PRACTICE TEST ANSWER KEY & SCORING GUIDELINES GRADE 5 SCIENCE

Transcription

1 Ohio s State Tests PRACTICE TEST ANSWER KEY & SCORING GUIDELINES GRADE 5 SCIENCE

2 Table of Contents Questions 1 26: Content Summary and Answer Key...iii Question 1: Question and Scoring Guidelines...1 Question 1: Sample Responses...5 Question 2: Question and Scoring Guidelines...9 Question 2: Sample Responses...13 Question 3: Question and Scoring Guidelines...23 Question 3: Sample Responses...27 Question 4: Simulation for Question Question 5: Question and Scoring Guidelines...33 Question 5: Sample Responses...37 Question 6: Question and Scoring Guidelines...43 Question 6: Sample Responses...47 Question 7: Question and Scoring Guidelines...57 Question 7: Sample Responses...61 Question 8: Question and Scoring Guidelines...65 Question 8: Sample Response...67 Question 9: Question and Scoring Guidelines...69 Question 9: Sample Response...72 Question 10: Question and Scoring Guidelines...73 Question 10: Sample Response...76 Question 11: Question and Scoring Guidelines...77 Question 11: Sample Responses...81 Question 12: Question and Scoring Guidelines...85 Question 12: Sample Response...87 Question 13: Question and Scoring Guidelines...89 Question 13: Sample Response...91 Question 14: Question and Scoring Guidelines...93 Question 14: Sample Response...95 i

3 Question 15: Question and Scoring Guidelines...97 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 Question 19: Question and Scoring Guidelines Question 19: Sample Responses Question 20: Question and Scoring Guidelines Question 20: Sample Response Question 21: Question and Scoring Guidelines Question 21: Sample Responses Question 22: Question and Scoring Guidelines Question 22: Sample Response Question 23: Question and Scoring Guidelines Question 23: Sample Response Question 24: Question and Scoring Guidelines Question 24: Sample Responses Question 25: Question and Scoring Guidelines Question 25: Sample Responses Question 26: Question and Scoring Guidelines Question 26: Sample Responses ii

4 Question No. 1 Matching Item Type Short Response Table Simulation* Graphic Response Short Response Graphic Response Multiple Choice Evidence- Based Selected Response Multiple Choice Graphic Response Multiple Choice Grade 5 Science Practice Test Content Summary and Answer Key Content Strand Life Science Earth and Space Science Physical Science Life Science Life Science Physical Science Life Science Earth and Space Science Life Science Physical Science Earth and Space Science Life Science *The Simulation is numbered but not scored. Content Statement All of the processes that take place within organisms require energy. Most of the cycles and patterns of motion between the Earth and sun are predictable. The amount of change in movement of an object is based on the mass* of the object and the amount of force exerted. Organisms perform a variety of roles in an ecosystem. Organisms perform a variety of roles in an ecosystem. Light and sound are forms of energy that behave in predicable ways. All of the processes that take place within organisms require energy. The solar system includes the sun and all celestial bodies that orbit the sun. Each planet in the solar system has unique characteristics. Organisms perform a variety of roles in an ecosystem. The amount of change in movement of an object is based on the mass* of the object and the amount of force exerted. Most of the cycles and patterns of motion between the Earth and sun are predictable. Organisms perform a variety of roles in an ecosystem. Answer Key A D; B; E A --- B Points 1 point 2 points 1 point points 2 points 1 point 1 point 1 point 1 point 1 point 1 point iii

