Science questions, unit 3

Nama / NameKelas / ClassTarikh / Date

Animals

42 marks. Use Practice to check each answer as you go, or Exam to answer everything first. Ask a grown-up to help you mark the written answers.

Section A: objective questions

12 marks

Choose the best answer for each question.

Question 1

What is meant by the survival of an animal species?

Animals find a mate in the dry season.
Animals move to another place when food runs out.
Animals are able to maintain their species and avoid extinction.
Animals live alone without enemies.

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Survival of a species means the animals can keep their species going and not become extinct.

For the teacher: Remembering, low difficulty, standard 3.1.1

Textbook p. 50

Question 2

Diagram 1 shows four animals. Which animal has patterns on its wings that look like fake eyes to deceive its enemies?

A porcupine, a tortoise, a scorpion and a moth with eye-like patterns on its wings — Diagram 1

Porcupine
Tortoise
Scorpion
Moth

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A moth has patterns that look like eyes on its wings. They trick the enemy.

For the teacher: Remembering, low difficulty, standard 3.1.2

Textbook p. 52

Question 3

A cuttlefish spurts out black ink when an enemy attacks it. Why does it do this?

To attract another cuttlefish
To hide and escape from the enemy
To catch food
To keep its body warm

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The black ink hides the cuttlefish so that it can swim away quickly.

For the teacher: Understanding, low difficulty, standard 3.1.2

Textbook p. 55

Question 4

Which characteristic helps walruses and sea lions keep warm in very cold weather?

A thick layer of fat under the skin
Large ear lobes
A hump on the back
Sharp horns

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Thick fat under the skin keeps body heat in. Walruses also have small ear lobes to reduce heat loss.

For the teacher: Understanding, low difficulty, standard 3.1.3

Textbook p. 59

Question 5

What is migration?

Sleeping throughout the winter
Rolling in mud to cool the body
Hiding in a burrow
Travelling to another place to avoid cold weather

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Migration is travelling across continents or oceans to avoid the cold weather of the home place. Sleeping through winter is hibernation.

For the teacher: Remembering, low difficulty, standard 3.1.3

Textbook p. 60

Question 6

A desert fox has large ear lobes. How do they help it live in a hot desert?

They store fat for food.
They keep heat inside its body.
They release more heat from its body.
They help it to dig for water.

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Large ear lobes let the body lose more heat, so the fox stays cooler. A camel's hump (not the ears) stores fat.

For the teacher: Understanding, medium difficulty, standard 3.1.3

Textbook p. 62

Question 7

Which animal is matched correctly with the way it protects its eggs?

Frog: lays many slimy eggs
Woodpecker: buries its eggs in the soil
Cockroach: carries its eggs in its mouth
Mousedeer: lays its eggs on rocks

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Frogs lay many eggs that are covered with slimy mucus. The woodpecker hides its eggs in a tree hole.

For the teacher: Understanding, medium difficulty, standard 3.1.4

Textbook p. 64

Question 8

How does a mother kangaroo keep her joey safe?

She carries it in her mouth.
She keeps it in her pouch.
She hides it in the soil.
She covers it with mud.

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The joey suckles and grows in its mother's pouch. Crocodiles and tilapia fish carry their young in their mouths.

For the teacher: Remembering, low difficulty, standard 3.1.5

Textbook p. 67

Question 9

Which of these is a correct food chain? (The arrow means "is eaten by".)

Eagle → snake → squirrel → fruits
Snake → fruits → eagle → squirrel
Fruits → squirrel → snake → eagle
Squirrel → eagle → snake → fruits

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The fruits are eaten by the squirrel, the squirrel by the snake and the snake by the eagle. A food chain starts with a plant.

For the teacher: Applying, medium difficulty, standard 3.3.1

Textbook p. 76

Question 10

Why are plants called producers?

They eat other living things.
They are eaten by all animals.
They give out the Sun's energy.
They make their own food by photosynthesis.

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Plants use sunlight to make their own food. That is why they are producers.

For the teacher: Understanding, low difficulty, standard 3.3.2

Textbook p. 77

Question 11

Diagram 2 shows a food web in a grassland. Which animal is eaten by both the snake and the eagle?

Food web: grass is eaten by grasshopper and rabbit; grasshopper by frog; frog and rabbit by snake; rabbit and snake by eagle — Diagram 2

Rabbit
Frog
Grasshopper
Grass

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The arrows from the rabbit go to the snake and to the eagle. The frog is eaten only by the snake.

For the teacher: Applying, medium difficulty, standard 3.3.4

Textbook p. 82

Question 12

In a pond, the food chain is waterweed → tadpoles → small fish → stork. In this pond the stork eats only small fish. All the small fish die from poisoning. What will happen to the number of tadpoles at first?

It will decrease because there is less waterweed.
It will increase because fewer tadpoles are eaten.
It will stay the same.
It will decrease because the stork eats more.

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Small fish eat tadpoles. With no small fish, fewer tadpoles are eaten, so their number goes up for a while. The stork in this chain does not eat tadpoles.

For the teacher: Analysing, high difficulty, standard 3.3.6

Textbook p. 87

Section B: structured questions

30 marks

Answer all questions. Circle the answer or write it in the space.

Question 13

Diagram 3 shows a porcupine and a pufferfish. Choose the correct behaviour for each animal.

A porcupine with sharp spines and a pufferfish inflated like a ball — Diagram 3

[1 mark] (a)When it is attacked, the porcupine

Araises its sharp spinesBspurts out black inkCdetaches its tail

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raises its sharp spines

[1 mark] (b)When it feels threatened, the pufferfish

Arolls into a ball in the soilBinflates its bodyCspurts out black ink

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inflates its body

[1 mark] (c)Besides spines, the pufferfish is also

ApoisonousBfurryCable to fly

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poisonous

For the teacher: Remembering, low difficulty, standard 3.1.2

Textbook p. 54

Question 14

Diagram 4 shows a cat trying to catch a lizard. The cat managed to catch only the tip of the lizard's tail.

