SC.5.L.14.2

Compare and contrast the function of organs and other physical structures of plants and animals, including humans, for example: some animals have skeletons for support -- some with internal skeletons others with exoskeletons -- while some plants have stems for support.
General Information
Subject Area: Science
Grade: 5
Body of Knowledge: Life Science
Idea: Level 2: Basic Application of Skills & Concepts
Big Idea: Organization and Development of Living Organisms -

A. All plants and animals, including humans, are alike in some ways and different in others.

B. All plants and animals, including humans, have internal parts and external structures that function to keep them alive and help them grow and reproduce.

C. Humans can better understand the natural world through careful observation.

Date Adopted or Revised: 02/08
Date of Last Rating: 05/08
Status: State Board Approved
Assessed: Yes
Test Item Specifications
  • Item Type(s): This benchmark may be assessed using: MC item(s)
  • Also Assesses
    SC.3.L.15.1
    Classify animals into major groups (mammals, birds, reptiles, amphibians, fish, arthropods, vertebrates and invertebrates, those having live births and those which lay eggs) according to their physical characteristics and behaviors.

    SC.3.L.15.2 Classify flowering and nonflowering plants into major groups such as those that produce seeds, or those like ferns and mosses that produce spores, according to their physical characteristics.

  • Clarification :
    Students will compare and/or contrast the function of organs and/or other physical structures of plants and/or animals.

    Students will classify animals into major groups according to their physical characteristics and behaviors.

    Students will classify flowering and/or nonflowering plants into major groups according to their physical characteristics.
  • Content Limits :
    Items will not require the classification of animals beyond the initial invertebrates grouping.

    Items referring to classification of vertebrates will only assess general physical characteristics and/or behaviors of mammals, birds, reptiles, amphibians, and fish.

    Items addressing and/or assessing the functions of organs or the comparison of physical structures are limited to the brain, heart, lungs, gills, stomach, liver, intestines, pancreas, muscles, bones, exoskeleton, testes, ovaries, kidneys, bladder, skin or body covering, eyes, ears, nose, and tongue.

    Items referring to the functions of plant structures are limited to flower, fruit, leaf, root, seed, and spore.

    Items addressing the comparison of the structure and/or function of plants and animals are limited to skin compared to plant covering, skeleton compared to stem, and reproductive organs compared to flower.

    Items will not require specific knowledge of the parts of organs.
  • Stimulus Attributes :
    Scenarios will use common names of organisms and will not include scientific names.

    Scenarios requiring the classification of organisms as vertebrates or invertebrates must include a description or picture of the organisms.
  • Response Attributes :
    None specified
  • Prior Knowledge :
    Items may require the student to apply science knowledge described in the NGSSS from lower grades. This benchmark requires prerequisite knowledge from SC.K.L.14.3, SC.1.L.14.3, and SC.2.L.14.1.
Sample Test Items (1)
  • Test Item #: Sample Item 1
  • Question: The drawings below show two plants that grow in Florida, a penta and a sword fern.

    The drawing below shows the spores that appear on the underside of the sword fern’s leaves.

    Which of the following is present in the penta but NOT in the sword fern?

     

  • Difficulty: N/A
  • Type: MC: Multiple Choice

Related Courses

This benchmark is part of these courses.
5020060: Science - Grade Five (Specifically in versions: 2014 - 2015, 2015 - 2022 (current), 2022 and beyond)
7720060: Access Science Grade 5 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 and beyond (current))

Related Access Points

Alternate version of this benchmark for students with significant cognitive disabilities.
SC.5.L.14.Su.2: Recognize the functions of the major parts of plants and animals.
SC.5.L.14.Pa.2: Observe plants and animals and recognize how they are alike in the way they look.

Related Resources

Vetted resources educators can use to teach the concepts and skills in this benchmark.

Educational Game

All Systems are Go!:

In this online activity, a fictional character, Arnold is missing a number of body parts. You will be presented with a body system and a variety of organs. Drag and drop all the organs that belong in that particular body system to Arnold's body. Once all four systems are complete, a clothed Arnold will appear.