5 Grade 5 Science Practice Test Content Summary and Answer Key Question No Item Type Multiple Choice Multiple Choice Content Strand Earth and Space Science Life Science Content Statement Most of the cycles and patterns of motion between the Earth and sun are predictable. All of the processes that take place within organisms require energy. Answer Key D C Points 1 point 1 point Graphic Response Multi-Select Multiple Choice Multiple Choice Graphic Response Multiple Choice Graphic Response Multiple Choice Multiple Choice Table Item Earth and Space Science Life Science Physical Science Earth and Space Science Physical Science Earth and Space Science Earth and Space Science Physical Science Earth and Space Science Physical Science The sun is one of many stars that exist in the universe Organisms perform a variety of roles in an ecosystem. The amount of change in movement of an object is based on the mass* of the object and the amount of force exerted. Most of the cycles and patterns of motion between the Earth and sun are predictable. The amount of change in movement of an object is based on the mass* of the object and the amount of force exerted. The solar system includes the sun and all celestial bodies that orbit the sun. Each planet in the solar system hasunique characteristics. Most of the cycles and patterns of motion between the Earth and sun are predictable. Light and sound are forms of energy that behave in predicable ways. Most of the cycles and patterns of motion between the Earth and sun are predictable. The amount of change in movement of an object is based on the mass* of the object and the amount of force exerted. --- C; D B A --- D --- A B point 1 point 1 point 1 point 2 points 1 point 1 point 1 point 1 point 1 point iv

6 Grade 5 Science Practice Test Content Summary and Answer Key Question No Item Type Multi- Interaction Item Multi- Interaction Item Content Strand Life Science Physical Science Content Statement All of the processes that take place within organisms require energy. Light and sound are forms of energy that behave in predictable ways. Answer Key Points 2 points 1 point v

7 Grade 5 Science Practice Test Question 1 Question and Scoring Guidelines 1

8 Question Points Possible: 1 See Alignment for more detail. Scoring Guidelines For this item, a full-credit response includes Fungi selected for Uses dead matter for energy AND Rabbit selected for Uses energy gained from plants AND None selected for Uses energy directly from water AND Grass selected for Uses energy directly from the sun (1 point). 2

9 Alignment Content Strand Life Science Content Statement All of the processes that take place within organisms require energy. 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. Virtual simulations and investigations can help demonstrate energy flow through the trophic levels. Energy flows through an ecosystem in one direction, from photosynthetic organisms to consumers (herbivores, omnivores to carnivores) and decomposers. 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 an organism, if any, that performs certain energy actions in an ecosystem. Fungi are decomposers. Grass is a producer and rabbits are consumers. 3

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11 Grade 5 Science Practice Test Question 1 Sample Responses 5

12 Sample Response: 1 point Notes on Scoring This response correctly matched each organism with its energy action. Fungi use dead matter for energy. Grass gets its energy directly from the sun. The rabbit gets energy from plants and no organisms use water for energy. Water is essential for life but it does not provide energy. This item is an all-or-nothing for credit. 6

13 Sample Response: 0 points Notes on Scoring This response does not match the organisms to the correct energy action and earns no credit. 7

14 Sample Response: 0 points Notes on Scoring This response accurately matches the fungi to its energy action but the rest of the organisms are incorrectly matched. This response receives no credit. 8

15 Grade 5 Science Practice Test Question 2 Question and Scoring Guidelines 9

16 Question Points Possible: 2 See Alignment for more detail. 10

17 Scoring Guidelines Score Point Description 2 points The response correctly identifies the season for location X AND correctly explains what causes the season. 1 point The response correctly identifies the season at location X OR correctly explains what causes the season. 0 points The response fails to demonstrate any understanding of the causes of seasons. 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. It may only repeat information given in the test item. The response may provide an incorrect solution/response and the provided supportive information may be totally irrelevant to the item, or possibly, no other information is shown. The student may have written on a different topic or written, I don t know. 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 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. The average daily temperature is related to the amount of direct sunlight received. Changes in average temperature throughout the year are identified as seasons. 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 grade-appropriate scientific terminology, technological knowledge and mathematical knowledge. Communicate with clarity, focus and organization using rich, investigative scenarios, real-world data and valid scientific information. 11

18 Explanation of the Item This item requires the student to interpret a diagram of Earth to determine the season at location X. The axis of the Earth is tilted 23.5 o away from the direction of sunlight. When the axis is pointed away from the sun, it is winter. Winter has fewer hours of sunlight. 12

19 Grade 5 Science Practice Test Question 2 Sample Responses 13

20 Sample Response: 2 points Notes on Scoring The response receives two points. The response correctly identifies the season Location X is having winter right now. It also explains how the diagram illustrates winter because it is getting indirect rays of light caused by a hemisphere that is tilted away from the sun. 14

