Science K-5. Assessment Support Document 1

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1 . Assessment Support Document 1

2 This document is designed to assist North Carolina educators in effective instruction of the new Common Core State and/or North Carolina Essential Standards (Standard Course of Study) in order to increase student achievement. NCDPI staff are continually updating and improving instructional tools to better serve teachers. North Carolina Essential Standards Assessment Examples What is the purpose of this tool? Assessment is a vital component of the teaching and learning process. These assessment examples are aligned to new content standards and reinforce teaching the standards to their intended level of deep mastery. The purpose of providing examples is to illustrate ways in which the standards or part(s) of the standards might be assessed in the classroom. How do I send Feedback? We intend the examples in this document to be helpful and specific. That said, we believe that as this document is used, educators will find ways in which the tool can be improved and made even more useful. Please send feedback to us at feedback@dpi.nc.gov and we will use your input to refine our instructional tool. Thank You! Where are the new Common Core State and North Carolina Essential Standards? All standards are located at Assessment Support Document 2

3 Essential Standards Grade K Science Physical Science (P) Earth Science (E) Life Science (L) Forces and Motion (P) K.P.1 Understand the positions and motions of objects and organisms observed in the environment. Matter, Properties and Change (P) K.P.2 Understand how objects are described based on their physical properties and how they are used. Earth Systems, Structures & Processes (E) K.E.1 Understand change and observable patterns of weather that occur from day to day throughout the year. Structures & Functions of Living Organisms (L) K.L.1 Compare characteristics of animals that make them alike and different from other animals and nonliving things Assessment Support Document 3

4 Forces and Motion K.P.1 Understand the positions and motions of objects and organisms observed in their environment. K.P.1.1 Compare the relative position of various objects observed in the classroom and outside using position words such as: in front of, behind, between, on top of, under, above, below and beside. K.P.1.1 Students use their senses to observe and learn about their environment (e.g. familiarizing themselves with their classroom environment, watching the movement of ants and other organisms outside). Teacher Observation K.P.1.1 Ask students to use their senses to observe and learn about their environment (e.g., familiarizing themselves with their classroom environment and outside). Describe whether a desk is in front of, at the side, or in the back of another students desk or some other reference point; or, whether the top of the school s flagpole is higher or lower than the roof of the school. Continue the assessment to ensure that students use oral language to describe the relative location of various objects in the classroom and outside using position words such as: (in front of, behind, between, on top of, under, above, below, beside). K.P.1.2 Give examples of different ways objects and organisms move (to include falling to the ground when dropped): Straight Zigzag Round and round Back and forth Fast and slow K.P.1.2 Students will draw, write, communicate, and dramatize, etc. the observed movement of various organisms and describe the movement as: Straight Zigzag Round and round Back and forth Fast and slow Assessment Support Document 4

5 Matter, Properties and Change K.P.2 Understand how objects are described based on their observable properties and how they are used. K.P.2.1 Classify objects by observable properties (including size, color, shape, texture, weight and flexibility). K.P.2.1 Sort a collection of items from nature by one attribute (big and little pinecones, rough or smooth shells, green or yellow leaves). Classify organisms or objects by one and two observable properties and explain the rule used for sorting (e.g., size, color, shape, texture or flexibility). K.P.2.2 Compare the observable properties of different kinds of materials (clay, wood, cloth, paper, etc) from which objects are made and how they are used. K.P.2.2 Compare (detect correspondences between) objects based on what they are made of and tell how the properties make them suitable for how they are used. Assessment Support Document 5

6 Earth Systems, Structures & Processes K.E.1 Understand change and observable patterns of weather that occur from day to day and throughout the year. K.E.1.1 Infer that change is something that happens to many things in the environment based on observations made using one or more of their senses. K.E.1.2 Summarize daily weather conditions noting changes that occur throughout the year. K.E.1.1 During a field study, students are observed using their senses (e.g. feeling the texture of bark, watching ants and other organisms in their area, etc.). On a follow-up study of the same area, students use their senses to observe the same features of the area and note how they have or have not changed. Have students observe sample plots periodically, comparing the old observations to their new observations until they conclude that change occurs to many things in the environment. Students should draw a logical conclusion using these observations. K.E.1.2 Provide students with copies of daily weather symbols. Have students paste the picture that best represents the daily weather into a weather chart. Have students describe the weather for the day. Collect pictures throughout the course of the year and ask students to summarize how the weather has changed throughout the month and year. Mon Tue Wed Thur Fri K.E.1.3 Compare weather patterns that occur from season to season. K.E.1.3 At the end of each season, have students summarize (outline a general theme or major points) the weather patterns that have occurred. At the end of the year, have students compare (detect correspondences among) the weather patterns that they have noted throughout the year. Assessment Support Document 6

7 Structures & Functions of Living Organisms K.L.1 Compare characteristics of animals that make them alike and different from other animals and nonliving things. K.L.1.1 Compare different types of the same animal (i.e. different types of dogs, different types of cats, etc.) to determine individual differences within a particular type of animal. K.L.1.2 Compare characteristics of living and nonliving things in terms of their: Structure. Growth. Changes. Movement. Basic needs. K.L.1.1 Compare (detect correspondences among) animals of the same type (birds, dogs, cats, etc.) indicating how animals of the same type exhibit individual differences. K.L.1.2 Compare (detect correspondences among) the basic structure, growth, changes, movement and basic needs of humans and other animals. Compare (detect correspondences among) the characteristics and needs of living to those of nonliving things. Assessment Support Document 7

8 Essential Standards Grade 1 Science Physical Science (P) Earth Science (E) Life Science (L) Forces and Motion 1.P.1 Understand how forces (pushes and pulls) affect the motion of an object. Earth in the Universe 1.E.1 Recognize the features and patterns of the earth/moon/sun system as observed from Earth. Earth Systems, Structures and Processes 1.E.2 Understand the physical properties of Earth materials that make them useful in different ways. Ecosystems 1.L.1 Understand characteristics of various environments and behaviors of humans that enable plants and animals to survive. Molecular Biology 1.L.2 Summarize the needs of living organisms for energy and growth. Assessment Support Document 8

