Ohio s State Tests ITEM RELEASE SPRING 2017 GRADE 5 SCIENCE

Transcription

1 Ohio s State Tests ITEM RELEASE SPRING 2017 GRADE 5 SCIENCE

2 Table of Contents Questions 1 18: Content Summary and Answer Key... iii Question 1: Simulation for Question Question 2: Question and Scoring Guidelines Question 2: Sample Responses Question 3: Question and Scoring Guidelines Question 3: Sample Responses Question 4: Question and Scoring Guidelines Question 4: Sample Responses Question 5: Question and Scoring Guidelines Question 5: Sample Responses Question 6: Question and Scoring Guidelines Question 6: Sample Responses Question 7: Question and Scoring Guidelines Question 7: Sample Responses Question 8: Question and Scoring Guidelines Question 8: Sample Response Question 9: Question and Scoring Guidelines Question 9: Sample Response Question 10: Question and Scoring Guidelines Question 10: Sample Responses Question 11: Question and Scoring Guidelines Question 11: Sample Response Question 12: Question and Scoring Guidelines Question 12: Sample Responses Question 13: Question and Scoring Guidelines Question 13: Sample Responses Question 14: Question and Scoring Guidelines Question 14: Sample Responses i

3 Question 15: Question and Scoring Guidelines Question 15: Sample Responses Question 16: Question and Scoring Guidelines Question 16: Sample Response Question 17: Question and Scoring Guidelines Question 17: Sample Response Question 18: Question and Scoring Guidelines Question 18: Sample Response ii

4 Grade 5 Science Spring 2017 Item Release Content Summary and Answer Key Question No. Item Type Content Strand Content Statement Answer Key Points 1 Simulation Earth and Space Science Most of the cycles and patterns of motion between the Earth and sun are predictable Graphic Response Earth and Space Science Most of the cycles and patterns of motion between the Earth and sun are predictable points 3 Graphic Response Physical Science The amount of change in movement of an object is based on the mass* of the object and the amount of force exerted points 4 Extended Response Earth and Space Science Most of the cycles and patterns of motion between the Earth and sun are predictable points 5 Graphic Response Physical Science The amount of change in movement of an object is based on the mass* of the object and the amount of force exerted point 6 Graphic Response Physical Science Light and sound are forms of energy that behave in predictable ways point 7 Graphic Response Life Science Organisms perform a variety of roles in an ecosystem point 8 Multiple Choice Earth and Space Science Most of the cycles and patterns of motion between the Earth and sun are predictable. C 1 point iii

5 Grade 5 Science Spring 2017 Item Release Content Summary and Answer Key Question No. Item Type Content Strand Content Statement Answer Key Points 9 Multiple Choice Physical Science The amount of change in movement of an object is based on the mass* of the object and the amount of force exerted. C 1 point 10 Graphic Response Physical Science Light and sound are forms of energy that behave in predictable ways point 11 Multiple Choice Life Science Organisms perform a variety of roles in an ecosystem. C 1 point 12 Graphic Response Earth and Space Science The solar system includes the sun and all celestial bodies that orbit the sun. Each planet in the solar system has unique characteristics points 13 Graphic Response Physical Science Light and sound are forms of energy that behave in predictable ways point 14 Graphic Response Earth and Space Science The solar system includes the sun and all celestial bodies that orbit the sun. Each planet in the solar system has unique characteristics point 15 Graphic Response Life Science Organisms perform a variety of roles in an ecosystem point 16 Multiple Choice Physical Science The amount of change in movement of an object is based on the mass* of the object and the amount of force exerted. D 1 point iv

6 Grade 5 Science Spring 2017 Item Release Content Summary and Answer Key Question No. Item Type Content Strand Content Statement Answer Key Points 17 Multiple Choice Life Science Organisms perform a variety of roles in an ecosystem. B 1 point 18 Multiple Choice Life Science All of the processes that take place within organisms require energy. A 1 point v

7 Grade 5 Science Spring 2017 Item Release Question 1 Simulation for Question 2 1

8 Question 1 (Simulation for Question 2) 16830/

9 When Winter and 9:00 AM are selected, the following appears: 3

10 When Winter and 1:00 PM are selected, the following appears: 4

11 When Winter and 6:00 PM are selected, the following appears: 5

12 When Spring and 9:00 AM are selected, the following appears: 6

13 When Spring and 1:00 PM are selected, the following appears: 7

14 When Spring and 6:00 PM are selected, the following appears: 8

15 When Summer and 9:00 AM are selected, the following appears: 9

16 When Summer and 1:00 PM are selected, the following appears: 10

17 When Summer and 6:00 PM are selected, the following appears: 11

18 When Fall and 9:00 AM are selected, the following appears: 12

19 When Fall and 1:00 PM are selected, the following appears: 13

20 When Fall and 6:00 PM are selected, the following appears: 14

21 Grade 5 Science Spring 2017 Item Release Question 2 Question and Scoring Guidelines 15

22 Question /16752 Points Possible: 2 See Alignment for more detail. 16

23 Scoring Guidelines For this item, a full-credit response includes: Summer bar greater than 12 hours AND greater than all other bars; AND Winter bar less than 12 hours AND less than all other bars (1 point); AND Fall bar and Spring bar equal (1 point). Alignment Content Strand Earth and Space Science Content Statement Most of the cycles and patterns of motion between the Earth and sun are predictable. Content Elaboration Earth s rotation around the sun takes approximately 365 days. Earth s axis is tilted at an angle of 23.5 o. The tilt, along with Earth s revolution around the sun, affects the amount of direct sunlight the Earth receives in a single day and throughout the year. The amount of direct sunlight that Earth receives is related to the altitude of the sun, which affects the angle of the sun s rays, and the amount of time the sun is above the horizon each day. Cognitive Demand Interpreting and Communicating Science Concepts (C) Requires students to use subject-specific conceptual knowledge to interpret and explain events, phenomena, concepts and experiences using gradeappropriate scientific terminology, technological knowledge and mathematical knowledge. Communicate with clarity, focus and organization using rich, investigative scenarios, real-world data and valid scientific information. 17

