STUDENT NAME DATE TEACHER NAME SCIENCE GRADE 4. San Antonio Independent School District
|
|
- Daisy Parsons
- 6 years ago
- Views:
Transcription
1 STUDENT NAME DATE TEACHER NAME SCIENCE GRADE 4 San Antonio Independent School District Administered March 2008
2
3 1 Students were given the following materials and supplies: 1 testing box with black paper over one corner 1 lamp 3 fiddler crabs TEA Using the set-up shown above, which question below would children most likely be asking? A B C D Do crabs prefer to eat in light or dark? Do crabs prefer to stay in light or dark? How fast do crabs run towards the light? How many more crabs swim in the light side? Page 1
4 2008 Jupiterimages Corporation 2 Metamorphosis means change during development. During the tadpole stage of complete metamorphosis, a frog F G H J looks like an adult frog looks like an egg looks almost like a fish is a nymph Page 2
5 3 In the diagram below, a student finds the mass of a container with a frog in it. What do we know about the mass of the container and the frog? gram gram gram gram A B C D The mass is more than 744 grams. The mass is equal to 744 grams. The mass is less than 744 grams. The mass is 740 grams. Fossils Animal fossils Plant fossils bones snail ferns mosses 4 Choose the statement that correctly identifies how these fossils were most likely formed. F Deposited in a volcanic area G Preserved in layers of sediments H Preserved in hot molten rock J Preserved by fast flowing water Page 3
6 Use the table below to answer question 5. Behavior of Frogs Eating Swimming Sitting on Elodea Sitting on Bottom Mon. 1:00 Mon. 1:10 Mon. 1:20 Mon. 1:30 Mon. 1:40 Tues. 1:00 Tues. 1:10 Tues. 1:20 Tues. 1:30 5 Students observed and collected data on the behavior of frogs for two days. They needed to organize their data to show the class. Which graph correctly explains the information above? A Eating Swimming Sitting on Elodea Sitting on Bottom C Eating Swimming Sitting on Elodea Sitting on Bottom B D Eating Swimming Sitting on Elodea Sitting on Bottom 0 Eating Swimming Sitting on Elodea Sitting on Bottom Page 4
7 Read the passage below to answer the following question. Habitats Every animal has different needs for living. Most animals must find a habitat that meets these needs. But the beaver is different. The beaver is a lot like us. It finds a habitat and then changes it to suit its needs. Beavers live on land and in water. On land, beavers are clumsy. Their front legs are short. They cannot walk very fast. They cannot easily escape their enemies on land. But beavers are excellent swimmers and divers. In the water, they move quickly and gracefully. To keep its family safe, a beaver builds its home in the water by piling sticks together. That home is called a lodge. The only way to get into the lodge is through an underwater tunnel. From the outside, a beaver s lodge looks like a pile of sticks in the water. But inside, the beavers are dry and cozy. Inside their home, they build ledges above the water. The beavers sleep on the ledges, which are made out of sticks, wood chips, and grass. 6 According to the passage why does the beaver pile sticks together? F To keep its claw sharp G To make a lodge H To build a play area J To act like humans Page San Antonio Independent School District. All rights reserved. Passage Source: Animal Studies
8 Pet Store Sunday Advertisements Pet Shop A Pet Shop B Frogs Cute Adorable Friendly 2008 Jupiterimages Corporation Frogs 10 centimeters Aquarium frog Grey coloration 7 A scientist wanted to purchase frogs for an aquatic experiment. Which statement best helps the scientist choose whether to purchase the frogs from Pet Store A or B for his experiment. The scientist should buy the frogs from A B C D Pet Store A because friendly frogs are much nicer to study Pet Store B because grey coloration is pretty to other frogs Pet Store A because scientists like things which are cute and adorable Pet Store B because these frogs need an aquatic environment Page 6
9 Use this model to answer the next question. 8 A student adds fish to a model of a pond that was created in science class. The model contains fresh water, guppies, elodea, and small pebbles. The model is placed in the science lab, where it receives light when the lights are turned on in the science lab. What is a limitation of this model? F The model contains fresh water instead of saltwater. G The model contains guppies instead of frogs. H The model uses electric light instead of sunlight. J The model contains elodea instead of duckweed. Page 7
10 Students took pictures of their snail as they measured its size on Day 1 and Day 20. Day 1 Day 20 0 cm cm Jupiterimages Corporation 9 Which statement best describes the difference in the snail from Day 1 to Day 20? A The snail has grown a lot and gotten bigger. B The Day 1 snail has tripled in size by Day 20. C The snail has been through a metamorphosis. D The snail decreased in size by Day 20. Page 8
11 batteries bell light bulb wire switch 10 Using the supplies pictured in the diagram above, which system below is a complete circuit that could ring a bell at the end of a school day? F H G J 11 A student placed a water droplet on a tray covered with wax paper. Then he lifted one end of the tray and watched as the water drop flowed down the tray. What is the force that caused the water to move? A Heat Energy B Magnetism C Friction D Gravity Page 9
12 2008 Jupiterimages Corporation 12 What causes these water drops to form domes? F The surface tension of the water G The buoyancy of the water H The density of the water J The salt content of the water Page 10 4th Grade Science (Interim Assessment 3)
13 B A C D 13 The diagram above is a model of the water cycle. In which part of the water cycle does a change in the state of matter occur due to the addition of heat? A B C D Page 11
14 14 Which bird beak would be most helpful for a bird that eats insects in the bark of trees? F G H J Page 12