9 Forces and Motion 1.P.1 Understand how forces (pushes and pulls) affect the motion of an object. 1.P.1.1 Explain the importance of a push or pull to changing the motion of an object. 1.P.1.1 Use playground and classroom equipment and structures to demonstrate and investigate a push, pull, or change in motion. Discuss scenarios with student groups and ask the students to make predictions (for example: What will happen if I push a ball that is resting on the floor?). 1. P.1.2 Explain how some forces (pushes and pulls) can be used to make things move without touching them, such as magnets. 1. P.1.2 Teacher guided inquiry: have students observe and investigate which types of materials can be moved by magnets and which materials can not. 1.P.1.3 Predict the effect of a given force on the motion of an object, including balanced forces. 1. P.1.3 Guide students to manipulate blocks on a balance and predict the motion of the balance (up or down) when items of different masses are placed on each side. Assessment Support Document 9

10 Earth in the Universe 11.E.1 Recognize the features and patterns of the earth/moon/sun system as observed from Earth. 1.E.1.1 Recognize differences in the features of the day and night sky and apparent movement of objects across the sky as observed from Earth. 1.E.1.1 After monitoring the day and night sky for several days and nights, lead students to complete a Venn diagram showing objects that are visible at night, day or day/night. Day sky Day and Night Night sky 1.E.1.2 Recognize patterns of observable changes in the Moon s appearance from day to day. 1.E.1.2 Ask students to prepare a sequence of drawings representing the different ways the moon appears over a period of time. Assessment Support Document 10

11 Earth Systems, Structures and Processes 1 1.E.2 Understand the physical properties of Earth materials that make them useful in different ways. 1.E.2.1 Summarize the physical properties of Earth materials, including rocks, minerals, soils and water that make them useful in different ways. 1.E.2.1 Ask students to sort a collection of earth materials based on observable properties and ways they are useful. Explain the rules used for sorting. Guide students to compare the results of using different natural earth materials to build a tower (tallest, most stable in wind, holds largest weight, etc.). Investigate the properties of solids and liquids in containers of different sizes and shapes. Communicate findings to teacher, & peers. 1. E.2.2 Compare the properties of soil samples from different places relating their capacity to retain water, nourish and support the growth of certain plants. 1.E.2.2 In a teacher guided experiment, lead students to investigate the ability of different types of soils to grow plants and elicit from the students correspondences that they perceive among the different types of soils and plants. Guide students to investigate, observe, and describe how different types of soil clump or hold together when water is added to them. Assessment Support Document 11

12 Ecosystems 1.L.1 Understand characteristics of various environments and behaviors of humans that enable plants and animals to survive. 1.L.1.1Recognize that plants and animals need air, water, light (plants only), space, food and shelter and that these may be found in their environment. 1.L.1.2 Give examples of how the needs of different plants and animals can be met by their environments in North Carolina or different places throughout the world. 1. L.1.1 Guide students to observe animals and plants on school grounds, noting how the environment provides each with air, water, light, space, food and shelter. 1. L.1.2 Guide students to investigate schoolyard and classroom habitats and compare (detect correspondences among) the different living things they find in each type of environment. 1. L.1.3 Summarize ways that humans protect their environment and/or improve conditions for the growth of the plants and animals that live there. (e.g., reuse or recycle products to avoid littering.) 1.L.1.3 Lead students to apply an understanding of ecology by participating in animal and plant caretaking, recycling, etc. Develop and follow classroom procedures that demonstrate respect and care for the environment and minimize harmful human impact. Molecular Biology 1.L.2 Summarize the needs of living organisms for energy and growth. 1.L.2.1 Summarize the basic needs of a variety of different plants (including air, water, nutrients, and light) for energy and growth. 1.L.2.2 Summarize the basic needs of a variety of different animals (including air, water, and food) for energy and growth. 1. L.2.1 & 1.L.2.2 Guide students to assist with maintaining classroom pets and plants and have students monitor & record what provisions for food, water, and habitat are made for these living organisms in the classroom. Assessment Support Document 12

13 Essential Standards Grade 2 Science Physical Science (P) Earth Science (E) Life Science (L) Forces and Motion 2.P.1 Understand the relationship between sound and vibrating objects. Matter, Properties and Change 2.P.2 Understand properties of solids and liquids and the changes they undergo. Earth Systems, Structures & Processes 2.E.1 Understand patterns of weather and factors that affect weather. Structures & Functions of Living Organisms 2.L.1 Understand animal life cycles. Evolution and Genetics 2.L.2 Remember that organisms differ from or are similar to their parents based on the characteristics of the organism. Assessment Support Document 13

14 Forces and Motion 2.P.1 Understand the relationship between sound and vibrating objects. 2.P.1.1 Illustrate how sound is produced by vibrating objects and columns of air. 2. P.1.1 Guide students to investigate sound by creating and playing various types of string and water bottle instruments. Elicit student explanations for why different instruments (strings, bottles) produce different sounds. These glasses each have water in them. If you tap each one with a spoon which glass will have the highest pitch? Explain your choice. B A B C D (A) glass A (B) glass B (C) glass D 2.P.1.2 Summarize the relationship between sound and objects of the body that vibrate eardrum and vocal cords. 2.P.1.2 People make sound using their vocal cords. To make sound, our vocal cords must. Explain your answer. (A) jump (B) vibrate (C) be still Assessment Support Document 14

15 Matter, Properties and Change 2.P.2 Understand properties of solids and liquids and the changes they undergo. 2.P.2.1 Give examples of matter that change from a solid to a liquid and from a liquid to a solid by heating and cooling. 2.P.2.1 Teacher demonstration. Students record observations of changes in matter when heated and cooled (in science journals). Examples: melt chocolate, butter, cheese, ice (solid to liquid), cook eggs (liquid to solid), make and refrigerate jello, freeze water, milk. 2.P.2.2 Compare the amount (volume and weight) of water in a container before and after freezing. 2.P.2.3 Compare what happens to water left in an open container over time as to water left in a closed container. 2.P.2.2 Teacher guided investigation. Students measure and record their observations of water in a container (weight and volume) before and after freezing. Start with two identical containers containing identical amounts of water. Place lids on both, and freeze one. Students should examine the containers before and after freezing to determine correspondences between them. 2.P.2.3 Teacher guided activity. Students compare what happens to water left in an open container over time to water left in a closed container over the same amount of time. They record results of the investigation in science journals and discuss reasons for the observable differences. Assessment Support Document 15