24 Explanation of the Item This item requires the student to evaluate a simulation based on observations of the position of the sun in the morning, afternoon and evening each season of the year. Based on the provided observations, the student completes a bar graph to illustrate the relative number of daylight hours in each season. The longest daylight hours occur in the summer. The shortest daylight hours occur in the winter. Spring and fall should have an equal number of daylight hours that are more than winter but less than summer. 18

25 Grade 5 Science Spring 2017 Item Release Question 2 Sample Responses 19

26 Sample Response: 2 points Notes on Scoring This response earns full credit (2 points) because it correctly illustrates that summer has the highest number of daylight hours and winter has the least. Spring and fall are equal and greater than winter but less than summer. 20

27 Sample Response: 2 points Notes on Scoring This response earns full credit (2 points) because while the actual number of hours may not be accurate, the response demonstrates an understanding of the relative numbers of daylight hours in each season. The response correctly illustrates that summer has the highest number of daylight hours, winter has the least, and spring and fall are equal, greater than winter and less than summer. 21

28 Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because while the actual number of hours may not be accurate, the response demonstrates an understanding of the relative number of daylight hours in summer and winter. Summer has the highest number of daylight hours, and winter has the least. No credit is earned for spring and fall because these numbers should be equal and should be less than summer and more than winter. 22

29 Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because while the actual number of hours may not be accurate, the response demonstrates an understanding of the relative number of daylight hours in summer and winter. Summer has the highest number of daylight hours, and winter has the least. No credit is earned for spring and fall because these numbers should be equal and should be less than summer and more than winter. 23

30 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because winter is the only season that is correctly represented with the lowest number of daylight hours. In order to receive 1 point for this item, summer also has to be represented as having the highest number of daylight hours. Fall and spring would need to be equal and be less than summer and more than winter. All seasons in this response illustrate an inaccurate representation of relative numbers of daylight hours. 24

31 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because summer is not represented as having the highest number of daylight hours and winter is not represented as having the least. Also, fall and spring would need to be equal and be less than summer and more than winter. All seasons in this response illustrate an inaccurate representation of relative numbers of daylight hours. 25

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33 Grade 5 Science Spring 2017 Item Release Question 3 Question and Scoring Guidelines 27

34 Question /14694 Points Possible: 2 See Alignment for more detail. 28

35 Scoring Guidelines For this item, a full-credit response includes: In Part A, either Force or Mass is selected AND, in Part B, the number of fans and masses placed on each trial correctly tests the variable chosen (1 point); AND In Part C, either Cart 1 or Cart 2 is selected as the correct prediction of which cart reaches 5 m/s first based on the setup in Part A AND the correct reasoning to support the prediction is selected in Part D (1 point). Alignment Content Strand Physical Science Content Statement The amount of change in movement of an object is based on the mass* of the object and the amount of force exerted. Content Elaboration Any change in speed or direction of an object requires a force and is affected by the mass of the object and the amount of force applied. Forces cause changes in motion. If a force is applied in the same direction of an object s motion, the speed will increase. Generally, the greater the force action on an object, the greater the change in motion. Generally, the more mass an object has, the less influence a given force will have on its motion. Movement is measured by speed (how fast or slow the movement is). Speed is measured by time and distance traveled (how long it took the object to go a specific distance). Speed is calculated by dividing distance by time. 29

36 Cognitive Demand Demonstrating Science Knowledge (D) Requires students to use scientific inquiry and develop the ability to think and act in ways associated with inquiry, including asking questions, planning and conducting investigations, using appropriate tools and techniques to gather and organize data, thinking critically and logically about relationships between evidence and explanations, constructing and analyzing alternative explanations, and communicating scientific arguments. (Slightly altered from National Science Education Standards) Note: Procedural knowledge (knowing how) is included in Recalling Accurate Science. Explanation of the Item This item requires the student to design an experiment to determine how force or mass will affect the motion of a cart. If a student tests the effect of mass on the motion of the cart, the force should be the same on both carts and the masses should vary. The cart with the least mass will reach 5 m/s first. The more mass the cart has, the less it will be influenced by the given force. If the student tests the effect of force on the motion of the cart, the forces of the cart will vary but the masses of the cart will be the same. The cart with the most force will reach 5 m/s first. The greater the force on an object, the greater the change in motion. 30

37 Grade 5 Science Spring 2017 Item Release Question 3 Sample Responses 31

38 Sample Response: 2 points Notes on Scoring This response earns full credit (2 points) because it correctly sets up the investigation to test the effect of force on the motion of the cart. The mass is the same for both carts. Cart 2 has the greater force and will speed up faster to reach 5 m/s first. 32

39 Sample Response: 2 points Notes on Scoring This response earns full credit (2 points) because it correctly sets up the investigation to test the effect of mass on the motion of the cart. The larger mass, 4 kg, is on Cart 2 and the lesser mass, 1 kg, is on Cart 1. Both carts have a medium force, which has a greater effect on the smaller mass, causing it to reach 5 m/s first. 33

40 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it incorrectly sets up the investigation to test the effect of force on the motion of the cart. The setup provided here reflects the effect of mass on the motion of the cart instead of force. 34