A cat lying on the floor and looking up at a lizard on a wall — Diagram 4

[1 mark] (a)State the behaviour of the lizard that protects it from the cat.

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It detaches (drops) its tail1

Tick each point you got.

[1 mark] (b)How does this behaviour protect the lizard?

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The tail keeps moving and distracts the cat, so the lizard can escape1

Tick each point you got.

[1 mark] (c)Name another animal that has a similar behaviour.

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Octopus (detaches an arm / part of its body)1

Tick each point you got.

For the teacher: Understanding, low difficulty, standard 3.1.2

Textbook p. 92

Question 15

Animals have special characteristics and behaviours to live in extreme weather. Diagram 5 shows a camel and a desert fox in the desert.

A camel with a hump and a desert fox in a desert — Diagram 5

[1 mark] (a)What does the camel's hump store?

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Fat1

Tick each point you got.

[1 mark] (b)How does the hump help the camel survive in the desert?

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It is a food store, so the camel can live for about two weeks without food and water1

Tick each point you got.

[1 mark] (c)A polar bear has thick fur. How does thick fur help it?

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It traps body heat to keep the bear warm1

Tick each point you got.

[2 marks] (d)Why do buffaloes wallow in water or mud on a hot day? Give two reasons.

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To cool their bodies [1 mark]1
To avoid insect bites and parasites / skin diseases [1 mark]1

Tick each point you got.

For the teacher: Understanding, low difficulty, standard 3.1.3

Textbook p. 62

Question 16

Answer these questions about how animals protect their eggs and young.

[2 marks] (a)Frogs and toads do not look after their eggs, but the eggs are still protected. State two ways.

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Any 2 points

The eggs are covered with slimy mucus1
The eggs smell bad1
They lay a large number of eggs1
(any two) [1 mark each]1

Slimy and smelly eggs are difficult for enemies to eat.

Tick each point you got.

[1 mark] (b)Name one animal that incubates its eggs.

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Woodpecker / crocodile / hen (any one)1

Tick each point you got.

[1 mark] (c)Name one animal that carries its young in its mouth.

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Crocodile / tilapia fish1

Tick each point you got.

[1 mark] (d)What do chickens and monkeys do when their young are in danger?

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They attack the enemy1

Tick each point you got.

For the teacher: Understanding, low difficulty, standard 3.1.4

Textbook p. 64

Question 17

Diagram 6 shows a pond habitat. These food chains are found in the pond: waterweed → snail → stork, waterweed → tadpoles → stork, waterweed → grasshopper → frog → stork.

A pond with waterweed, snail, tadpoles, small fish, big fish, frog, grasshopper and storks — Diagram 6

[1 mark] (a)Name the producer in the pond.

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Waterweed1

Tick each point you got.

[2 marks] (b)Name two consumers that eat the producer.

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Any 2 points

Snail1
Tadpoles1
Small fish1
Grasshopper1
(any two) [1 mark each]1

Tick each point you got.

[1 mark] (c)What is the main source of energy in this habitat?

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The Sun1

Tick each point you got.

[1 mark] (d)Draw a food chain with four living things that ends with the stork.

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A correct food chain of four living things that ends with the stork and starts with waterweed, with arrows pointing to the eater, e.g. waterweed → grasshopper → frog → stork, or waterweed → small fish → big fish → stork1

Tick each point you got.

For the teacher: Applying, medium difficulty, standard 3.3.4

Textbook p. 83

Question 18

A flood destroyed most of the grass in a grassland like the one in Diagram 2. Diagram 7 shows the number of animals before and after the flood.

Bar chart: grasshoppers 80 before and 30 after; frogs 40 before and 25 after; snakes 12 before and 8 after — Diagram 7

[1 mark] (a)Which animal had the biggest fall in number?

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Grasshoppers (80 to 30, a fall of 50)1

Tick each point you got.

[1 mark] (b)How many fewer frogs are there after the flood?

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15 (40 − 25 = 15)1

Tick each point you got.

[1 mark] (c)Explain why the number of grasshoppers fell.

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The grass (their food) was destroyed, so they died or moved away1

Tick each point you got.

[1 mark] (d)Explain why the number of snakes fell.

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There were fewer frogs (and rabbits) to eat, so the snakes lost their food source1

Tick each point you got.

[1 mark] (e)Apart from the flood, give one other cause of a change in the population of animals.

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Forest fire / unplanned forest clearing / illegal hunting / pandemic (any one)1

Tick each point you got.

For the teacher: Evaluating, high difficulty, standard 3.3.6

Textbook p. 88

Question 19

Sara designs an imaginary animal that lives in a very cold place and has enemies that hunt it.

[2 marks] (a)Suggest two characteristics of her animal that keep it warm.

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Any 2 points

Thick fur1
Thick layer of fat under the skin1
Small ear lobes1
Short, dense feathers1
(any two) [1 mark each]1

Tick each point you got.

[1 mark] (b)Suggest one characteristic that protects the animal from its enemies and explain how it helps.

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Sharp spines / hard shell / sharp horns / bad smell etc., with a correct reason, e.g. sharp spines pierce the enemy1

Tick each point you got.

[1 mark] (c)Why do animals have different characteristics and behaviours?

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So that each species can protect itself and survive in its habitat (and keep the balance of nature)1

Tick each point you got.

For the teacher: Creating, medium difficulty, standard 3.2.1

Textbook p. 73

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