Review: Photosynthesis, Decomposition and Resources
Extend food-chain learning with plant food-making and decomposition.
Bring the unit skills together
Use these 4 new cases to check your reasoning. Choices are temporary and are not saved to an account, sent to staff or recorded as school grades. Download your current review choices before leaving or reloading.
The download contains your current choices and any checked feedback. Keep the separate transfer-task work in your own document; downloading its instructions does not mark it complete.
Use the skills in a new task
Draw or write four parts for “Photosynthesis, Decomposition and Resources”—one pretend example from each lesson. In each part, show what happened, give your answer, and say which clue helped you. If the question gives numbers, show your working too. Finish with one thing the practice case does not tell us. You may say your answers aloud.
Work on paper or in your own document. Explain the choices you made.
- Choose one pretend example from each of the four lessons.
- Name what each example shows.
- If the example gives numbers, show your calculation and unit. Otherwise, say which clue explains your answer.
- Say that the case details are supplied for practice; they are not your own real-life observations.
- Say one thing the example does not tell us, or one change that could give a different answer.
Compare with a model response
Panel 1: Which scientific label fits the specifically described step or feature? Supplied case: Air supplies carbon for sugar. Result: carbon dioxide. Reasoning: The answer is carbon dioxide. In the notes, it means “carbon-containing input from air.” Green plants use light energy to build sugars from water and carbon dioxide. Much plant mass comes from air carbon, not from eating soil. This simplified model omits many steps. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified. Panel 2: Which scientific label fits the specifically described step or feature? Supplied case: Plant-made sugar. Result: food molecule. Reasoning: The answer is food molecule. In the notes, it means “sugar containing stored chemical energy.” Plants make food molecules but also need mineral nutrients. Soil is a source of water and minerals, not a meal. Fertilizer does not replace light, water or carbon dioxide. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified. Panel 3: Which scientific label fits the specifically described step or feature? Supplied case: Fungus breaks down fallen leaves. Result: decomposer. Reasoning: The answer is decomposer. In the notes, it means “organism breaking down dead material.” Decomposers break down dead material and wastes, returning matter to surroundings. Matter cycles, while energy eventually disperses as heat. A decomposer is not merely a predator eating live prey. Decomposers are also consumers broadly because they obtain organic food; the specific alternatives here distinguish their feeding role from a herbivorous animal. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified. Panel 4: Which scientific label fits the specifically described step or feature? Supplied case: Less stream water after diversion. Result: water effect. Reasoning: The answer is water effect. In the notes, it means “changes available water.” Resource decisions can affect living systems through several paths. Name the supplied mechanism and avoid assuming a single action fixes every effect. Models support conditional claims. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified.
A different response can also meet the criteria. Compare the evidence and reasoning, rather than copying the wording.