16 Earth Systems, Structures & Processes 2.E.1 Understand patterns of weather and factors that affect weather. 2.E.1.1 Summarize how energy from the sun serves as a source of light that warms the land, air and water. 2.E E.1.2 Summarize weather conditions using qualitative and quantitative measures such as: Temperature Wind direction Wind speed Precipitation Make a list that includes everything in this picture that is receiving energy from the sun. Explain how each thing is receiving energy. 2. E.1.2 Use a wind vane, sock, and anemometer to measure wind direction / speed and discuss findings. 2.E.1.2 Use a rain gauge to measure precipitation and discuss findings. 2.E.1.2 Measure temperature using manual as well as digital thermometers. 2.E.1.3 Compare weather patterns that occur over time and relate observable patterns to time of day and time of year. 2.E.1.3 Above is a picture of a thermometer. Which season is most likely to have this thermometer reading? Why do you think so? A. Winter B. Fall C. Summer 2.E.1.4 Recognize the tools that scientists use for observing, recording, and predicting weather changes from day to day and during the seasons. 2.E.1.4 Circle the tool that is NOT used to observe, record, or predict weather. Explain why you think so. Assessment Support Document 16

17 Structures & Functions of Living Organisms 2.L.1 Understand animal life cycles. 2.L.1.1 Summarize the life cycle of animals: Birth. Developing into an adult Reproducing Aging and death 2.L.1.1 Guide students to create a picture book showing the life cycle of a human. Discuss the different stages shown in the life cycle. Explore and outline the main stages and processes in the life cycle. 2.L.1.2 Compare life cycles of different animals such as, but not limited to, mealworms, ladybugs, crickets, guppies or frogs. 2.L.1.2 After studying the life cycles of various organisms, have students tell how each life cycle is similar and different in the stages that are observed and the final organism that is produced. After exploring and outlining the main processes of the life cycle in animals, ask students to draw and label a picture showing the life cycle of a frog. Assessment Support Document 17

18 Evolution and Genetics 2.L.2 Remember that organisms differ from or are similar to their parents based on the characteristics of the organism. 2.L.2.1 Identify ways in which many plants and animals closely resemble their parents in observed appearance and ways they are different. 2.L.2.2 Recognize that there is variation among individual organisms of a particular kind within a population. 2.L.2.1 Guide students to observe pictures of plants and animals with potential and actual offspring. Ask students to identify ways in which many plants and animals closely resemble their parents in observed appearance and ways they are different. 2.L.2.2 Guide students to observe pictures of various cats to include solids, tabbies, tigers, short hairs, longhairs, etc., and identify ways in which two or more are alike and different. Guide students to create picture books of immediate and extended family members, noting the variation between related individuals. Assessment Support Document 18

19 Essential Standards Grade 3 Science Physical Science (P) Earth Science (E) Life Science (L) Forces and Motion (P) 3.P.1 Understand motion and factors that affect motion. Matter, Properties and Change (P) 3.P.2 Understand the structure and properties of matter before and after they undergo a change. Energy: Conservation and Transfer (P) 3.P.3 Recognize how energy can be transferred from one object to another. Earth in the Universe (E) 3.E.1 Recognize the major components and patterns observed in the earth/moon/sun system. Earth Systems, Structures & Processes (E) 3.E.2 Compare the structures of the Earth s surface using models or three-dimensional diagrams. Structures & Functions of Living Organisms (L) 3.L.1 Understand human body systems and how they are essential for life: protection, movement and support. Ecosystems (L) 3.L.2 Understand how plants survive in their environments. Assessment Support Document 19

20 Forces and Motion 3.P.1 Understand motion and factors that affect motion. 3. P.1.1 Infer changes in speed or direction resulting from forces acting on an object. (Figure 1) This picture shows a kite flying in the air. 3.P.1.1 Which best describes what will happen to the motion of the kite if the wind stops blowing? Explain your answer using captioned cartoons. a. The kite will fly in the air because the person is pulling on it. b. The kite will fly away because nothing is pulling on it. c. The kite will fall to the ground because gravity is pulling on it. d. The kite will fall to the ground because the person is pulling on it. 3.P.1.1 Explain what will happen when the softball reaches the catcher s glove. 3. P.1.2 Compare the relative speeds (faster or slower) of objects that travel the same distance in different amounts of time. 3.P.1.2 The children listed in the table all ran the 50 yard dash. Which student ran at the fastest (average) speed? Explain the math involved in your answer. Name Distance Time Ron 50 yards 8.2 seconds Beth 50 yards 9.2 seconds Joe 50 yards 7.8 seconds Annie 50 yards 8.0 seconds A. Annie B. Beth C. Ron D. Joe (*ALSO - See Attachment 2) 3. P.1.3 Explain the effect of earth s gravity on the motion of any object on or near the earth. 3.P.1.3 George and his friend Travis are playing with a parachute toy. Each time one of them throws the toy into the air, its chute opens and it glides to the ground. The reason the parachute glides to the ground is: A. The parachute has wings and it flies down. B. The earth pulls on all things, and it pulls the parachute to the ground. C. The sun inflates the chute so the parachute falls. D. The batteries in the parachute are failing. Assessment Support Document 20

21 Matter, Properties and Change 3.P.2 Understand the structure and properties of matter before and after they undergo a change. 3.P.2.1 Recognize that air is a substance that surrounds us, takes up space and has mass. 3.P.2.1 When you fan yourself in hot weather, the substance the fan is moving is called A. air B. water C. clouds D. liquid 3.P.2.1 The picture below shows two balls that have the same weight. Ball A Ball B Mrs. Green has two identical balls (same size and weight). She puts 15 pumps of air into Ball B but he does not touch Ball A. If she weighs the two balls, what would she find out about the weight of the two balls? Explain your answer. 3.P.2.2 Compare solids, liquids, and gases based on their basic properties. 3.P.2.2 a. Ball A is heavier than Ball B because air is light. b. Ball A is lighter than Ball B because air adds weight. c. Balls A and B are the same because air is nothing. d. Balls A and B are the same because they are the same size. At a parade, Josh noticed the different balloon shapes shown above. Based on his observation Josh concluded that a. all gases release energy b. gases form when liquids are heated. c. gases take the shape of their container d. all gases provide heat Assessment Support Document 21