21 Sample Response: 2 points Notes on Scoring This response receives two points. It correctly identifies the season as winter and provides a correct explanation, location X is winter because the sunlight is less direct on that spot due to the 23.5 degree tilt. 15

22 Sample Response: 2 points Notes on Scoring This response receives two points for the correct identification of season with a correct explanation. The season is Winter because the Southern Hemisphere is tilted toward the Sun, which implies the northern hemisphere is tilted away from the sun. 16

23 Sample Response: 1 point Notes on Scoring This response receives one point for the correct identification of the season in the diagram, location X is winter. The response fails to provide a correct explanation. Being on the opposite side of the sun implies the difference between night and day and is not accepted for credit. Does not get any heat from the Sun is inaccurate. 17

24 Sample Response: 1 point Notes on Scoring This response receives one point for season in location X it is winter. The explanation receives no credit because it is not clear or complete. 18

25 Sample Response: 1 point Notes on Scoring This response receives one point for the correct identification of season, it is winter. The explanation provided is incorrect. Eastern and western hemisphere would be used to reference day and night, not the seasons. 19

26 Sample Response: 0 points Notes on Scoring This response receives no credit because no season is identified and the explanation provided is incorrect, location x is darker than the location Y because the moon is on the X location. 20

27 Sample Response: 0 points Notes on Scoring This response incorrectly identifies the season as fall and fails to provide an accurate explanation. This response receives no credit. 21

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29 Grade 5 Science Practice Test Question 3 Question and Scoring Guidelines 23

30 Question Points Possible: 1 See Alignment for more detail. Scoring Guidelines For this item, a full-credit response includes 2 in the E box AND 3 in the F box AND 4 in the G box AND 1 in the H box (1 point). 24

31 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. *While mass is the scientifically correct term to use in this context, the NAEP 2009 Science Framework (page 27) recommends using the more familiar term "weight" in the elementary grades with the distinction between mass and weight being introduced at the middle school level. In Ohio, students will not be assessed on the differences between mass and weight until Grade 6. Content Elaboration Movement can be measured by speed. The speed of an object is calculated by determining the distance (d) traveled in a period of time (t). 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. Real-world settings are recommended for the investigations when possible. Virtual investigations and simulations also can be used to demonstrate speed. 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 grade-appropriate 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 compare the speeds of different cars from distance and time data for each car. Since the times are different, the easiest way to determine the relative speeds is to calculate it for each car. Speed can be calculated by dividing the distance by the time. For Car E this gives 2 m/2 s or 1 m/s. For Car F this gives 8 m/4 s or 2 m/s. For Car G this gives 4 m/1 s or 4 m/s. For Car H this gives 0 m/ 2 s or 0 m/s. Ranking these in order from lowest average speed to highest average speed gives Car H (0 m/s), Car E (1 m/s), Car F (2 m/s) and Car G (4 m/s). 25

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33 Grade 5 Science Practice Test Question 3 Sample Responses 27

34 Sample Response: 1 point Notes on Scoring This response correctly ranks the average speed of each car from 1 being the lowest to 4 being the highest average speed. 28

35 Sample Response: 0 points Notes on Scoring This response incorrectly ranks the average speed of each car from the lowest to the highest average speed. 29

36 Sample Response: 0 points Notes on Scoring This response incorrectly ranks the average speed of each car from the lowest to the highest average speed. 30

37 Grade 5 Science Practice Test Question 4 Simulation for Question 5 31

38 Question 4 (Simulation for Question 5)

39 Grade 5 Science Practice Test Question 5 Question and Scoring Guidelines 33

40 Question Points Possible: 2 See Alignment for more detail. Scoring Guidelines For this item, a full-credit (2 point) response includes Only Producer selected (1 point) AND Providing poor habitat for native animals AND Competition with native plants for resources are selected (1 point). 34