41 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it incorrectly sets up the investigation to test the effect of force on the motion of the cart. The variables are not appropriately distributed between the two carts. Each cart should have an equal mass and a different force. 35

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43 Grade 5 Science Spring 2017 Item Release Question 4 Question and Scoring Guidelines 37

44 Question /17716 Points Possible: 4 See Alignment for more detail. Scoring Guidelines Exemplar Response Correct identifications of whether it is night or day at point X include: It is night. It is dark. Correct explanations of why it is night at point X include: Point X is opposite the sun. Point X is on the side of Earth away from the sun. 38

45 Correct identifications of where point X will be located in 12 hours include: It will be on the opposite side of where it is now. It will be on the daylight side. It will be at the 9 o clock position. It will be toward the sun. Correct explanations of why point X will be at the new location include: Earth will rotate halfway around. 12 hours is half a day, so Earth would rotate halfway around. Locations change between night and day as Earth rotates. Score Point Description 4 points The response provides all four of the elements identified above. 3 points The response provides three of the four elements identified above. 2 points The response provides two of the four elements identified above. 1 point The response provides only one of the four elements identified above. 0 points The response fails to demonstrate any understanding of day and night patterns on Earth. The response does not meet the criteria required to earn one point. The response indicates inadequate or no understanding of the task and/or the idea or concept needed to answer the item. The response may provide an incorrect solution/response. Alignment Content Strand Earth and Space Science Content Statement Most of the cycles and patterns of motion between the Earth and sun are predictable. Content Elaboration Earth completes one rotation on its axis in a 24-hour period, producing day and night. 39

46 Cognitive Demand Recalling Accurate Science (R) Requires students to provide accurate statements about scientifically valid facts, concepts and relationships. Recall only requires students to provide a rote response, declarative knowledge or perform routine mathematical tasks. This cognitive demand refers to students knowledge of science fact, information, concepts, tools, procedures (being able to describe how) and basic principles. Explanation of the Item This item requires the student to determine whether point X is experiencing day or night based on the diagram. Point X is on the side of the planet facing away from the sun, and is experiencing night. Twelve hours later, point X would be on the opposite side of the planet, facing the sun and experiencing daytime, because Earth rotates every 24 hours. 40

47 Grade 5 Science Spring 2017 Item Release Question 4 Sample Responses 41

48 Sample Response: 4 points Notes on Scoring This response earns full credit (4 points) because it correctly identifies and explains it is night at point X and point x would be in earths shadows. It also states in twele hours point x will be across from where it is because it takes 24 hourst to rotate and half of 24 is

49 Sample Response: 4 points Notes on Scoring This response earns full credit (4 points) because it correctly identifies and explains that It is night on point x because it is on the side of Earth that the sun isn t facing. It also states that in 12 hours it will rotate half way and will be facing the sun, implying on the opposite side, because it takes 24 hours for earth to rotate. 43

50 Sample Response: 4 points Notes on Scoring This response earns full credit (4 points) because it correctly identifies and explains that point X is most likely night because the sun is hitting the other side of the Earth s surface and it is blocking the light making it dark. It also correctly states that Point X will be located on directly the other side of Earth in 12 hours because the Earth would have rotated halfway making it day instead of night in 12 hours. 44

51 Sample Response: 3 points Notes on Scoring This response earns partial credit (3 points) because it correctly identifies and explains that point X is night because it is facing away from the sun. The location of point X in 12 hours is also correct because It will be located on the other side of the earth. The response, however, fails to explain why point x will be at the new location. 45

52 Sample Response: 3 points Notes on Scoring This response earns partial credit (3 points) because it correctly identifies and explains that point x is at night because it is on the other side of Earth, so it is not getting any sun. The response also states that 12 is half of 24 hours, explaining why the X is at the new location. However, on the west side of Earth does not correctly identify a location for point X because there is no compass orientation indicated. 46

53 Sample Response: 2 points Notes on Scoring This response earns partial credit (2 points) because it correctly identifies that point X would be night and that the new location would be daytime In12 hours, implying that the new location of point X is opposite the night side. The reasons listed regarding why it is night at the first location (opposite the sun) and day at the new location (Earth s rotation) are too vague to receive credit. 47

54 Sample Response: 2 points Notes on Scoring This response earns partial credit (2 points) because it correctly identifies that It is night at point X and that point X will be day in 12 hours, implying that the new location of point X is opposite the night side. But the response regarding the tilt of the Earth fails to earn credit because it does not accurately explain why point X is night or why the new location is 12 hours later. 48

55 Sample Response: 2 points Notes on Scoring This response earns partial credit (2 points) because it correctly identifies and explains that point X is night because they are not facing the sun. The response, however, fails to identify the location of point X in 12 hours and the reason why. 49

56 Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because it correctly identifies that point X would be dark, indicating night, but it does not explain why it is night. The response also fails to identify the location of point X in 12 hours and the reason why. 50

57 Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because it correctly identifies that Point x is at night, but it fails to provide an explanation for why it is night. The response also fails to identify the location of point X in 12 hours and the reason why. 51

58 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because providing a time of 3:00 and 12 hours it will be right back at 3:00 fails to identify and explain that point X is night or where point X will be located in 12 hours and why. 52

59 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it incorrectly identifies point X as day and lacks an accurate reason why. The response does not attempt to identify the location of point X 12 hours later or the explanation why. 53

60 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it identifies point X as day and lacks an accurate reason why. The response inaccurately states point X will move to the right and does not attempt to identify point X 12 hours later or the explanation why. 54

61 Grade 5 Science Spring 2017 Item Release Question 5 Question and Scoring Guidelines 55

62 Question /14345 Points Possible: 1 See Alignment for more detail. Scoring Guidelines For this item, a full-credit response includes: The ball with the larger arrow should be placed further along the path than the ball with the smaller arrow (1 point). 56