15 2008 Jupiterimages Corporation 15 This is a fossil from many years ago. Which of the organisms below is most closely related to the organism in this fossil? A B C D Fiddler Crab Guppy Cricket Dwarf African Frog Page 13
16 Use the Venn diagram to answer questions 16 and 17. N Learned Behavior K L Inherited Trait M 16 Choose the letter of the best place to put a kitten's characteristic of gray striped fur. F G H J K - because the color of fur is learned L - because the color of fur could be learned or inherited M - because the color of fur is inherited N because the color of fur is not learned or inherited 17 Choose the letter of the best place to put a polite person's characteristic of saying please and thank you. A B C D K - because manners are learned L - because manners could be learned or inherited M - because manners are inherited N because manners are not learned or inherited Page 14
17 18 Each January, in some parts of the country, Christmas trees are recycled by placing them end-to-end on an area of the beach. The results are the development of large sand dunes along the shoreline. Why is this a good way of recycling Christmas trees? F G H J The trees reduce beach erosion because sand gets trapped in the branches. The trees begin to grow new roots that produce more trees. The trees provide leaves for the fiddler crabs to eat. The tree branches wash out to sea and provide food for fish. Object A Object B 19 Observe the diagram above. Choose the best answer to describe the properties of the objects in the container. A B C D Object A has less density than object B. Object A has less volume than object B. Object B has less density than object A. Object B has more volume than object A. Page 15
18 Use the drawing below to answer question 20. Bobber #1 Bobber #2 20 A student ran a string through a ring on the bottom of a tank of water and up to a small bobber (bobber #1) on the surface. The student did the same for a larger bobber (bobber #2). The student used 20 units of force to pull the first bobber down to the bottom of the container. If the same amount of force is used to pull the second bobber down, which drawing best shows the expected results? F H G J Page 16
19 A student makes a model of the Earth as shown below, using a large aquarium, soil, water, a pinwheel, and a lamp with a 100-watt bulb. lamp dark soil spinning pinwheel water 21 What does the lamp represent in the model shown above? A The Sun s corona B The Sun s flare C The Sun s spots D The Sun s light Sample J sand Sample K clay Sample L loam Sample M clay and sand mixture 22 Which of the following would be a good test to find out which of the soil samples will grow the healthiest plants? F G H J Shake the samples and allow the soils to settle back to the bottom. Place the samples in sunlight, and see if anything grows. Measure the thickness of each soil sample. Plant 5 bean seeds in each soil sample, and observe the plants growing. Page 17
20 Use the chart to answer the question below. Adaptations for Survival frogs crabs snails Body Type = mammal 4 legs crustacean soft mass Body Coverings = wet skin hard shell? Coloration = gray on top white under brownish gray brown & white 23 What statement would best complete the chart above for the missing characteristic of snails? A B C D Protective antenna Protective skin Protective fur Protective shell Page 18
21 racoon Creek Food Web catfish beaver trout crayfish baby fish water plants 24 Which food chain above explains how a catfish gets its energy? F A raccoon gets energy from a trout G Water plants get energy from crayfish H Baby fish get energy from a trout J A catfish gets energy from a baby fish Page 19
22 Use the picture of the aquarium shown below to answer questions 25 and In this aquarium ecosystem, the plants A help the goldfish hide from the guppies B help to clean the aquarium of green algae C help to change carbon dioxide into oxygen D help to change nitrogen into oxygen 26 Which item would least affect the goldfish if removed? F The guppies G The plants H The water J The pebbles Page 20
23 27 The fiddler crab modifies its physical environment by A digging a hole to find food B digging a hole for protection C scraping on top of the ground for a home D scraping on top of the ground to find food 28 A comparison of this frog s skeleton on both sides of the line show that it has F sharp teeth G short legs H density J symmetry Page 21
24 Freezing Rates Solution Trial 1 Trial 2 Trial 3 50 ml water 45 min 43 min 47 min 50 ml water and 5 g salt 70 min 75 min 82 min 50 ml water and 10 g salt 120 min 125 min 119 min 29 The table shows the time it took to freeze water in two different salt solutions with different salt content. According to the table A freezing rates are the same in each trial B* water with more salt takes longer to freeze C water loses heat at a rate of 1 C per minute D salt dissolves more quickly in small amounts of water 30 Oil comes from deep underground. When people have used all of the oil on Earth, it will be gone. What kind of a resource is oil? F A renewable resource 31 Which diagram shows the inner planets in correct order from the Sun? A G An inexhaustible resource H A nonrenewable resource J A rechargeable resource B C D Page 22
25 33 Which of these statements BEST describes the Sun? A It has a shiny surface that reflects light. B It is a ball of hot, glowing gas. C It has a hard, solid surface. D It has craters on its surface. 32 Students compared two pictures of the same beach. Both pictures were taken when the water was at its highest point. Which observation can the students make by comparing the pictures? F The wind has blown the fence back. G The heat from the sun melted the sand. H The tides changed the location of the fence. J The waves have washed lots of sand away. Page 23