41 For this item, a partial-credit (1 point) response includes Producer AND Providing poor habitat for native animals OR Competition with native plants for resources are selected (1 point) OR Only Providing poor habitat for native animals AND Competition with native plants for resources are selected (1 point). Alignment Content Strand Life Science Content Statement Organisms perform a variety of roles in an ecosystem. Content Elaboration 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 predator-prey relationships. Decomposers (primarily bacteria and fungi) are consumers that use waste materials and dead organisms for food. Decomposers also return nutrients to the ecosystem. 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 grade-appropriate 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 interpret the results of the investigation and communicate the role and relationship of the invasive species in the ecosystem. The tamarisk plant is a producer that is an invasive species that has no natural predators in this ecosystem. It also competes with native plants and destroys the natural habitat for other organisms in this ecosystem. 35

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43 Grade 5 Science Practice Test Question 5 Sample Responses 37

44 Sample Response: 2 points Notes on Scoring This response correctly identifies the role of the tamarisk plant as being a producer. Plants are producers. The impact of the tamarisk plant on the ecosystem is also correctly selected. Tamarisk plants are extremely competitive and destroy natural habitats. 38

45 Sample Response: 1 point Notes on Scoring The response correctly identifies the role of tamarisk plant and one correct impact of destroying the habitat for native animals for one point. The response incorrectly selects the second impact of increasing available water in the rivers and streams. Tamarisk plants use water in excess and would actually deplete water in rivers and streams. 39

46 Sample Response: 1 point Notes on Scoring This response correctly identifies the role of the tamarisk plant as a producer and selects one correct impact for one point. The incorrect impact of decreasing chances of drought was selected. The tamarisk plant actually increases the chances of drought in an area because of its use of water. In some cases it can contribute to fires in the ecosystem. 40

47 Sample Response: 1 point Notes on Scoring This response receives a partial credit of one because it correctly selects the impact on the ecosystem even though the role is incorrect. 41

48 Sample Response: 0 points Notes on Scoring This response receives no credit because it incorrectly identified the role and ecological impacts of the tamarisk plants. 42

49 Grade 5 Science Practice Test Question 6 Question and Scoring Guidelines 43

50 Question Points Possible: 2 See Alignment for more detail. 44

51 Scoring Guidelines Score Point Description 2 points The response correctly provides two conclusions that can be made based on the data. 1 point The response correctly provides one conclusion that can be made based on the data. 0 points The response fails to demonstrate any understanding of the properties of sound. 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. It may only repeat information given in the test item. The response may provide an incorrect solution/response and the provided supportive information may be irrelevant to the item, or possibly, no other information is shown. The student may have written on a different topic or written, I don t know. Alignment Content Strand Physical Science Content Statement Light and sound are forms of energy that behave in predicable ways. Content Elaboration 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. Cognitive Demand Interpreting and Communicating Science Concepts (C) Requires student to use subject-specific conceptual knowledge to interpret and explain events, phenomena, concepts and experiences using grade-appropriate scientific terminology, technological knowledge and mathematical knowledge. Communicate with clarity, focus and organization using rich, investigative scenarios, real-world data and valid scientific information. 45

52 Explanation of the Item This item requires the student to evaluate two tables of data about sound traveling through different media and draw conclusions about the properties of sound based on that data. Based on the data, one conclusion that could be made is that sound travels through liquids faster than it travels through gases. Evidence that supports this conclusion is that the speeds of sound in water (1,526 m/s, 1,481m/s, and 1,403m/s) greatly exceed the speeds of sound in air (356m/s, 343m/s, and 331 m/s). Another conclusion that could be made is that sound travels faster in warmer temperatures than it does in cooler temperatures. Evidence for this conclusion is that for air, sound travels 356 m/s at 40 o C, which is faster than 331m/s at 0 o C. 46

53 Grade 5 Science Practice Test Question 6 Sample Responses 47

54 Sample Response: 2 points Notes on Scoring This response correctly concludes that sound travels faster in water for one point. The second point is awarded for concluding The colder the temp. the slower the speed of sound. 48

55 Sample Response: 2 points Notes on Scoring This response earns a point for concluding sound travels faster in water and slauer in air. The second point comes from the conclusion sound travels fastest in water when the temperature is high. 49

56 Sample Response: 1 point Notes on Scoring This response earns one point for the conclusion it goes slower when it colder. The first sentence not as far when it cold is vague and does not impact the points earned. This response lacks a second conclusion that would compare the media in which sound travels. 50

