How Living Things Adapt to Changes in the Environment

Zoe, Anika, and Priya are studying different animals and their habitats. They came across a term 'adaptation'. What does 'adaptation' mean in this context?

• A characteristic that helps an organism survive in its environment

• A type of food chain

• A change in the environment

• A type of pollution

Tags

NGSS.MS-LS3-1

NGSS.MS-LS4-4

Liam, Evelyn, and Grace are on a school trip to the North Pole. They brought a pineapple seed and tried to plant it. Why can't the pineapple grow at the poles?

• The environment at the poles is too hot for pineapples.

• Pineapples cannot survive in cold climates.

• Pineapples require specific adaptations to grow.

• Pineapples are not suitable for polar soil.

Tags

NGSS.MS-LS1-5

Avery, Emma, and Arjun were studying the giant insects, amphibians, and plants that lived 360 million years ago for their science project. What happened to these organisms?

• They adapted to the new environment

• They became extinct due to climate change

• They migrated to different regions

• They evolved into different species

Tags

NGSS.MS-LS4-1

Aiden, Elijah, and James are studying the role of plants in a garden ecosystem. What role do the plants play in this food chain?

• They release oxygen into the atmosphere

• They eat other organisms for energy

• They provide shelter for animals

• They control the temperature of the environment

Tags

NGSS.MS-LS1-6

NGSS.MS-LS2-3

During a science experiment, Aria and David observed the effects of pollution from burning coal on peppered moths in their local area. How did this pollution affect the moths?

• The moths became lighter in color.

• The moths became darker in color.

• The moths developed wings to escape predators.

• The moths migrated to a different habitat.

Tags

NGSS.MS-LS1-5

NGSS.MS-LS2-4

NGSS.MS-LS4-4

After Arjun, Ava, and Zoe started a campaign in their city to reduce pollution, what happened to the number of light-colored moths in their local park?

• The number of light-colored moths decreased

• The number of light-colored moths increased

• The number of light-colored moths remained the same

• The number of light-colored moths became extinct

Tags

NGSS.MS-LS1-5

NGSS.MS-LS2-4

Luna, Evelyn, and Emma are studying different animals and their habitats. They are curious to know, what do adaptations help these animals do?

• Survive in their environment

• Change the environment

• Create new ecosystems

• Control the weather

Tags

NGSS.MS-LS1-5

NGSS.MS-LS3-1

NGSS.MS-LS4-4

Abigail, Grace, and Mia are studying for their science test. They are discussing the main difference between the environment and the ecosystem. Abigail says that the environment refers to non-living things, while the ecosystem includes both living and non-living things. Is she correct?

• Yes, the environment refers to non-living things, while the ecosystem includes both living and non-living things

• No, the environment refers to living things, while the ecosystem includes non-living things

• No, the environment and the ecosystem are the same thing

• No, the environment and the ecosystem are unrelated terms

What can happen to animals, like polar bears (Aria's favorite animal), when the climate in their Arctic habitat changes?

• They can become extinct.

• They can migrate to a different environment, like Avery suggested.

• They can adapt to the new environment, as Grace read in a book.

• They can control the changes in the world.

Tags

NGSS.MS-LS2-1

NGSS.MS-LS2-4

Elijah, Nora, and Noah are studying the climate change that occurred 360 million years ago. They learned that the environment underwent a significant change. How did this change affect the food chain at that time?

• The food chain became more diverse.

• The food chain remained the same.

• The food chain collapsed.

• The food chain became longer.

Tags

NGSS.MS-LS2-2

NGSS.MS-LS2-4