense of
Understanding
scientific phenomena and/or to design solutions to problems.
*As outlined in the Performance Expectations (PE) of the NGSS, the three dimensions are the disciplinary core ideas (DCI), science
and engineering practices (SEP), and crosscutting concepts (CCC). Note that due to the complexity of the PEs, individual
assessment items may not address all three dimensions.

Scoring Notes:
Possible answers include:
a. 1 - producers, 2 - nutrients, 3 - consumers, 4 - decomposers
b. Energy comes into the ecosystem by sunlight used by producers. Energy leaves by heat lost at every
level of the ecosystem.

© Measured Progress. Reproduced with permission.