63 Alignment Content Strand Physical Science Content Statement The amount of change in movement of an object is based on the mass* of the object and the amount of force exerted. Content Elaboration The motion of an object can change by speeding up, slowing down or changing direction. Forces cause changes in motion. If a force is applied in the same direction of an object s motion, the speed will increase. If a force is applied in the opposite direction of an object s motion, the speed will decrease. Generally, the greater the force acting on an object, the greater the change in motion. Generally, the more mass* an object has, the less influence a given force will have on its motion. If no forces act on an object, the object does not change its motion and moves at constant speed in a given direction. If an object is not moving and no force acts on it, the object will remain at rest. Cognitive Demand Interpreting and Communicating Science Concepts (C) Requires students to use subject-specific conceptual knowledge to interpret and explain events, phenomena, concepts and experiences using gradeappropriate scientific terminology, technological knowledge and mathematical knowledge. Communicate with clarity, focus and organization using rich, investigative scenarios, real-world data and valid scientific information. Explanation of the Item This item requires the student to connect the motion of a ball to the amount of force applied. The longer the arrow, the greater the force. Forces cause changes in motion. If a force is applied in the same direction of an object s motion, the speed will increase. The greater the force acting on an object, the greater the change in motion. The ball that has the longer arrow should travel a greater distance than the ball with the shorter arrow. 57

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65 Grade 5 Science Spring 2017 Item Release Question 5 Sample Responses 59

66 Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) because it correctly illustrates that the larger force caused Ball Y to travel the greater distance compared to Ball X. 60

67 Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) because it correctly illustrates that the larger force caused Ball Y to travel the greater distance compared to Ball X. 61

68 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it incorrectly illustrates that the smaller force caused Ball X to travel farther than Ball Y, which has a stronger force. 62

69 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it incorrectly illustrates that the smaller force caused Ball X to travel farther than Ball Y, which has a stronger force. 63

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71 Grade 5 Science Spring 2017 Item Release Question 6 Question and Scoring Guidelines 65

72 Question /14361 Points Possible: 1 See Alignment for more detail. Scoring Guidelines For this item, a full-credit response includes: An amount less than 120 ml selected (1 point). 66

73 Alignment Content Strand Physical Science Content Statement Light and sound are forms of energy that behave in predictable ways. Content Elaboration Sound is produced by vibrating objects and requires a medium through which to travel. The rate of vibration is related to the pitch of the sound. Pitch can be changed by changing how fast an object vibrates. Objects that vibrate slowly produce low pitches; objects that vibrate quickly produce high pitches. Audible sound can only be detected within a certain range of pitches. Sound must travel through a material (medium) to move from one place to another. This medium may be a solid, liquid or gas. Sound travels at different speeds through different media. Once sound is produced, it travels outward in all directions until it reaches a different medium. When it encounters this new medium, the sound can continue traveling through the new medium, become absorbed by the new medium, bounce back into the original medium (reflected) or engage in some combination of these possibilities. Cognitive Demand Interpreting and Communicating Science Concepts (C) Requires students to use subject-specific conceptual knowledge to interpret and explain events, phenomena, concepts and experiences using gradeappropriate scientific terminology, technological knowledge and mathematical knowledge. Communicate with clarity, focus and organization using rich, investigative scenarios, real-world data and valid scientific information. Explanation of the Item This item requires the student to use data from a student investigation to determine the volume of water needed to produce a pitch lower than 500 vibrations per second (Glass A). The rate of vibration is related to the pitch of the sound. Pitch can be changed by changing how fast an object vibrates. The vibration rate varies with the amount of water in the beaker. Objects that vibrate slowly produce low pitches and a volume below 120 ml will produce a lower pitch based on the student s data. Student data is not always accurate and investigations should be repeated for validity. The student s data in this case is incorrect and should be reversed. For scientific accuracy the data for Glass A should have been 700 vibrations per second and Glass C should have been 500 vibrations per second. 67

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75 Grade 5 Science Spring 2017 Item Release Question 6 Sample Responses 69

76 Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) because it correctly identifies a volume below 120 ml (approximately 90 ml), which will produce a lower pitch. 70

77 Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) because it correctly identifies a volume below 120 ml (approximately 60 ml), which will produce a lower pitch. 71

78 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it incorrectly selects a volume above 120 ml (180 ml), which will produce a higher pitch, not a lower pitch. 72

79 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it incorrectly selects a volume above 120 ml (240 ml), which will produce a higher pitch, not a lower pitch. 73

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81 Grade 5 Science Spring 2017 Item Release Question 7 Question and Scoring Guidelines 75

82 Question /16219 Points Possible: 1 See Alignment for more detail. Scoring Guidelines For this item, a full-credit response includes: Birds on a Rhinoceros is selected (1 point). 76