Note: If you drag in an organ that doesn't belong, all the organs pop out and you will have to start that system over. This exercise can also be found at Kineticcity.com under mind games.

Type: Educational Game

Image/Photograph

Animal Mouths:

This collection of images of six different animals illustrates the wide range of feeding strategies and physical structures that have grown out of the relationship between organisms and their food. The environment plays a dramatic role in shaping the evolutionary changes that organisms undergo, and for animals, food is one of the most important components of the environment.

Type: Image/Photograph

Lesson Plans

Science Salvage:

Students will investigate the relationship between an organ and its function focusing on the stomach, liver, small and large intestines, and pancreas. They will be given a budget when purchasing their items to make their organ prototypes (adding/subtracting decimals).

Type: Lesson Plan

Frankenchicken:

It's ALIVE! Or is it? Engage students with a hands-on look at muscles, tissues, bones, bone marrow, cartilage, ligaments, tendons and connective tissue. It is an exciting way to hook students into learning the structures promoting a better understanding of how they work. It will be a lab students will refer back to and remember! The lab takes about 1 hour; however the research and presentations can take up to a week.

Type: Lesson Plan

Are We Like Robots?:

This lesson explores the similarities between how a human being moves/walks and how a robot moves. This allows students to see the human body as a system, i.e., from the perspective of an engineer. It shows how movement results from (i) decision making, i.e., deciding to walk and move, and (ii) implementing the decision by conveying the decision to the muscle (human) or motor (robot).

Type: Lesson Plan

Original Student Tutorial

Comparing Plants and Animals:

Identify the basic needs of living things,the ways living things protect, support and reproduce. Also compare and contrast how plants and animals meet their basic needs in this interactive tutorial.

Type: Original Student Tutorial

Teaching Ideas

Dive Like a Dolphin-SeaWorld Classroom Activity:

Students make predictions, then plan and conduct an investigation. They discuss whether their evidence is consistent with a proposed explanation and communicate the steps and results from their investigation.

Type: Teaching Idea

Design a Sea Lion-A SeaWorld Classroom Activity:

Students investigate sea lion adaptations and create a sketch that illustrates a sea lion's body parts and adaptations.

Type: Teaching Idea

Animal Mouth Structures:

In this teaching idea, students gather evidence to understand features that enable animals to meet their needs. In particular, students examine images and videos of the mouth structures of different animals to help them understand how animals are adapted to obtain food in their environment.

Type: Teaching Idea

Create a Coral Polyp-SeaWorld Classroom Activity:

Students will explore the structure, colonial lifestyle, and feeding strategy of a reef-building coral.

Type: Teaching Idea

From the Inside Out-SeaWorld Classroom Activity:

In this activity, the student will learn about fish anatomy as he or she builds a fish model.

Type: Teaching Idea

Scale Study-SeaWorld Classroom Activity:

In this activity, the students will identify and describe three different types of fish scales.

Type: Teaching Idea

Original Student Tutorials Science - Grades K-8

Comparing Plants and Animals:

Identify the basic needs of living things,the ways living things protect, support and reproduce. Also compare and contrast how plants and animals meet their basic needs in this interactive tutorial.

Student Resources

Vetted resources students can use to learn the concepts and skills in this benchmark.

Original Student Tutorial

Comparing Plants and Animals:

Identify the basic needs of living things,the ways living things protect, support and reproduce. Also compare and contrast how plants and animals meet their basic needs in this interactive tutorial.

Type: Original Student Tutorial

Educational Game

All Systems are Go!:

In this online activity, a fictional character, Arnold is missing a number of body parts. You will be presented with a body system and a variety of organs. Drag and drop all the organs that belong in that particular body system to Arnold's body. Once all four systems are complete, a clothed Arnold will appear.

Note: If you drag in an organ that doesn't belong, all the organs pop out and you will have to start that system over. This exercise can also be found at Kineticcity.com under mind games.

Type: Educational Game

Parent Resources

Vetted resources caregivers can use to help students learn the concepts and skills in this benchmark.