22 Matter, Properties and Change 3.P.2.3 Summarize changes that occur to the observable properties of materials when different degrees of heat are applied to them, such as melting ice or ice cream, boiling water or an egg, or freezing water. 3.P.2.3 Choose the BEST scientific explanation for what happens in the series of photographs above. Explain why this is the BEST explanation. A. Some of the water in the pitcher has disappeared. B. The water in the pitcher has changed from a solid to a liquid. C. The water is getting ready to boil. D. The ice was removed from the pitcher, so the water was left. 3.P.2.3 Mr. Green filled a balloon with air. He tightly tied the balloon so no air could get in or out of the balloon. He kept the balloon in a warm room. An hour later he put the balloon in a cold freezer. When he took the balloon out 30 minutes later, it was still tied tightly shut. No air escaped from the balloon; however, the balloon had shrunk. Mr. Green asked the class if the mass of the balloon (including the air inside it) has changed. Choose the best answer and explain your choice. a. The mass of the warm balloon is less than the mass of the cold balloon. b. The mass of the warm balloon is greater than the mass of the cold balloon. c. The mass of the warm balloon is the same as the mass of the cold balloon. d. The mass goes up and down depending on the temperature. Assessment Support Document 22

23 Energy: Conservation and Transfer 3.P.3 Recognize how energy can be transferred from one object to another. 3.P.3.1 Recognize that energy can be transferred from one object to another by rubbing them against each other. 3.P.3.2 Recognize that energy can be transferred from a warmer object to a cooler one by contact or at a distance and the cooler object gets warmer. 3.P.3.1 If your hands are cold, you can warm them by rubbing them together The heat energy that you produce is caused by: a. friction b. insulation c. magnetism d. conduction Explain why your selection is correct. 3.P.3.2 If a cold ball is placed inside a hot glove, which of the following will happen over a period of time? Why? a. the ball and the glove will get colder b. the ball and the glove will get hotter c. the cold ball will remain cold and the hot glove will remain hot d. the cold ball will get warmer and the hot glove will get cooler 3.P.3.2 Which of these warms most of the air, water, and land on Earth? a. Coal b. Electricity c. Sunlight d. Wind Assessment Support Document 23

24 Earth in the Universe 3.E.1 Recognize the major components and patterns observed in the earth/moon/sun system. 3.E.1.1Recognize that the earth is part of a system called the solar system that includes the sun (a star), planets, and many moons and the earth is the third planet from the sun in our solar system. 3.E.1.2 Recognize that changes in the length and direction of an object s shadow indicate the apparent changing position of the Sun during the day although the patterns of the stars in the sky, to include the Sun, stay the same. 3.E.1.1 Which object does the earth revolve around? A. sun B. moon C. planet D. solar system Draw a picture to demonstrate what you mean. 3.E.1.2 Which shadow is accurate? A. B. C. D. Show where the sun would be in each of the drawings to make them correct. Assessment Support Document 24

25 Earth Systems, Structures & Processes 3.E.2 Compare the structures of the Earth s surface using models or three-dimensional diagrams. 3.E.2.1 Compare Earth s saltwater and freshwater features (including oceans, seas, rivers, lakes, ponds, streams, and glaciers). 3.E.2.2 Compare Earth s land features (including volcanoes, mountains, valleys, canyons, caverns, and islands) by using models, pictures, diagrams, and maps. 3.E.2.1 Guide students to create a Venn diagram comparing two different bodies of water. 3.E.2.1 Guide students to prepare a three- dimensional model of the Earth and clearly label the following features that impact North Carolina: an ocean, a river, a lake, a pond, and a stream. Include the following land features: a mountain, a valley and a cavern. 3.E.2.2 Guide students to create a graphic organizer (data table, etc.) comparing the different features represented by models of the Earth s land features. Comparisons can be made by examining pictures, diagrams or maps. Assessment Support Document 25

26 Structures & Functions of Living Organisms 3.L.1Understand human body systems and how they are essential for life: protection, movement, and support. 3.L.1.1 Compare the different functions of the skeletal and muscular system 3.L.1.1 The skeletal system works together with the to move the body. A. organs B. cells C. intestines D. muscles Explain the function of the items above that you did not select to complete the prompt. 3.L.1.1 Guide students to prepare a life-size outline of their body and illustrate the muscles and bones in either the legs or the arm. Ask students to write a summary and explain how muscles and bones work together to walk or lift things. Finally, guide students to describe the skin that covers the body and explain how it provides protection. 3.L.1.2 Explain why skin is necessary for protection and for the body to remain healthy 3.L.1.2 John is wondering what the weather is like outside. He puts his hand out the window to test the weather. Which organ is John relying on to provide information without sustaining physical damage? a. brain b. stomach c. skin d. liver Explain. 3.L.1.2 Suzanne got caught in a rainstorm today. Her clothes are soaking wet and she needs to dry off with a towel but she is alright. Which of the following helps Suzanne to stay healthy even when she gets soaking wet? a. nerves b. skin c. veins d. bones Explain how this is so. Assessment Support Document 26

27 Ecosystems 3.L.2 Understand how plants survive in their environments. 3.L.2.1 Remember the function of the following structures as it relates to the survival of plants in their environments: Roots absorb nutrients; Stems provide support Leaves synthesize food; Flowers attract pollinators and produce seeds for reproduction 3.L.2.1 What is the function of a flower on a plant? A. absorb nutrients B. provide support C. make food D. attract pollinators and produce seeds Draw a picture that illustrates your answer choice. 3.L.2.1 Below is a picture of a flower that grows in the desert. flower leaf stem Roots Which labeled part of the plant absorbs most of the minerals needed by this plant? Explain how it does so. a. Flower b. Leaf c. Stem d. Roots Which labeled part of the plant produces the seeds? Explain where they are found. a. Flower b. Leaf c. Stem d. Roots Assessment Support Document 27

