Grade 5 Science Practice Test Answer Key

Item 1 Alignment: 3-ESS3-1: Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.

• SEP: Engaging in Argument from Evidence

• DCI: ESS3.B: Natural Hazards

• CCC: Cause and Effect

Answer:

Answer:

Answer:

Options:

• Stilts could be a o Good o Bad

• Solution to flooding because they o Cost a lot o Will damage buildings if they fall o Allow water to pass underneath the buildings

• This means that o Stilts create new hazards o The money spent on stilts could be better spent elsewhere o Stilts improve safety by reducing the possibility of buildings flooding

Answer: Answers will vary based on student selection in the first dropdown.

Item 2 Alignment: 3-ESS2-1: Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.

• SEP: Analyzing and Interpreting Data

• DCI: ESS2.D: Weather and Climate

• CCC: Patterns

Options:

• Juneau

• Bethel

• Iliamna Answer:

Item 3 Alignment: 3-LS3-2: Use evidence to support the explanation that traits can be influenced by the environment.

• SEP: Constructing explanations and designing solutions

• DCI: LS3.A: Inheritance of Traits; LS3.B: Variation of Traits

• CCC: Cause and Effect

Answer:

Answer: Answers will vary based on student selection in Part A.

Options:

• Flamingos in the Caribbean are o Dark o Light

• Pink because o They drink a lot of water o They have dark pink parents o They live where there is a lot of rain o They eat more saltwater plants and shrimp

• This means that traits can o Be affected by the habitat o Only be affected by the weather o Only be passed down from the parents

Answer: Answers will vary with student selections in Part A; the following is a model answer based on an item with all the correct answers chosen.

• Flamingos in the Caribbean are o Dark

• Pink because o They have dark pink parents

• This means that traits can o Only be passed down from the parents

Answer: Answers will vary based on student selection in Part A.

Item 4 Alignment: 3-ESS2-1: Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.

• SEP: Analyzing and Interpreting Data

• DCI: ESS2.D: Weather and Climate

• CCC: Patterns

Answer: D

Item 5 Alignment: 5-PS1-3: Make observations and measurements to identify materials based on their properties.

• SEP: Planning and Carrying Out Investigations

• DCI: PS1.A: Structure and Properties of Matter

• CCC: Scale, Proportion, and Quantity

Answer: Answers will vary. The student earns one point for testing the samples with tools other than chalk and diamond, and the student earns a second point for running trials that allow them to identify all three minerals. Example output table that earns full credit:

Options:

• Halite

• Calcite

• Quartz Answer:

Item 6 Alignment: 3-PS2-3: Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.

• SEP: Asking Questions and Defining Problems

• DCI: PS2.B: Types of Interactions

• CCC: Cause and Effect

Answer: A or B

Answer:

• If the student selected A in Part A, a full credit response for Part B includes the only variable changed is “distance between the magnets” and all others are selected as constant.

• If the student selected B in Part A, a full credit response for Part B includes the only variable changed is “magnet orientation” and all others are selected as constant.

• For any answer in Part A, the student receives credit for keeping “magnet size” and “magnet type” contant.

Answer:

• If the student selected A in Part A, a correct output table would have these trials, in any order:

• If the student selected B in Part A, a correct output table would have these trials, in any order:

• The student can get credit for running a controlled experiment, regardless of their selection in Part A.

Options:

• Changing magnet distance changes strength of force.

• Changing magnet distance changes direction of force.

• Changing magnet distance does not affect force.

• Changing magnet orientation changes strength of force.

• Changing magnet orientation changes direction of force.

• Changing magnet orientation does not affect force.

• The force always existed.

• The force never existed. Answer:

• If the student varied the distance in Part C, the student must select “Changing magnet distance changes strength of force.”

• If the student varied the orientation in Part C, the student must select “Changing magnet orientation changes direction of force.”

• If the student kept the distance at “far” for each trial, the student can select “Changing magnet orientation does not affect force.”

Item 7 Alignment: 5-PS3-1: Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.

• SEP: Developing and Using Models

• DCI: PS3.D: Energy in Chemical Processes and Everyday Life; LS1.C: Organization for Matter and Energy Flow in Organisms

• CCC: Energy and Matter

Options:

• 1

• 2

• 3

• Not used Answer:

Item 8 Alignment: 4-PS3-1: Use evidence to construct an explanation relating the speed of an object to the energy of that object.

• SEP: Constructing Explanations and Designing Solutions

• DCI: PS3.A: Definitions of Energy

• CCC: Energy and Matter

Options:

• Increases

• Decreases

• Stays the same

Options:

• Trial 1

• Trial 2

• Trial 3

• Trial 4 Answer:

• The student receives one point for selecting speed of the ball “increases”, the energy of the ball “increases” and selected “Trials 1 and 2” OR “Trials 1 and 3” OR “Trials 2 and 3”

OR

OR