26 Characteristics of Four Habitats Habitat Q R S T Climate Hot Surface Features Sand dunes Main Plant Types Cacti, grasses Plant Eater Found in Habitat Field mouse Cool Hills Grains, thistles Rabbit Cool Mountains Trees, blueberry bushes Beaver Cold Snowdrifts Algae, mosses Rat Black Bear Needs Habitat Food Space Forests and woodlands Nuts, fruits, young sprouts, insects, young mammals, and livestock 3 to 90 square kilometers 34 The top chart shows some characteristics of four habitats. In which habitat would a black bear most likely be found? F Q G R H S J T Page 24
27 Below is a picture of an aquarium. The aquarium contains plants, goldfish, a frog, water, and pebbles and is an aquatic ecosystem. The plants have a special role. 35 What would happen if the plants were removed? A The aquarium would have more food for the animals. B The frog would not have a place to play. C The frog would lose a place to hide from the fish. D The fish would not have any food. Page 25
28 Plant Growth vs. Time 36 Plant Growth (cm) Day Students measured the growth of a Brassica plant in centimeters over a four-day period. The Brassica plant was watered with 10 ml of water each day. What could have happened between days 2 and 4 that would have caused such a growth spurt? F G H J The Brassica plant s source of light was removed. Fertilizer was added to the soil of the Brassica plant. All the soil was removed from the Brassica plant's pot. The plant was given an extra 50 ml of water on Day 2. Page 26
29 Kimchi is a Korean food made from cabbage, garlic, pepper, and salt. Some students made kimchi as part of a social studies lesson. They layered the ingredients in a two-liter jar until it was full. Then the students sealed the jar. After a few hours the jar began to fill with liquid. The students guessed that the liquid was coming from the cabbage. In their science class the students decided that they would conduct an investigation to find out what caused the liquid to leave the cabbage. No liquid Liquid Beginning Cabbage, garlic, pepper, salt End Liquid forms in the jar. 37 Which change in the investigation would have best helped the students find out what caused the liquid to leave the cabbage? A Using jars of different sizes B Adding water to both jars C Leaving out one ingredient at a time D Replacing the cabbage with other vegetables Page 27
30 Arch Cliff Beach Cave 38 What inference can be made about all of the landforms in the pictures above? F G H J They occurred as a result of evaporation of water vapor. They occurred as a result of ocean water hitting land. They occurred as a result of animals digging near the shore. They occurred as a result of man living next to the shoreline. Page 28
31 39 If all the mice were removed from this simple food chain, the rattlesnakes would most likely A begin to starve Plants Mice Rattlesnakes B start eating plants C become producers D increase in number Page 29
32 40 Several students investigated how force affects the distance a tennis ball will travel. The students used the setup below and applied a force to the tennis ball by pulling the ruler back a certain distance. Plastic ruler Tennis ball 4 cm 6 8 Distance Ruler Pulled Back (cm) Distance Tennis Ball Traveled (m) ? Based on the students data table, what distance would the tennis ball be expected to travel when the ruler is pulled back 8 centimeters? Record and bubble in your answer to the nearest meter on the answer grid below.. Page 30
STUDENT NAME DATE TAKS-M BENCHMARK. Grade 5 Science. This test will be used to find out where you need the most help in your studies.
STUDENT NAME DATE TEAHER NAME TAKS-M BENHMARK Grade 5 Science Dear Student, This test will be used to find out where you need the most help in your studies. The test includes some material that may be
More informationAppendix 14B: TIMSS 2015 Fourth Grade Science Item Descriptions Developed During the TIMSS 2015 Benchmarking
Appendix 14B: TIMSS 2015 Fourth Grade Science Item Descriptions Developed During the TIMSS 2015 Benchmarking Items at Low International Benchmark (400) S02_01 S03_01 S05_05 S07_01 S08_03 S10_01 S14_02
More informationTo become bigger or make bigger the amount or size of something.
Increase Decrease (Reduce) State of Matter Property Density Energy Temperature To become bigger or make bigger the amount or size of something. To become smaller or make smaller the amount or size of something.
More informationThe concepts students are expected to master:
5.5A Classifying Matter During the Unit of Classifying Matter the student expectation is to classify matter based on physical properties, including mass, magnetism, physical state (solid, liquid, and gas),
More informationSTUDENT NAME DATE ID GRADE 5 SCIENCE
STUDENT NAME DATE ID GRADE 5 SCIENCE Administered May 2005 Page 1 1 The students brought in some river water for science class. The students saw algae and some small insects in the river water. The students
More informationSTUDENT NAME DATE ID GRADE 5 SCIENCE
STUDENT NAME DATE ID GRADE 5 SCIENCE Administered March 2004 DIRECTIONS Read each question and choose the best answer. Be sure to mark all of your answers. SAMPLE A Objects That Conduct Heat Silver spoon
More informationScience and Technology/Engineering
MASSACHUSETTS COMPREHENSIVE ASSESSMENT SYSTEM PRACTICE TEST Science and Technology/Engineering Grade 5 Student Name School Name District Name Grade 5 Science and Technology/Engineering PRACTICE TEST This
More information4THE UNIVERSITY OF THE STATE OF NEW YORK
4THE UNIVERSITY OF THE STATE OF NEW YORK GRADE 4 ELEMENTARY-LEVEL SCIENCE TEST WRITTEN TEST SPRING 2009 Student Name School Name Print your name and the name of your school on the lines above. The test
More informationSTUDENT NAME DATE TAKS-M BENCHMARK. Grade 5. S c i e n c e
STUDENT NME DTE TEER NME TKS-M ENMRK rade 5 S c i e n c e Dear Student, This assessment will be used to find out where you need the most help in your studies. ive your best effort to answer each question.