28 Ecosystems 3.L.2.2 Explain how environmental conditions determine how well plants survive and grow. 3.L.2.3 Summarize the distinct phases of the life cycle of seed plants. 3.L.2.2 What happens to plants that receive less water than others? Why? A. they grow faster than others B. they are bigger than others C they grow slower than others D. they produce more flowers than others 3.L.2.3 Cut out and arrange the pictures of a seed plant life cycle in order. (seed, germination, seedling, adult) Explain this order and life cycle in a story. 3.L.2.4 Explain how the basic properties (texture and capacity to hold water) and components (sand, clay and humus) of soil determine the ability of soil to support the growth and survival of many plants. 3.L.2.4 Performance Assessment (with teacher guidance) Experiment with the following materials and create a recipe for a soil mixture that would be a good starter mix in which to plant a lima bean seed. A good starter mix allows water to pass through it but also remains moist without holding so much water that the soil particles stick together. Keep a record of your recipe and be prepared to explain why the soil starter mix you create would be a good starter medium. humus sand clay lima bean seed measuring spoons plant pot water Assessment Support Document 28

29 Essential Standards Grade 4 Science Physical Science (P) Earth Science (E) Life Science (L) Forces and Motion 4.P.1 Explain how various forces affect the motion of an object. Matter, Properties and Change 4.P.2 Understand the composition and properties of matter before and after they undergo a change or interaction. Energy: Conservation and Transfer 4.P.3 Recognize that energy takes various forms that may be grouped based on their interaction with matter. Earth in the Universe 4.E.1 Explain the causes of day and night and phases of the moon. Earth History 4.E.3 Understand the use of fossils and changes in the surface of the Earth as evidence of the history of Earth and its changing life forms. Ecosystems 4.L.1 Understand the effects of environmental changes, adaptations and behaviors that enable animals (including humans) to survive in changing habitats. Molecular Biology 4.L.2 Understand food and the benefits of vitamins, minerals, and exercise. Assessment Support Document 29

30 Forces and Motion 4.P.1 Explain how various forces affect the motion of an object. 4.P.1.1 Explain how magnets interact with all things made of iron and with other magnets to produce motion without touching them. 4.P.1.1 The picture below shows the motion of magnet 1 across a smooth table. Magnet 1 Magnet 2 1. What will happen to the motion of magnet 2 as magnet 1 gets closer? 2. Why will this happen? 3. Explain your thinking. 4.P.1.1 A magnet attracts an object on the table. The object must contain: A. iron B. wood C.rubber D. glass Draw a picture showing the magnet acting on the object. 4.P.1.2 Explain how electrically charged objects push or pull on other electrically charged objects and produce motion. 4.P.1.2 Sue rubs a balloon on her hair. The balloon is then able to stick to the wall. This is an example of: A. static charge B. magnetism C. Poles D. iron Explain your answer. Assessment Support Document 30

31 Forces and Motion 4.P.1.2 Explain how electrically charged objects push or pull on other electrically charged objects and produce motion. 4.P.1.2 Performance Assessment Given the following materials, build a circuit that will permit the light to turn on and off. Light bulb Knife switch battery and wires Assessment Support Document 31

32 Matter, Properties and Change 4.P.2 Understand the composition and properties of matter before and after they undergo a change or interaction. 4.P.2.1 Compare the physical properties of samples of matter: (strength, hardness, flexibility, ability to conduct heat, ability to conduct electricity, ability to be attracted by magnets, reactions to water and fire). 4.P.2.1 Use the table below to answer the question.. Solids Liquids Gases Solids with Liquids in them logs Glue Air Wet bathing suit In which column would juice be placed? Why would you place it there? A. Solids B. Liquids C. Gases D. Solids with liquids in them 4.P.2.2 Explain how minerals are identified using tests for the physical properties of hardness, color, luster cleavage and streak. 4.P.2.2 Jaime s teacher gave her a mineral to identify. It is white in color, has a glassy luster and a hardness of 5. The table below shows some properties of other minerals in her sample box. Mineral Color(s) Luster Hardness Calcite White Dull or Pearly 3 Fluorite White, Blue, Green, Violet Glassy 4 Apatite White, Brown, Green, Violet Glassy or Greasy 5 Topaz White, Blue, Red, Yellow Glassy 8 Based on the information in the table, explain how Jaime knows that her mineral is apatite and not fluorite. Same item with foils: Based on the information in the table, which mineral is Jaime s mineral most similar to? a. calcite. b. fluorite. c. apatite. * d. topaz. Assessment Support Document 32

33 Matter, Properties and Change 4.P.2 Understand the composition and properties of matter before and after they undergo a change or interaction. 4.P.2.2 Which attribute is the best way to identify a mineral? Why? A. Size B. Hardness C. Shape D. Mass 4.P.2.3 Classify rocks as metamorphic or sedimentary based on their composition, how they are formed and the processes that create them. 4.P.2.3 What type of rock is formed when rocks are changed by heat or pressure? Explain how other rocks are formed. A. Metamorphic B. Igneous C. Sedimentary D. Basalt Assessment Support Document 33

34 Energy: Conservation and Transfer 4.P.3 Recognize that energy takes various forms that may be grouped based on their interaction with matter. 4.P.3.1 Recognize the basic forms of energy (light, sound, heat, electrical, and magnetic) as the ability to cause motion or create change. 4.P.3.1 Performance Assessment and Constructed response Given the following materials, build a circuit that will permit the light to turn on and off. Light bulb Knife switch battery and wires Identify each form of energy that results when the circuit is complete and the light is on. 4.P.3.1 Which item turns electrical energy into sound energy? Explain how this happens. A. lamp B. doorbell C. calculator D. candle Assessment Support Document 34