83 Alignment Content Strand Life Science Content Statement Organisms perform a variety of roles in an ecosystem. Content Elaboration One way ecosystem populations interact is centered on relationships for obtaining energy. Food webs are defined in many ways, including as schemes of feeding relationships, which resemble a web. This web serves as a model for feeding relationships of member species within a biological community. Members of a species may occupy different positions during their lives. Food chains and webs are schematic representations of real-world interactions. Organisms have symbiotic relationships in which individuals of one species are dependent upon individuals of another species for survival. Symbiotic relationships can be categorized as mutualism, where both species benefit; commensalism, where one species benefits and the other is unaffected; and parasitism, where one species benefits and the other is harmed. Cognitive Demand Recalling Accurate Science (R) Requires students to provide accurate statements about scientifically valid facts, concepts and relationships. Recall only requires students to provide a rote response, declarative knowledge or perform routine mathematical tasks. This cognitive demand refers to students knowledge of science fact, information, concepts, tools, procedures (being able to describe how) and basic principles. Explanation of the Item This item requires the student to identify symbiotic relationships between organisms. The whale and the barnacles illustrate commensalism. The barnacles benefit by being transported through nutrient-rich waters from which they feed. The whale is neither benefited nor harmed. The birds on a rhinoceros represent a mutualistic relationship where both organisms benefit. The birds eat parasites off the rhinoceros, getting a meal. The rhinoceros benefits by having parasites removed from its body. The fleas on a wolf indicate a parasitic relationship. The fleas feed off the blood of the wolf and spread diseases. The wolf is harmed because it is bitten repeatedly. 77

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85 Grade 5 Science Spring 2017 Item Release Question 7 Sample Responses 79

86 Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) because it correctly identifies the birds on a rhinoceros as the mutualistic relationship. 80

87 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it incorrectly identifies the fleas on a wolf as the mutualistic relationship. The wolf and the fleas have a parasitic relationship, where the fleas bite and harm the wolf. 81

88 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it incorrectly identifies the barnacles on a whale as the mutualistic relationship. The barnacles on a whale indicate a communalistic relationship. 82

89 Grade 5 Science Spring 2017 Item Release Question 8 Question and Scoring Guidelines 83

90 Question /15770 Points Possible: 1 See Alignment for more detail. Scoring Guidelines Rationale for Option A: This is incorrect. This model represents the misconception that the sun actually moves while Earth holds still. Rationale for Option B: This is incorrect. This represents the orbit of Earth around the sun. Rationale for Option C: Key The sun appears to move across the sky from the perspective of Earth because Earth is turning and the sun is stationary. Rationale for Option D: This is incorrect. The sun does not move in the same pattern as Earth. 84

91 Alignment Content Strand Earth and Space Science Content Statement Most of the cycles and patterns of motion between the Earth and sun are predictable. Content Elaboration Earth completes one rotation on its axis in a 24-hour period, producing day and night. This rotation makes the sun, stars and moon appear to change position in the sky. Earth s axis is tilted at an angle of This tilt, along with Earth s revolution around the sun, affects the amount of direct sunlight that the Earth receives in a single day and throughout the year. Note: The amount of direct sunlight that Earth receives is related to the altitude of the sun, which affects the angle of the sun s rays, and the amount of time the sun is above the horizon each day. Cognitive Demand Demonstrating Science Knowledge (D) Requires students to use scientific inquiry and develop the ability to think and act in ways associated with inquiry, including asking questions, planning and conducting investigations, using appropriate tools and techniques to gather and organize data, thinking critically and logically about relationships between evidence and explanations, constructing and analyzing alternative explanations, and communicating scientific arguments. (Slightly altered from National Science Education Standards) Note: Procedural knowledge (knowing how) is included in Recalling Accurate Science. 85

92 Explanation of the Item This item requires the student to recognize a model that would represent the motion of the sun and Earth to replicate why the sun appears to move across the sky from sunrise to sunset. A student would represent Earth and a light represents the sun. The correct model to illustrate this motion of the sun and Earth is a student spinning around in place while a light sits on a nearby desk. The spinning action represents the rotation of Earth in a 24-hour period. The sun is stationary in the middle of our solar system. This is represented by the light sitting on the desk. As the Earth rotates, the sun appears to move across the sky from sunrise to sunset. In reality, the sun is stationary and Earth moves, creating sunrise and sunset. Sample Response: 1 point 86

93 Grade 5 Science Spring 2017 Item Release Question 9 Question and Scoring Guidelines 87

94 Question /15941 Points Possible: 1 See Alignment for more detail. Scoring Guidelines Rationale for Option A: This is incorrect. The number 4 represents the number of squares crossed and not the average speed of the ant. Rationale for Option B: This is incorrect. The value, 25 cm per min would be the speed if the ant traveled only one block in the 2 minutes. Rationale for Option C: Key The value, 100 cm per min represents the average speed of the ant. (50 x 4)/2 = 100 cm/min. Rationale for Option D: This is incorrect. The value, 200 cm per min is the total distance traveled. 88

95 Alignment Content Strand Physical Science Content Statement The amount of change in movement of an object is based on the mass* of the object and the amount of force exerted. Content Elaboration Movement is measured by speed (how fast or slow the movement is). Speed is measured by time and distance traveled (how long it took the object to go a specific distance). Speed is calculated by dividing distance by time. Speed must be investigated through testing and experimentation. Cognitive Demand Interpreting and Communicating Science Concepts (C) Requires students to use subject-specific conceptual knowledge to interpret and explain events, phenomena, concepts and experiences using gradeappropriate scientific terminology, technological knowledge and mathematical knowledge. Communicate with clarity, focus and organization using rich, investigative scenarios, real-world data and valid scientific information. Explanation of the Item This item requires the student to calculate the speed of an ant traveling from point X to point Y and then to point Z on a table. The distance between point X and Y is 100 cm (50 cm +50 cm). The distance between point Y and Z is also 100 cm (50 cm +50 cm). That means the total distance traveled is 200 cm. The time it took the ant to travel is 2 minutes. Speed is calculated by dividing distance by time. 200 cm / 2 minutes = 100 cm per minute. 89

96 Sample Response: 1 point 90

97 Grade 5 Science Spring 2017 Item Release Question 10 Question and Scoring Guidelines 91

98 Question /14657 Points Possible: 1 See Alignment for more detail. Scoring Guidelines For this item, a full-credit response includes: The black cup in the center of the table; AND The light pointing down and in the center box above the table (1 point); OR The black cup and light pointing down in the same dashed box; AND Nothing else in the other boxes or on the table (1 point). 92