More information8 th Grade Science Benchmark #1 SPI 0807.Inq.1-5, 0807.T/E.1-4, DO NOT WRITE ON THIS TEST.
8 th Grade Science Benchmark #1 SPI 0807.Inq.1-5, 0807.T/E.1-4, 0807.5.1-5 DO NOT WRITE ON THIS TEST. 1. A type of lizard and a classification key are shown. Based on the classification key, what lizard
More informationSTAAR Vocabulary noticing something about the world around you. using clues to find the answer. everything everywhere. to sort into groups
Observation noticing something about the world around you Inference using clues to find the answer Matter everything everywhere Classify to sort into groups Physical Property something you observe with
More informationAdministered December 2003
STUDENT NAME DATE ID GRADE 5 SCIENCE Administered December 2003 Page 1 5 th Grade Science Interim 2; SAISD Standard 23/32; TAKS Commended; 30/32 DIRECTIONS Read each question and choose the best answer.
More information4th Grade Science Practice Test
4th Grade Science Practice Name: Instructions: Copyright 2000-2002 Measured Progress, All Rights Reserved : 4th Grade Science Practice Use the picture below to answer question 1. 1. Which picture shows
More informationMacmillan/McGraw-Hill Science: A Closer Look Grade 3. Life Science
Macmillan/McGraw-Hill Science: A Closer Look Grade 3 Be a Scientist Lesson 1: Science Skills The Scientific Method Lesson 2: Science Methods Unit A Living Things Unit Opener Unit Literature Life Science
More informationELEMENTARY SCHOOL SCIENCE CURRICULUM GRADE ONE
VALLEY CENTRAL SCHOOL DISTRICT 944 STATE ROUTE 17K MONTGOMERY, NY 12549 Telephone Number: (845) 457-2400 ext. 8121 Fax Number: (845) 457-4254 ELEMENTARY SCHOOL SCIENCE CURRICULUM GRADE ONE MAY 2010 Approved
More informationSTUDENT NAME. Science Grade 4. Read each question and choose the best answer. Be sure to mark all of your answers.
FORMATIVE MINI ASSESSMENTS Third Grading Period 2010-11 March 21-24 STUDENT NAME DATE Science Grade 4 Read each question and choose the best answer. Be sure to mark all of your answers. 1 In the circuit
More informationGreenwich Public Schools Science Objectives and Grade Level Concepts. Grade Four. Force and Motion
Greenwich Public Schools Science Objectives and Grade Level Concepts Grade Four Force and Motion CSDE Science Curriculum Standard 4.1: The position and motion of objects can be changed by pushing or pulling.
More informationEcosystems. 6.L.2.2 Explain how plants respond to external stimuli (including dormancy and forms of tropism) to enhance survival in an environment.
Ecosystems Date: 6.L.2 Understand the flow of energy through ecosystems and the responses of populations to the biotic and abiotic factors in their environment. 6.L.2.1 Summarize how energy derived from
More informationBracken County Schools Curriculum Guide Science. Grade 3 Unit 1: Structure & Transformation of Matter Suggested Length: 2 weeks
Grade 3 Unit 1: Structure & Transformation of Matter 1. What are physical properties of matter? 2. How can matter be classified? 3. What are the states of matter? 4. What is a physical change of matter?
More informationGrade: 4 Science Olympiad Qualifier Set: 2
Grade: 4 Science Olympiad Qualifier Set: 2 ------------------------------------------------------------------------------------------ Max Marks: 60 Test ID: 44401 Time Allotted: 40 Mins ------------------------------------------------------------------------------------------
More informationGrade 4 Science Practice Test Answer Key
Question 1 Reporting Category: Scientific Process Benchmark: SC.4.1.1 Describe a testable hypothesis and an experimental procedure Answer Key: B Four identical glass jars are painted different colors.
More informationMinnesota Comprehensive Assessments-Series III Science Item Sampler Grade 5
Name Minnesota Comprehensive Assessments-Series III Science Item Sampler Grade 5 ITEM SAMPLERS ARE NOT SECURE TEST MATERIALS. THIS ITEM SAMPLER TEST BOOK MAY BE COPIED OR DUPLICATED. 18 Point State of
More informationMinnesota Comprehensive Assessments-Series III
Name Minnesota Comprehensive Assessments-Series III Science Item Sampler Grade 5 ITEM SAMPLERS ARE NOT SECURE TEST MATERIALS. THIS ITEM SAMPLER TEST BOOK MAY BE COPIED OR DUPLICATED. 24 Point State of
More informationMacmillan/McGraw-Hill
First Grade Curriculum Science Macmillan/McGraw-Hill -- 2002 LIFE SCIENCE UNIT A-LIFE SCIENCE PLANTS ARE LIVING THINGS ALL ABOUT LIVING THINSGS SENSES: Explore using senses to make observations Identify
More informationBe a Scientist. Life Science
Macmillan/McGraw-Hill Science: A Closer Look ( 2008) Grade 2 Be a Scientist Lesson 1: Science Skills Be a Scientist Lesson 2: Scientific Method Be a Scientist Unit A: Plants and Animals Unit Opener Unit
More informationDevelopmental Series IV/vi/MMXV Version 1
STAAR CONNECTION Science 4 teacher Developmental Series IV/vi/MMXV Version 1 KAMICO Instructional Media, Inc. 2015 KAMICO Instructional Media, Inc. P.O. Box 1143 Salado, Texas 76571 Telephone: 254.947.7283
More informationOUR CHANGING EARTH GRADES 4-6
OUR CHANGING EARTH GRADES 4-6 N.G.S.S.S Benchmarks SC.4.E.6.3 Recognize that humans need resources found on Earth and that these are either renewable or nonrenewable. SC.4.E.6.4 Describe the basic differences
More informationSCIENCE CURRICULUM FIRST GRADE. 1. Explore using your senses to make observations. 2. Identify the five senses and communicate how they are used.