35 Energy: Conservation and Transfer 4.P.3 Recognize that energy takes various forms that may be grouped based on their interaction with matter. 4.P.3.2 Recognize that light travels in a straight line until it strikes an object or travels from one medium to another, and that light can be reflected, refracted, and absorbed. 4.P.3.2 A pencil placed in a glass of water appears broken because the light is: A. reflected B. refracted C. absorbed D. bright Draw a picture that shows your answer choice. 4.P.3.2 The picture below shows a farmhouse on a lake. A student sees a mirror image of the farmhouse and trees in the water of the lake. What causes this mirror image? How? a. black light b. refracted light c. reflected light * d. absorbed light Assessment Support Document 35

36 Earth in the Universe 4.E.1 Explain the causes of day and night and phases of the moon. 4.E.1.1 Explain the cause of day and night based on the rotation of Earth on its axis. 4.E.1.1 Which statement best explains why the Sun appears to rise and set each day? Draw a picture showing what happens. a. Earth rotates. b. The Sun rotates. c. The Sun revolves around Earth. d. Earth revolves around the Sun. 4.E.1.1 The earth rotates on its axis once every: A. day B. month C. year D. week The day is caused by: a. the moon circling the Earth b. the moon blocking the sun for part of the day c. the Earth rotating on its axis d. the Earth revolving around the sun Make a model that shows how the earth rotates on its axis. 4.E.1.2 Explain the monthly changes in the appearance of the moon, based on the moon s orbit around the Earth. 4.E.1.2 What causes the moon phases? A. the distance from Earth B. an eclipse C. the position of the moon relative to the Earth and the Sun D. astronomers Create a model that explains and supports your response. Assessment Support Document 36

37 Earth History 4.E.2 Understand the use of fossils and changes in the surface of the earth as evidence of the history of Earth and its changing life forms. 4.E.2.1 Compare fossils (including molds, casts, and preserved parts of plants and animals) to one another and to living organisms. 4.E.2.1 Which type of rock is most often found to contain fossils? Why? A. Igneous B. sedimentary C. metamorphic D. Granite 4.E.1.1 The fossils of many mastodons have been discovered in Michigan. The fact that so many mastodon fossils have been found but no live mastodons have been found anywhere is evidence that mastodons are a. Threatened b. Endangered c. Extinct d. Protected Explain. 4.E.2.2 Infer ideas about Earth s early environments from fossils of plants and animals that lived long ago. 4.E.2.2 What can we learn from studying fossils? A. the ways that organisms have changed over time B. how weather is predicted C. how islands are formed D. how volcanoes erupt *Use the same question but ask for more than one thing that we can learn. Assessment Support Document 37

38 Earth History 4.E.2 Understand the use of fossils and changes in the surface of the earth as evidence of the history of Earth and its changing life forms. 4.E.2.3 Give examples of how the surface of the earth changes due to slow processes such as erosion and weathering, and rapid processes such as landslides, volcanic eruptions, and earthquakes. 4.E.2.3 The landform below is a sea arch. What is responsible for shaping this arch? a. plate tectonics b. earthquakes c. deposition d. erosion Explain your answer, using the picture as a model. Constructed response Many years ago, the shape of this landform was very different. Describe how the landform may have appeared in the past and explain how water is connected to creating the current landform. Assessment Support Document 38

39 Ecosystems 4.L.1 Understand the effects of environmental changes, adaptations and behaviors that enable animals (including humans) to survive in changing habitats. 4.L.1.1 Give examples of changes in an organism s environment that are beneficial to it and some that are harmful. 4.L.1.2 Explain how animals meet their needs by using behaviors in response to information received from the environment. 4.L.1.1 What may happen to many plants and animals in the Neuse River basin if there is a hurricane with severe flooding? Why? a. there will be less polluted water b. plants and animals will die from the effects of the flood c. plants and animals will move to other areas and survive there d. plants and animals will help one another to survive 4.L.1.2 *See Attachment 1 4.L.1.3 Explain how humans can adapt their behavior to live in changing habitats (e.g., recycling wastes, establishing rain gardens, planting trees and shrubs to prevent flooding and erosion). 4.L.1.3 During the La Nina cycle, there tends to be drought in North Carolina. Which behavior would do more harm than good during this climate cycle? Why is this so? a. watering the lawn in the morning hours b. installing a rain barrel c. turning the water off while brushing your teeth d. planting native plants that need less water 4.L.1.4 Explain how differences among animals of the same population sometimes give individuals an advantage in surviving and reproducing in changing habitats. 4.L.1.4 A North Carolina male pheasant has bright colors and long tail feathers. This is an advantage because: a. the weight of the feathers makes flying challenging b. the color of the feathers makes the pheasant easier to see c. the long tail feathers dry off faster d. the colors attract female pheasants. Explain why this is important. Assessment Support Document 39

40 Molecular Biology 4.L.2 Understand food and the benefits of vitamins, minerals and exercise. 4. L.2.1 Classify substances as food or non-food items based on their ability to provide energy and materials for survival, growth, and repair of the body. 4.L.2.1 Which of the following coverings could be food? Why? a. a candy wrapper b. a walnut shell c. an apple peel d. a paper lunch bag 4. L.2.2 Explain the role of vitamins and minerals, and exercise in maintaining a healthy body. 4.L.2.2 In order to maintain optimal health, humans need,, and. Explain why each of these is important individually and why they are important together. a. good grades, nice clothes, and many friends b. vitamins, minerals, and exercise c. vaccinations, minerals, and haircuts d. minerals, rocks, and exercise Assessment Support Document 40

41 Essential Standards Grade 5 Science Physical Science (P) Earth Science (E) Life Science (L) Forces and Motion 5.P.1 Understand force, motion and the relationship between them. Matter, Properties and Change 5.P.2 Understand the interactions of matter and energy and the changes that occur. Energy: Conservation and Transfer 5.P.3 Explain how the properties of some materials change as a result of heating and cooling. Earth Systems, Structures & Processes 5.E.1 Understand weather patterns and phenomena, making connections to the weather in a particular place and time. Structures & Functions of Living Organisms 5.L.1 Understand how structures and systems of organisms (to include the human body) perform functions necessary for life. Ecosystems 5.L.2 Understand the interdependence of plants and animals with their ecosystem. Evolution and Genetics 5.L.3 Understand why organisms differ from or are similar to their parents based on the characteristics of the organism. Assessment Support Document 41