99 Alignment Content Strand Physical Science Content Statement Light and sound are forms of energy that behave in predictable ways. Content Elaboration Light can travel through some materials, such as glass or water. When light travels from one location to another, it goes in a straight line until it interacts with another object or material. As light reaches a new material, it can be absorbed, refracted, reflected or it can continue to travel through the new material; one of these interactions may occur or many may occur simultaneously, depending on the material. Light can be absorbed by objects, causing them to warm. How much an object s temperature increases depends on the material of the object, the intensity of and the angle at which the light strikes its surface, how long the light shines on the object and how much light is absorbed. Cognitive Demand Recalling Accurate Science (R) Requires students to provide accurate statements about scientifically valid facts, concepts and relationships. Recall only requires students to provide a rote response, declarative knowledge or perform routine mathematical tasks. This cognitive demand refers to students knowledge of science fact, information, concepts, tools, procedures (being able to describe how) and basic principles. Explanation of the Item This item requires the student to design a method to increase the temperature of water in a glass (cup). The student must select which colored cup (black) and light position (straight down with the cup below) will increase the temperature of the water in the cup the most. The black cup absorbs the most light, causing the greatest increase of water temperature. The other cups absorb light, but they also reflect light, which slows down the increase in water temperature. A light shining straight down provides direct light and will transfer more energy to the cup than indirect light (striking at an angle). 93

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101 Grade 5 Science Spring 2017 Item Release Question 10 Sample Responses 95

102 Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) because the black cup is positioned directly under the light so that the most light can be absorbed. This combination of black cup and direct lighting increases the temperature of the water the most. 96

103 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points). The cup is positioned directly under the light so that the most light can be absorbed, which heats the water. However, the green cup is not the cup that will increase the temperature of the water the most. The black cup will absorb the most light and have the highest temperature. 97

104 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points). The cup is positioned directly under the light so that the light can be absorbed, which heats the water. However, the blue cup is not the cup that will increase the temperature of the water the most. The black cup will absorb the most light and have the highest temperature. 98

105 Grade 5 Science Spring 2017 Item Release Question 11 Question and Scoring Guidelines 99

106 Question /15600 Points Possible: 1 See Alignment for more detail. Scoring Guidelines Rationale for Option A: This is incorrect. The clam and worm population would decrease, not have periodic increases, due to the increase in numbers of a new predator. The clam and worm population is being consumed. Rationale for Option B: This is incorrect. The clam and worm population would decrease due to the increase in numbers of a new predator. The clam and worm population is being consumed 100

107 Rationale for Option C: Key The populations of native organisms would decrease as a result of an invasive fish that both competes with them for food and eats their eggs. Rationale for Option D: This is incorrect. The populations of native organisms would decrease as a result of an invasive fish that both competes with them for food and eats their eggs. Alignment Content Strand Life Science Content Statement Organisms perform a variety of roles in an ecosystem. Content Elaboration It is important that the ecological role of organisms is interwoven with a clear understanding that all living things require energy. Plants and some microorganisms are producers. They are the foundation of the food web. Producers transform energy from the sun and make food through a process called photosynthesis. Animals get their energy by eating plants and other animals that eat plants. Animals are consumers, and many form predatorprey relationships. Decomposers (primarily bacteria and fungi) are consumers that use waste materials and dead organisms for food. Decomposers also return nutrients to the ecosystem. One way ecosystem populations interact is centered on relationships for obtaining energy. Food webs are defined in many ways, including as schemes of feeding relationships, which resemble a web. This web serves as a model for feeding relationships of member species within a biological community. Members of a species may occupy different positions during their lives. Food chains and webs are schematic representations of real-world interactions. Cognitive Demand Interpreting and Communicating Science Concepts (C) Requires students to use subject-specific conceptual knowledge to interpret and explain events, phenomena, concepts and experiences using gradeappropriate scientific terminology, technological knowledge and mathematical knowledge. Communicate with clarity, focus and organization using rich, investigative scenarios, real-world data and valid scientific information. 101

108 Explanation of the Item This item requires the student to evaluate a Lake Erie food web and select a graph that represents the changes in various populations after the arrival of a non-native fish, the round goby. This fish eats insects, worms, clams and the eggs of many native fish, which means that native fish populations will decline over time. The graph that represents the decline of the native fish is the appropriate choice. Sample Response: 1 point 102

109 Grade 5 Science Spring 2017 Item Release Question 12 Question and Scoring Guidelines 103

110 Question /15799 Points Possible: 2 See Alignment for more detail. Scoring Guidelines For this item, a full-credit response includes: The Sun is made up of gases and makes its own light; AND Neptune is made up of gases and is smaller than Jupiter (2 points). For this item, a partial-credit response includes: The Sun is made up of gases and makes its own light (1 point); OR Neptune is made up of gases and is smaller than Jupiter (1 point). 104

111 Alignment Content Strand Earth and Space Science Content Statement The solar system includes the sun and all celestial bodies that orbit the sun. Each planet in the solar system has unique characteristics. Content Elaboration The distance from the sun, size, composition and movement of each planet are unique. Eight major planets in the solar system orbit the sun. Some of the planets have a moon or moons that orbit them. Earth is a planet that has a moon that orbits it. The planets orbits are because of their gravitational attraction to the sun. Moons orbit around planets because of their gravitational attraction to the planets. Cognitive Demand Recalling Accurate Science (R) Requires students to provide accurate statements about scientifically valid facts, concepts and relationships. Recall only requires students to provide a rote response, declarative knowledge or perform routine mathematical tasks. This cognitive demand refers to students knowledge of science fact, information, concepts, tools, procedures (being able to describe how) and basic principles. Explanation of the Item This item requires the student to know the components of the solar system and compare the characteristics of the sun and Neptune. The sun is a star made of gas that is in the center of our solar system. The sun emits light and is the largest object in our solar system. Jupiter is the largest planet. Neptune is a smaller planet, made of gas that is located at the far edge of the solar system. It is smaller than Jupiter. 105