SCIENCE CURRICULUM FIRST GRADE PLANTS ARE LIVING THINGS Your Senses 5.1 (Scientific Processes) A.1 1. Explore using your senses to make observations. 2. Identify the five senses and communicate how they
More informationTEKS 5.2 C, D, G 5.4 A 5.8 A, B
SISD Year At A Glance Curriculum Calendar Science (5 th Grade) 2015-2016 1st Grading Cycle Unit 1: Science Safety &Notebooking Notebooking Science Tools Lab Safety Measurement, B 5.2 C, B Unit 2: Matter
More informationMinnesota Comprehensive Assessments-Series III
Name Minnesota Comprehensive Assessments-Series III Science Item Sampler Grade 5 ITEM SAMPLERS ARE NOT SECURE TEST MATERIALS. THIS ITEM SAMPLER TEST BOOK MAY BE COPIED OR DUPLICATED. 24 Point State of
More informationX X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X
(1) Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home and school safety procedures and environmentally appropriate and ethical practices.
More informationGrade 4 Science Braille Practice Test Answer Key
Question 1 Benchmark: SC.4.1.1 Describe a testable hypothesis and an experimental procedure Answer Key: B Four identical glass jars are painted different colors. The jars are filled with equal volumes
More informationTest Booklet. Subject: SC, Grade: th Grade Science. Student name:
Test Booklet Subject: SC, Grade: 05 2009 5th Grade Science Student name: Author: Virginia District: Virginia Released Tests Printed: Tuesday April 23, 2013 1 Based on the picture, the bag of leaves has
More information2 Marine Ecosystems. Math Focus
CHAPTER 3 2 Marine Ecosystems SECTION The Earth s Ecosystems BEFORE YOU READ After you read this section, you should be able to answer these questions: What abiotic factors affect marine ecosystems? What
More informationScience TEKS Streamlining
3 3.1 Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following school and home safety procedures and environmentally appropriate practices. The student
More informationLesson 2: How does force affect moving objects? Force Combining Forces Force and Motion Friction
Pearson Scott Foresman CORRELATION TO CONNECTICUT SCIENCE FRAMEWORK Grade 4 Core Themes, Content Standards and Expected Performances (User Note: In addition to the student text there are Leveled Readers
More informationQuestion #2 An animal that eats berries, insects and seeds would be placed in which classification? A) carnivore
Name: lass: ate: Question #1 Which is the correct order of this food chain? ) plants, crickets, snakes, frogs ) snakes, frogs, crickets, plants ) snakes, crickets, frogs, plants ) plants, crickets, frogs,
More informationScience TEKS Transition Analysis Resources
K-5 Science TEKS Transition Analysis Resources November 2009 The State Board of Education (SBOE) adopted new K-12 science Texas Essential Knowledge and Skills (TEKS) in March 2009. The implementation date
More information1 P a g e SY 2018/ st Final Term Revision. Student s Name: Grade: 4B. Subject: Science. Teacher Signature
1 P a g e SY 2018/2019 1 st Final Term Revision Student s Name: Grade: 4B Subject: Science Teacher Signature 2 P a g e Q.1MULTIPLE CHOICE Grade 4 th Science Fusion Unit 4- Energy and ecosystems Ls 1 what
More informationProperties of Water. Their shapes change when they are in different containers. Their volumes stay the same in any container.
Name: Date: 1. Which statement correctly describes both gases and liquids? Their shapes stay the same in any container. Their shapes change when they are in different containers. Their volumes stay the
More informationELEMENTARY-LEVEL SCIENCE TEST
4THE UNIVERSITY OF THE STATE OF NEW YORK MAY 2004 GRADE 4 ELEMENTARY-LEVEL SCIENCE TEST WRITTEN TEST Student Name School Name Print your name and the name of your school on the lines above. The test has
More informationFORM /SPEC 2012
TEST CODE 06200311 FORM C A R I B B E A N E X A M I N A T I O N S C O U N C I L CARIBBEAN PRIMARY EXIT ASSESSMENT SCIENCE 1 hour 15 minutes READ THE FOLLOWING INSTRUCTIONS CAREFULLY. 1. This test has 50
More informationThe Biosphere biosphere
The Biosphere What makes Earth different from other planets in the solar system? One difference is Earth s abundance of living organisms. The part of Earth that supports life is the biosphere. The biosphere
More informationScience Supply List Science 500
2017-2018 Science Supply List Science 500 2017 Glynlyon, Inc. Table of Contents UNIT 1: CELLS... 1 UNIT 2: PLANTS: LIFE CYCLES... 2 UNIT 3: ANIMALS: LIFE CYCLES... 3 UNIT 4: BALANCE IN NATURE... 4 UNIT
More informationHarbor Creek School District. Grade Three Science. Concepts Timeframe Skills Assessment Standards
Grade Three Science Physical Science Structure, Properties, and Interaction of Matter and Energy Forms, Sources, Conversion, and Transfer of Energy Matter and Motion Unit of Energy Unit of (5 days) E Define
More informationActivities for Exhibit Exploration
This worksheet will help guide you as you investigate our exhibits. If you have a camera, some questions can be answered by taking a picture. Otherwise, you may write your answers into the space provided.