42 Forces and Motion 5.P.1 Understand force, motion and the relationship between them. 5. P.1.1 Explain how factors such as gravity, friction, and change in mass affect the motion of objects. Figure 2: This picture shows a kite flying in the air. 5.P.1.1 Which best describes how forces must interact for a kite to sail up into the air? Explain. a. The force of gravity must be equal to the force of the wind. b. The force of gravity must be greater than the force of the wind. c. The force of the wind must be greater than the force of gravity. d. The force of the person flying the kite must be equal to the force of the wind. Assessment Support Document 42

43 Forces and Motion 5.P.1 Understand force, motion and the relationship between them. 5. P.1.2 Infer the motion of objects in terms of how far they travel in a certain amount of time and the direction in which they travel. 5. P.1.3 Illustrate the motion of an object using a graph to show a change in position over a period of time. 5.P.1.2 John began driving at 6 am and it is now 8 am. John has traveled 120 miles. At what average rate of speed is John traveling? Show the calculations involved. A. 48 mph B. 20mph C. 90 mph D. 60 mph 5.P.1.2, 5.P.1.3, 5.P.1.4 See attachment 2 for Assessment Examples. 5.P P.1.4 Predict the effect of a given force or a change in mass on the motion of an object. Which of the graphs above would BEST show a change of position over a period of time? Why? A. bar graph B. circle graph C. line graph D. pictograph 5.P.1.2, 5.P.1.3, 5.P.1.4 *See attachment 3 for Assessment Examples. Assessment Support Document 43

44 Matter, Properties and Change 5.P.2 Understand the interactions of matter and energy and the changes that occur. 5. P.2.1Explain how the sun s energy impacts the processes of the water cycle (including, evaporation, transpiration, condensation, precipitation and runoff). 5.P.2.1 Explain why water on the earth cycles in different forms and in different locations, including on and under ground and in the atmosphere. The picture below shows the water cycle. Y Water on Earth cycles in different forms and in different locations. Which process best explains why water cycles from the ocean at point Y to the clouds at Point X? Why? a. condensation b. evaporation c. runoff d. transpiration Assessment Support Document 44

45 Matter, Properties and Change 5.P.2 Understand the interactions of matter and energy and the changes that occur. 5. P.2.2 Compare the weight of an object to the sum of the weight of its parts before and after an interaction. 5.P.2.2 Above is a series of pictures taken as a pitcher of ice changed to liquid water. What will be true of the weight of the pitcher in the first and last pictures of the series? Why? a. it will be less in the first picture b. it will be less in the last picture c. it will be the same in both pictures d. it will be more in the first picture because the ice takes up more space 5. P.2.3 Summarize properties of original materials, and the new material(s) formed, to demonstrate that a change has occurred. 5.P.2.3 Which of the following activities results in the formation of a new material? Explain your answer. a. chopping wood b. slicing a pizza c. baking a cake d. mixing sand and water Assessment Support Document 45

46 Energy: Conservation and Transfer 5.P.3 Explain how the properties of some materials change as a result of heating and cooling. 5. P.3.1 Explain the effects of the transfer of heat (either by direct contact or at a distance) that occurs between objects at different temperatures. (conduction, convection or radiation) 5.P.3.1 A student used a candle to heat a metal rod. The picture above shows a student heating a metal rod Which should he do to prevent burning his hand? Why? a. cover the end of the rod with aluminum foil b. cover the end of the rod with a rubber handle c. freeze the tip first, then heat the rod d. freeze the end first, then heat the rod 5.P.3.1 Harold has warmed some serving plates in the oven before serving a nice meal to his family on them. The most likely reason why Harold is warming the serving plates is: (Explain your answer.) A. Harold does not want the serving plates to crack when he places hot food on them. B. Harold wants his brothers and sisters to learn not to grab hot plates. C. The warm plates will help to keep the food warmer for a longer time. D. By warming the plates, Harold can cool the food in them enough for the family to eat it. 5. P.3.2 Explain how heating and cooling affect some materials and how this relates to their purpose and practical applications. 5.P.3.2 The handle on the pot above is going to get hot as the pot and the water are heated. This is because: (Explain your answer.) a. the heat moves only through the air to the handle b. the heat moves through the metal of the pot to its metal handle c. the heat travels through the water, into the air and then into the handle d. the heat radiates from the gas burner into the handle Assessment Support Document 46

47 Earth Systems, Structures & Processes 5.E.1. Understand weather patterns and phenomena, making connections to the weather in a particular place and time. 5. E.1.1 Compare daily and seasonal changes in weather conditions (including wind speed and direction, precipitation, and temperature) and patterns. 5.E.1.1 John and Susan plan to travel to Australia (from NC) during their winter vacation this year. Which of the following clothing combinations would be best for them to pack in their suitcases? Why? A. Down coats, gloves, and mufflers. B. Swimsuits, shorts, tee shirts, and sandals. C. Heavy jeans and sweatshirts with boots. D. Slick raincoat and an umbrella hat. 5. E.1.2 Predict upcoming weather events from weather data collected through observation and measurements. 5.E.1.2 Given these factors Dark, cloudy skies, barometer (air pressure) falling, temperatures in 60s falling to 50s, and high humidity which weather would most likely be predicted? Explain your rationale. A. Blizzard B. Heat wave C. Rain storm D. Ice storm 5.E.1.3 Explain how global patterns such as the jet stream and water currents influence local weather in measurable terms such as temperature, wind direction and speed, and precipitation. 5.E.1.3 The temperatures in Wilmington, North Carolina tend to be mild, even during the winter months. This is most likely due to: a. the jet stream b. La Nina c. the Gulf Stream d. the trade winds Explain your answer. Assessment Support Document 47