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113 Grade 5 Science Spring 2017 Item Release Question 12 Sample Responses 107

114 Sample Response: 2 points Notes on Scoring This response earns full credit (2 points) because it identifies that both the sun and Neptune are made of gases. The sun produces light and Neptune does not. The sun is the largest object in the solar system, and Neptune is smaller than Jupiter. Jupiter is the largest planet in the solar system. 108

115 Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because it correctly identifies that the sun is made of gases and produces light. The response fails to address the attributes of Neptune. 109

116 Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because it correctly identifies that Neptune is made of gases and is smaller than Jupiter. The response fails to address the attributes of the sun. 110

117 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points). It correctly identifies that both Neptune and the sun are made of gases, but that is not enough to earn partial credit for this item. In order to earn 1 point, all attributes of the sun or all attributes of Neptune need to be correctly identified. 111

118 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it incorrectly identifies that Neptune produces light and that the sun is smaller than Jupiter. Neptune does not produce light. Neptune reflects light from the sun. The sun is the largest object in the solar system. 112

119 Grade 5 Science Spring 2017 Item Release Question 13 Question and Scoring Guidelines 113

120 Question /15744 Points Possible: 1 See Alignment for more detail. Scoring Guidelines For this item, a full-credit response includes: Placement of Red in the Absorbed column; AND Placement of Green in the Absorbed column; AND Placement of Yellow in the Absorbed column; AND Placement of Blue in the Reflected column (1 point). 114

121 Alignment Content Strand Physical Science Content Statement Light and sound are forms of energy that behave in predictable ways. Content Elaboration When light travels from one location to another, it goes in a straight line until it interacts with another object or material. When light strikes objects through which it cannot pass, shadows are formed. As light reaches a new material, it can be absorbed, refracted, reflected or it can continue to travel through the new material; one of these interactions may occur or many may occur simultaneously, depending on the material. When light passes from one material to another, it is often refracted at the boundary between the two materials and travels in a new direction through the new material (medium). For example, a magnifying lens bends light and focuses it toward a single point. A prism bends white light and separates the different colors of light. Visible light may be emitted from an object (like the sun) or reflected by an object (like a mirror or the moon). The reflected colors are the only colors visible when looking at an object. For example, a red apple looks red because the red light that hits the apple is reflected while the other colors are absorbed. Cognitive Demand Recalling Accurate Science (R) Requires students to provide accurate statements about scientifically valid facts, concepts and relationships. Recall only requires students to provide a rote response, declarative knowledge or perform routine mathematical tasks. This cognitive demand refers to students knowledge of science fact, information, concepts, tools, procedures (being able to describe how) and basic principles. Explanation of the Item This item requires the student to recognize that colored objects reflect some colors of sunlight and absorb other colors of sunlight. If sunlight hits a blue flower, all colors except blue are absorbed and blue is reflected. 115

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123 Grade 5 Science Spring 2017 Item Release Question 13 Sample Responses 117

124 Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) because it correctly identifies that green, red and yellow will be absorbed and blue will be reflected. 118

125 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it incorrectly identifies that green will be reflected. Green will be absorbed. Blue is reflected, and that is why the flower appears blue. Red and yellow will be absorbed, but this correct identification is not enough to earn credit for this item. 119

126 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it incorrectly identifies that red will be reflected. Red will be absorbed. Blue is reflected, and that is why the flower appears blue. Green and yellow will be absorbed, but this correct identification is not enough to earn credit for this item. 120

127 Grade 5 Science Spring 2017 Item Release Question 14 Question and Scoring Guidelines 121

128 Question /14350 Points Possible: 1 See Alignment for more detail. Scoring Guidelines For this item, a full-credit response includes: Mostly Solid in the Inner Planets box; AND Mostly Gas in the Outer Planets box (1 point). 122

129 Alignment Content Strand Earth and Space Science Content Statement The solar system includes the sun and all celestial bodies that orbit the sun. Each planet in the solar system has unique characteristics. Content Elaboration The distance from the sun, size, composition and movement of each planet are unique. Eight major planets in the solar system orbit the sun. Cognitive Demand Recalling Accurate Science (R) Requires students to provide accurate statements about scientifically valid facts, concepts and relationships. Recall only requires students to provide a rote response, declarative knowledge or perform routine mathematical tasks. This cognitive demand refers to students knowledge of science fact, information, concepts, tools, procedures (being able to describe how) and basic principles. Explanation of the Item This item requires the student to identify the composition of the inner and outer planets. The inner planets, Mercury, Venus, Earth and Mars, are composed of solid rocky material. The outer planets, Jupiter, Saturn, Uranus and Neptune, are called gas giants. They are primarily composed of gases. 123

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131 Grade 5 Science Spring 2017 Item Release Question 14 Sample Responses 125

132 Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) because it correctly identifies the inner planets as mostly solid and the outer planets as mostly gas. 126

133 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it incorrectly identifies the inner planets as mostly liquid. The response correctly identifies the outer planets as mostly gas, but this is not enough to earn credit for this item. 127

134 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it incorrectly identifies the inner planets as mostly gas and the outer planets as mostly liquid. 128