More informationThe Nonliving Environment
chapter 35 The Nonliving Environment section 1 Abiotic Factors Before You Read How would you describe the climate where you live? How does it affect the plant and animal life around you? What You ll Learn
More informationCycles in Nature. About the. 30 Chapter 2. Ecosystems change over time and depend on the cycling of matter. 1 The Cycles of Matter...
2 Cycles in Nature Ecosystems change over time and depend on the cycling of matter. SECTION 1 The Cycles of Matter......... 32 2 Ecological Succession........ 36 About the These penguins have a unique
More information5.5A Classifying Matter
5.5A Classifying Matter Matter Mass Properties Magnetism Physical State Relative Density Solubility Thermal Energy Electrical Energy Conductor Insulator Classify Anything that has mass and takes up space
More informationGRADE 5. Science. Administered April 2013 RELEASED
GRADE 5 Science Administered April 2013 RELEASED Copyright 2013, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission
More informationCurriculum Catalog
2018-2019 Curriculum Catalog Science 500 2018 Glynlyon, Inc. Table of Contents UNIT 1: CELLS... 1 UNIT 2: PLANTS: LIFE CYCLES... 1 UNIT 3: ANIMALS: LIFE CYCLES... 2 UNIT 4: BALANCE IN NATURE... 3 UNIT
More informationScience activities: First Grade
Science activities: First Grade UNIT CONTENT STANDARD ACTIVITY NAME DESCRIPTION WEEK #1 9/13-9/17 Intro + Find pictures for board/modeli ng clay animals Introduce the classroom & lab structure, go over
More informationSCIENCE. Specimen Papers and Mark Scheme/Key
CARIBBEAN EXAMINATIONS COUNCIL Caribbean Primary Exit Assessment TM CPEA TM SCIENCE Specimen Papers and Mark Scheme/Key TEST CODE 06200311 FORM CARIBBEAN EXAMINATIONS COUNCIL CARIBBEAN PRIMARY EXIT ASSESSMENT
More informationImagine It! 2008 correlation to Instant Science 2012
Imagine It! 2008 correlation to Instant Science 2012 Grade 3 Life Science Basics of Life Organisms Are Living Things Recognize the basic needs of organisms. Learn that resources are limited and organisms
More information5th Grade Science 2nd Nine Weeks Assessment. Name
5th rade Science 2nd Nine Weeks ssessment Name irections: The photograph below shows several sand dunes in a desert. Use the photograph and your knowledge of science to answer any questions that follow.
More informationTable of Contents. Introduction to PSSA Finish Line Science UNIT 1 The Nature of Science UNIT 2 Biological Sciences...
Table of Contents Introduction to PSSA Finish Line Science 4........................ 5 UNIT 1 The Nature of Science................................... 7 Lesson 1 Reasoning in Science [S4.A.1.1.1, 2].................................
More informationFOURTH GRADE-SCIENCE (SCIENCE4_4)
Name: Date: FOURTH GRADE-SCIENCE (SCIENCE4_4) 1. Coastlines are polluted MAINLY through A. wave action at the coasts. B. overpopulation at the coasts. C. beach erosion at the coasts. D. excessive rainfall
More informationDirections. MULTIPLE CHOICE. Choose the best answer for each of the following questions.
Directions. MULTIPLE CHOICE. Choose the best answer for each of the following questions. 1. Organisms that are able to manufacture organic nutrients from substances in the abiotic environment are classified
More informationwhen the heap is squashed down so that no air can circulate. What three conditions inside compost heaps are needed for microbes to work quickly? 1...
Q1. In compost heaps, dead plants are broken down by microbes. This breakdown is much slower: when the weather is cold when the weather is dry when the heap is squashed down so that no air can circulate.
More informationTTUISD - TEKS Tracker
TTUISD - TEKS Tracker Author Submission Date / / Evaluator Evaluation Date / / TTUISD: SCI 3B, Grade 3 Science (v.2.0), Second Semester TEKS: 112.5, Science, Elementary. TEKS Requirement (Elementary) 112.5.
More informationCurriculum Map Common Core Standards Fulton Independent School District. I can tell what my senses are. I can describe a living and nonliving thing.
Curriculum Map Common Core Standards Fulton Independent School District Subject/Course: Science Grade: 1st Revision Date: 9-6-13 Timeline (Days or weeks/dates) Week 1 Week 2 Week 3 Week 4 Week 5 Kentucky
More informationTASD Grade 4 Science. Unit: 1 The Nature of Science
Unit: 1 The Nature of Science TASD Grade 4 Science Unit summary- The primary focus of the unit is an understanding as related to: What is Science Scientific Reasoning Designing a Scientific Investigation
More informationHalifax County Schools 2 nd Grade Science Pacing Guide 1st Six Weeks Goal Activities Essential Questions Vocabulary
Halifax County Schools 2 nd Grade Science Pacing Guide 1st Six Weeks Goal 2 Weather 2.01Investigate and describe how moving air interacts with objects. 2.02 Observe the force of air pressure pushing on
More informationScience Safety & Notebooking Vocabulary List 1, TRS Unit #1: SN1
Science Safety & Notebooking Vocabulary List 1, TRS Unit #1: SN1 Conclusion Conservation Gloves Hypothesis Procedure Safety Equipment Safety Goggles Spring Scale Triple-Beam Balance Variable a statement
More informationSCIENCE MULTIPLE-CHOICE ITEMS. Use the table below to answer question 1.