48 Structures & Functions of Living Organisms 5.L.1 Understand how structures and systems of organisms (to include the human body) perform functions necessary for life. 5. L.1.1 Explain why some organisms are capable of surviving as a single cell while others require many cells that are specialized to survive. 5.L.1.1 Sam is studying a sample of lake water using a microscope. He finds an organism moving around in the water, and he thinks it may be a multi celled organism. Which of the following characteristics of the organism make it MOST likely to be a multi celled organism? A. moving body parts B. a beating heart C. what appears to be a body covering D. hair like structures on its surface 5. L.1.2 Compare the major systems of the human body (digestive, respiratory, circulatory, muscular, skeletal, cardiovascular) as it relates to their functions necessary for life. 5.L.1.2 Which of the following is a part of the human body system that provides support and movement? Explain. A B C D Assessment Support Document 48

49 Ecosystems 5.L.2 Understand the interdependence of plants and animals with their ecosystem. 5.L.2.1 Compare the characteristics of several common ecosystems, including estuaries and salt marshes, oceans, lakes and ponds, forests, and grasslands)in terms of their ability to support a variety of populations. 5.L L.2.2 Classify the organisms within an ecosystem according to the function they serve: producers, consumers, or decomposers (biotic factors). Which of the habitats below would provide the best environment to support the populations of animals shown above: (Explain your choice.) A B 5. L.2.3 Infer the effects that may result from the interconnected relationship of plants and animals to their ecosystem. C D Assessment Support Document 49

50 Ecosystems 5.L.2 Understand the interdependence of plants and animals with their ecosystem. 5. L.2.2 Classify the organisms within an ecosystem according to the function they serve: producers, consumers, or decomposers (biotic factors). 5.L.2.3 A food chain is shown below. (Not drawn to scale) Which population would most likely decrease if the number of mice greatly increased? Why? a. green plants b. mice c. snakes d. hawks 5.L.2.2 Choose the organism that is the best example of a consumer in an ecosystem: (Explain why this is so.) A. Tree leaves B. Mushrooms C. A bird egg D. A deer 5. L.2.3 Infer the effects that may result from the interconnected relationship of plants and animals to their ecosystem. 5.L.2.3 In Briar Bottom Forest, there are balanced populations of plants, animals, and fungi. Last winter, a flu-like disease killed almost all of the owls and hawks. The owls and hawks that were not killed have moved out of the area in order to find new mates. Which of the following is most likely to occur with these animals gone? Justify your answer. A. There will be more grass. B. The insect population will shrink. C. The bobcats will stay for a while, then leave, hoping to go where the owls and hawks have gone. D. More young mice will survive to become adults. Assessment Support Document 50

51 Evolution and Genetics 5.L.3 Understand why organisms differ from or are similar to their parents based on the characteristics of the organism. 5. L.3.1 Explain why organisms differ from or are similar to their parents based on the characteristics of the organism. 5.L.3.1 Which of the following animal pairs is NOT a parent and offspring? Explain. A B C D 5.L.3.1 Constructed Response Sam s pet dog had puppies. Three of the puppies were black and two were white. The father dog was black. The mother dog was white. Sam and his friends wondered why the dogs were different colors. These were their ideas: a. John: Puppies inherit more traits from their fathers than their mothers. b. Alice: The puppies got half their traits from their father and half from their mother. c. June: Male traits are stronger than female traits. d. Sam: Black puppies have more traits than white puppies. Which friend do you most agree with and why? Explain your thinking. 5. L.3.2 Give examples of likenesses that are inherited and some that are not. 5.L.3.2 Suzy is fluent in French. Her parents and grandparents do not speak any other languages besides English. How is it that Suzy can speak French so well? Explain your answer. a. Suzy inherited her knowledge of French b. Suzy learned how to speak French; she was not born with this ability c. Suzy must be a genius d. Suzy has a sister who speaks Spanish Attachment 1 Assessment Support Document 51

52 Ecosystems (Grade 4 Assessment Examples) 4.L.1.2 Explain how animals meet their needs by using behaviors in response to information received from the environment. The diagram below represents the distribution of trees in an area of a forest. When squirrels move into the area, they gather acorns from the only oak tree in this area and hide them in the ground over a wide area. = oak Which of the following best represents this same area of the forest 20 years later? = pine = birch A. C. = cedar = maple B. D. Assessment Support Document 52

53 Attachment 2 3.P.1.2 Compare the relative speeds (faster or slower) of objects that travel the same distance in different amounts of time. This picture shows an ant race that started at 10:00 a.m. Figure 1 dm This picture shows the ants ten minutes later. Figure 2 dm Use the pictures to help you answer the questions. 1. Which ant is running the fastest? How do you know? 2. Which ant is running the slowest? How do you know? 3. Which ant do you think will win the race? Why? Assessment Support Document 53

54 Attachment 3 Forces and Motion (Grade 5 Assessment Examples) 5.P.1.2 Infer the motion of objects in terms of how far they travel in a certain amount of time and the direction in which they travel. Classroom Constructed Response An ant and a spider took a ten minute trip on a lily pad floating down stream. The spider walked constantly around the edge of the lily pad while the ant sat in the middle watching the spider. How would the ant describe its own motion? How would the insect describe the spider s motion? How would a student sitting on the edge of the stream describe the motion of the insect and the spider? Use diagrams as a part of your answer. 5.P.1.3 Illustrate the motion of an object using a graph to show a change in position over a period of time. (Performance) Your teacher collected the following data showing the motion of a lily pad traveling down stream. He told the class that the lily pad did not travel the same speed the entire time. At some times, the lily pad traveled slowly and some times fast. At one point, the lily pad stopped because it hit a rock. Graph the data and share with the class where the lily pad moved slowly, stopped and moved faster. Time (minutes) Distance (meters) Graph Answer Key Assessment Support Document 54

55 5.P.1.4 Predict the effect of a given force or a change in mass on the motion of an object. Car Truck 1. A car and a truck move on a road in the same direction at the same speed. Both vehicles slow down with the same stopping force. Which statement best explains why the truck needs more distance to stop? a. The truck is longer than the car. b. The truck has more mass. c. The truck has larger wheels. d. The truck has a larger engine. Constructed Response: 2. A car and a truck move on a road in the same direction at the same speed. Both vehicles slow down with the same stopping force; however, one travels farther before coming to a stop. Which vehicle will travel farther before stopping? Explain how you know. Assessment Support Document 55