135 Grade 5 Science Spring 2017 Item Release Question 15 Question and Scoring Guidelines 129

136 Question /16216 Points Possible: 1 See Alignment for more detail. Scoring Guidelines For this item, a full-credit response includes: Placing Goldfinch in the left box and Field mouse in the middle box as consumers of the plants in the food web; AND Placing Field mouse, Rat snake and Goldfinch as prey of the barred owl in the food web (1 point). 130

137 Alignment Content Strand Life Science Content Statement Organisms perform a variety of roles in an ecosystem. Content Elaboration The content statements for fifth-grade life science are each partial components of a larger concept. The parts have been isolated to call attention to the depth of knowledge required to build to one of biology s foundational theories: dynamic relationships within ecosystems. It is recommended that the content statements be combined and taught as a whole. For example, it is important that the ecological role of organisms is interwoven with a clear understanding that all living things require energy. Plants and some microorganisms are producers. They are the foundation of the food web. Producers transform energy from the sun and make food through a process called photosynthesis. Animals get their energy by eating plants and other animals that eat plants. Animals are consumers, and many form predatorprey relationships. Decomposers (primarily bacteria and fungi) are consumers that use waste materials and dead organisms for food. Decomposers also return nutrients to the ecosystem. One way ecosystem populations interact is centered on relationships for obtaining energy. Food webs are defined in many ways, including as schemes of feeding relationships, which resemble a web. This web serves as a model for feeding relationships of member species within a biological community. Members of a species may occupy different positions during their lives. Food chains and webs are schematic representations of real-world interactions. For this grade level, it is enough to recognize that food webs represent an intertwining of food chains within the same biological community. See the next content statement for details on grade-appropriate food webs. Cognitive Demand Interpreting and Communicating Science Concepts (C) Requires students to use subject-specific conceptual knowledge to interpret and explain events, phenomena, concepts and experiences using gradeappropriate scientific terminology, technological knowledge and mathematical knowledge. Communicate with clarity, focus and organization using rich, investigative scenarios, real-world data and valid scientific information. 131

138 Explanation of the Item This item requires the student to build a food web within the meadow ecosystem using data in the table provided. Based on this information, the following web should be built. The field mouse eats thistle and clover, so both arrows from those plants should point to the mouse. The goldfinch eats thistle seed, so the goldfinch has an arrow pointing to it from the thistle plant. The rat snake eats field mice, so the snake has an arrow pointing to it from the field mouse. The barred owl eats goldfinches, field mice and rat snakes. The barred owl is positioned at the top of the food web. The arrows pointing to the organism indicate the flow of energy from one organism to another. 132

139 Grade 5 Science Spring 2017 Item Release Question 15 Sample Responses 133

140 Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) because it correctly builds the food web in the meadow ecosystem based on the table, Meadow Ecosystem. 134

141 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it incorrectly builds the food web. The rat snake does not eat thistle and red clover, and the field mouse does not eat snakes. 135

142 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it incorrectly builds the food web. The rat snake does not eat plants, and the goldfinch does not eat field mice or barred owls. 136

143 Grade 5 Science Spring 2017 Item Release Question 16 Question and Scoring Guidelines 137

144 Question /17773 Points Possible: 1 See Alignment for more detail. Scoring Guidelines Rationale for Option A: This is incorrect. The object is moving at a constant speed. The dots indicate movement of the toy car. If the toy car were stationary, there would be one dot. Rationale for Option B: This is incorrect. The object is moving at a constant speed. The dots indicate movement of the toy car. If the toy car were speeding up, the dots would be getting farther apart at each second. 138

145 Rationale for Option C: This is incorrect. The object is moving at a constant speed. The dots indicate movement of the toy car. If the toy car were slowing down, the dots would be getting closer at each second. Rationale for Option D: Key The object is moving at a constant speed. The dots indicate movement of the toy car, and the dots are equally spaced. Alignment Content Strand Physical Science Content Statement The amount of change in movement of an object is based on the mass* of the object and the amount of force exerted. Content Elaboration The motion of an object can change by speeding up, slowing down or changing direction. Forces cause changes in motion. If a force is applied in the same direction of an object s motion, the speed will increase. If a force is applied in the opposite direction of an object s motion, the speed will decrease. Generally, the greater the force acting on an object, the greater the change in motion. Generally, the more mass* an object has, the less influence a given force will have on its motion. If no forces act on an object, the object does not change its motion and moves at a constant speed in a given direction. If an object is not moving and no force acts on it, the object will remain at rest. Movement is measured by speed (how fast or slow the movement is). Speed is measured by time and distance traveled (how long it took the object to go a specific distance). Speed is calculated by dividing distance by time. An object that moves with constant speed travels the same distance in each successive unit of time. In the same amount of time, a faster object moves a greater distance than a slower object. When an object is speeding up, the distance it travels increases with each successive unit of time. When an object is slowing down, the distance it travels decreases with each successive unit of time. 139

146 Cognitive Demand Recalling Accurate Science (R) Requires students to provide accurate statements about scientifically valid facts, concepts and relationships. Recall only requires students to provide a rote response, declarative knowledge or perform routine mathematical tasks. This cognitive demand refers to students knowledge of science fact, information, concepts, tools, procedures (being able to describe how) and basic principles. Explanation of the Item This item requires the student to describe the motion of a toy car based on the position of dots per second on a diagram. The dots are equally spaced for each second that the motion was recorded, indicating that the toy car is moving at a constant speed. If the dots were to get farther apart at each second, it would indicate the motion as speeding up. The opposite would be true if the motion was slowing down; the dots would get closer and closer to one another. If the toy car were stationary, there would be one dot only indicating no motion. Sample Response: 1 point 140