MULTIPLE-CHOICE ITEMS A.2.1.5 Use the table below to answer question 1. Type of Stain Laundry Detergent Comparison Number of Washes to Remove Stain Detergent X Detergent Y Detergent Z mud 1 1 1 ink 2 3
More informationTransitional Colorado Assessment Program (TCAP) Assessment Framework Grade 5 Science
Transitional Colorado Assessment Program (TCAP) Assessment Framework Grade 5 Science The assessment frameworks specify the content that will be eligible for assessment in the 2012 and 2013 TCAP by aligning
More informationEarth Systems and Interactions
CHAPTER The Earth System Earth Systems and Interactions What do you think? Read the three statements below and decide whether you agree or disagree with them. Place an A in the Before column if you agree
More information4th Grade Science 2011 Science
Course Description The 4th grade science work will develop a greater understanding of basic scientific principles. Students will achieve understanding in scientific inquiry along with ecosystems and adaptations.
More informationCalifornia Science Test (CAST) Academy. Training Test Items Booklet
2017 18 California Science Test (CAST) Academy Training Test Items Booklet April 2018 2017 18 CAST Academy Training Test Items Booklet This page intentionally left blank. Page 2 Contents 2017 18 CAST Academy
More informationHard Bargain Farm & District of Columbia Public Schools Science Learning Standards Alignment (Grades 3-6)
Science and Technology 3 Scientific Thinking and Inquiry Hard Bargain Farm & District of Columbia Public Schools Science Learning Standards Alignment (s 3-6) Page 1 Rev-7/31/2013 3.1.1 Recognize and explain
More informationSide-by-Side Comparison of the Texas Educational Knowledge and Skills (TEKS) and Louisiana Grade Level Expectations (GLEs) SCIENCE: Grade 4
Side-by-Side Comparison of the Texas Educational Knowledge and Skills (TEKS) and Louisiana Grade Level Expectations (GLEs) SCIENCE: Grade 4 TEKS Comments Louisiana GLE (4.1) Scientific Processes. The student
More informationAdaptations and Food Webs
Fourth Grade Science Assessments page 1 of 10 Adaptations and Food Webs (Life Science) Academic Standard: TLW explain how variations in physical characteristics can give organisms an advantage and how
More informationGrade Level Expectations for the Sunshine State Standards
for the Sunshine State Standards FLORIDA DEPARTMENT OF EDUCATION http://www.myfloridaeducation.com/ The fifth grade student: The Nature of Matter uses metric tools to determine the density and volume of
More informationName Science Final Examination Revision sheet Year 3 Rocks and Soils 1. Match the type of rock to how it is formed:
Name Science Final Examination Revision sheet Year 3 Rocks and Soils 1. Match the type of rock to how it is formed: a) Igneous rocks When rocks are eroded by wind and water, they break into small pieces
More informationTest Booklet. Subject: SC, Grade: 05 MSA 2009 Grade 5 Science. Student name:
Test Booklet Subject: SC, Grade: 05 MSA 2009 Grade 5 Science Student name: Author: Maryland District: Maryland Released Tests Printed: Sunday September 02, 2012 1 A fossilized seashell is found on a mountain.
More informationAlbemarle County Public Schools K-5 Science Program
Albemarle County Public Schools K-5 Science Program Inventory list of curricular materials by grade level objective from the 1997 K-5 Science Adoption to be carried over into the 2003 K-5 Science Adoption.
More informationWaters Landing Elementary School PTA Science Fair Guide
Waters Landing Elementary School PTA Science Fair Guide This guide has detailed information about how to complete an investigation through conducting an experiment and researching a topic for demonstration.
More informationNotes: Ocean Environments and Food Webs. Source: CMAPP
Notes: Ocean Environments and Food Webs Source: CMAPP What lives in the ocean? 95% of ocean is unexplored! Known organisms are put into 3 groups: bottom dwellers live on the sea floor/bottom (seaweed,
More informationWeeks 1 3 Weeks 4 6 Unit/Topic BIOLOGICAL SCIENCE Basic Needs of Organisms Living, Nonliving, and Once Living
Weeks 1 3 Weeks 4 6 BIOLOGICAL SCIENCE Basic Needs of Organisms Living, Nonliving, and Once Living FLOYD COUNTY SCHOOLS RESOURCES Building a Better Future for Every Child Every Day! Summer 2012 Subject
More informationProcess Skills PS AS IPS Actively contributes in planning and conducting investigations using tools safely.
Third Grade Science SBRC Rubric Report Card Standard TEKS Performance Assessment Assessment of Mastery Process Skills PS AS IPS Actively contributes in planning and investigations using ols safely. Observes,
More informationSTUDENT NAME DATE ID PERIOD GRADE 5 SCIENCE
STUDENT NAME DATE ID PERIOD GRADE 5 SCIENCE Administered October 2006 DIRECTIONS Read each question and choose the best answer. Be sure to mark all of your answers. SAMPLE A Objects That Conduct Heat
More information2. Which example describes a mutualistic relationship between organisms? A. Young wasps prey on caterpillars.
Ecology 1. A student studying the biosphere makes a list of biotic and abiotic characteristics of various biomes. Which characteristic is considered a biotic factor? A. dry, sandy, nutrient-poor soil in
More informationSCIENCE MAURITIUS EXAMINATIONS SYNDICATE. Primary School Achievement Certificate Assessment. August Time: 1 hour 45 minutes. Index Number:...
Mens M ES Gerat Corpus Let the mind manage the body Que l esprit gère le corps Index Number:... examinationssyndicatemauritiu examinationssyndicateexamin examinationssyndicatemauritiu examinationssyndicateexamin
More informationSupplement A: Dragonfly Adaptations
Supplement A: Dragonfly Adaptations 1. Double Wings a. With two sets of wings, the dragonfly does not have to beat its wings as rapidly as other insects, enabling it to conserve energy. b. The two sets
More informationWork at the Approaches level may indicate ability to. describe how observations and measurements are collected in scientific investigations. (N.5.A.
Science Achievement Indicators Grade Span 3-5 Content Standard N5A Students understand that science involves asking and answering questions and comparing the answers to what scientists know about the world.
More informationDescribe the five levels of ecological study. Explain how the patchiness of the biosphere creates different habitats. Identify key abiotic factors.
Objectives Describe the five levels of ecological study. Explain how the patchiness of the biosphere creates different habitats. Identify key abiotic factors. Key Terms ecology biotic factor abiotic factor
More informationLESSON 3 OTHER LAND RESOURCES C H A P T E R 6, C O N S E R V I N G O U R R E S O U R C E S
LESSON 3 OTHER LAND RESOURCES C H A P T E R 6, C O N S E R V I N G O U R R E S O U R C E S OBJECTIVES Compare renewable and nonrenewable resources. Describe how human activities affect the environment.
More informationLesson 1: How can we describe matter? A World of Matter Forms of Matter Parts of Matter
Pearson Scott Foresman CORRELATION TO CONNECTICUT SCIENCE FRAMEWORK Grade 3 Core Themes, Content Standards and Expected Performances (User Note: In addition to the student text there are Leveled Readers
More informationNational 4 Biology. Life on Earth Course Notes
National 4 Biology Life on Earth Course Notes Animal and Plant species DEPEND on each other. An ecosystem consists of all the living things in a particular area and the nonliving components (e.g. rivers)
More informationScience Supply Lists. Science Glynlyon, Inc.
Science Supply Lists Science 500 2016 Glynlyon, Inc. Table of Contents UNIT 1: CELLS... 1 UNIT 2: PLANTS: LIFE CYCLES... 2 UNIT 3: ANIMALS: LIFE CYCLES... 3 UNIT 4: BALANCE IN NATURE... 4 UNIT 5: TRANSFORMATION
More informationWeek Focus TEK Activity-Five E Model. District Unit Assessment (DUA) Window 10/22-10/27
Dates Week Focus TEK Activity-Five E Model 8/24-9/18 1,2,3, 4 Safety and Tools 9/21-10/2 5 and 6 Classifying Matter 4.5A 4.1AB, 4.2ABCDEF, and 4.4 AB Engage-Determining Magnetic Properties Explore-Measuring
More informationChapter 5: How Ecosystems Work Section 1, Energy Flow in Ecosystems
Life Depends on the Sun Chapter 5: How Ecosystems Work Section 1, Energy Flow in Ecosystems Energy from the sun enters an ecosystem when plants use sunlight to make sugar molecules. This happens through
More information2nd Grade. Slide 1 / 129. Slide 2 / 129. Slide 3 / 129. Biodiversity and Humans. Table of Contents
Slide 1 / 129 Slide 2 / 129 2nd Grade Biodiversity and Humans 2015-11-23 www.njctl.org Table of Contents Slide 3 / 129 Click on the topic to go to that section Biodiversity Types of Living Things Living
More informationStandards (Earth and Space Science, Life Science, Physical Science or Scientific Inquiry) Grade Band
Introduction Unique Learning System and News-2-You maintain alignment with state standards through instructional targets. These targets are the bridge between the general content standards adopted by a
More information1. The diagram below represents many species of plants and animals and their surroundings.
1. The diagram below represents many species of plants and animals and their surroundings. 4. Which statement most accurately predicts what would happen in the aquarium shown below if it were tightly covered
More informationWhat are the 3 ways in which energy can travel? Explain what. conduction is. Does conduction happen best in solids, liquids or gases?
What are the 3 ways in which energy can travel? Explain what conduction is What type of materials are good conductors and what type of materials are bad conductors (good insulators)? Does conduction happen
More informationHuman Dependence on Natural Resources
You use Earth s resources every day. When you eat cereal with milk for breakfast, you use resources from plants and animals. When you ride the bus to school, you use energy (fuel) resources. When you take
More informationK-PS2-1 Motion and Stability: Forces and Interactions
K-PS2-1 Motion and Stability: Forces and Interactions K-PS2-1. Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion
More informationMake Every Breath Count
QuickLab Make Every Breath Count MATERIALS beaker, 250 ml bromthymol blue Elodea, sprig graduated cylinder stopper straw test tube,large water, 100 ml SAFETY PROCEDURE 1. Pour 100 ml of water from a graduated
More informationWhen the Oxygen is Gone
When the Oxygen is Gone Need for Oxygen Adapted from: Activity 24 "When the oxygen is gone" in Living in Water. The National Aquarium in Baltimore. 1997 Grade Level: Intermediate Duration: 1 class period
More information