57 Sample Response: 1 point Notes on Scoring This response earns one point for providing a conclusion on the speed of sound in different media. Sound moves faster in water...sound moves slower in air. The response does not address different temperatures. 51

58 Sample Response: 1 point Notes on Scoring This response earns one point for sound travels slower in air. The statements sound travels faster in places more dense and because air particles are so loosely packed in are supporting arguments for sound traveling slower in air. Neither of these statements is a second conclusion based on information provided in the data. The response does not address temperature. 52

59 Sample Response: 0 points Notes on Scoring This response earns no credit because it incorrectly states that sound in air moves faster than sound in water. The data in the table supports the opposite conclusion. Sound travels faster in water than air. 53

60 Sample Response: 0 points Notes on Scoring This response earns no credit because it is not responsive to the task. Sound is in water and air. There is more sound in water then air and less in air. is too vague to receive credit. 54

61 Sample Response: 0 points Notes on Scoring This response earns no credit because it is not responsive to the task. It fails to provide any conclusion about the speed of sound based on the data. 55

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63 Grade 5 Science Practice Test Question 7 Question and Scoring Guidelines 57

64 Question Points Possible: 1 See Alignment for more detail. 58

65 Scoring Guidelines For this item, a full-credit response includes the zebra mussels are shown feeding off of plankton and no animals feeding off of zebra mussels (1 point). 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 a scheme 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. Investigations of locally threatened or endangered species must be conducted and include considerations of the effects of remediation programs, species loss and the introduction of new species on the local environment. 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 grade-appropriate 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 students to analyze a food web for the Hudson River ecosystem and determine where Zebra mussels, an invasive species with no predators, would fit into the web. 59

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67 Grade 5 Science Practice Test Question 7 Sample Responses 61

68 Sample Response: 1 point Notes on Scoring This response correctly places the Zebra mussels in the food web with the arrow pointing from the plankton to the zebra mussels showing the flow of energy. Plankton conduct photosynthesis, which produces the energy that is used by the Zebra mussels. Nothing eats the Zebra mussel so there is no arrow pointing away from the Zebra mussel to something else. 62

69 Sample Response: 0 points Notes on Scoring This incorrect response places Zebra mussels in between clams and crabs. The direction of the arrows indicates that Zebra mussels consume clams and crabs consume Zebra mussels. Zebra mussels have no predators in this ecosystem and they consume plankton. This is not illustrated in the placement of the Zebra mussel in this response and therefore earns no credit. 63

70 Sample Response: 0 points Notes on Scoring This incorrect response shows Zebra mussels being consumed by plankton. The arrow pointing from Zebra mussels to plankton illustrated energy flow. Plankton do not consume organisms for energy. Plankton make their own energy by conducting photosynthesis. 64

71 Grade 5 Science Practice Test Question 8 Question and Scoring Guidelines 65

72 Question Points Possible: 1 See Alignment for more detail. Scoring Guidelines Rationale for Option A: Key Gravitational force is responsible for objects falling towards Earth. Gravity also causes Earth to orbit the sun. Rationale for Option B: This is incorrect. Force does not impact how light travels. Rationale for Option C: This is incorrect. Tails of comets point away from the sun because of the force of solar wind. Rationale for Option D:This is incorrect. Magnetism, not gravity, causes compass needles to point north. 66

73 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 planets orbits are because of their gravitational attraction to 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 students to use prior science knowledge to make a connection that demonstrates that gravity is responsible for both falling objects and planetary orbits. Gravity is responsble for the Earth orbiting the sun. There is a gravitational attraction between the sun s very large mass and the Earth s smaller mass. The gravitational pull between the two objects causes the Earth to orbit the sun. Sample Response: 1 point 67

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75 Grade 5 Science Practice Test Question 9 Question and Scoring Guidelines 69

76 Question Points Possible: 1 See Alignment for more detail. 70

77 Scoring Guidelines Part A Rationale for Option A: This is incorrect. Consumers feed on organisms to gain energy. Plants introduce energy into an ecosystem. Rationale for Option B: This is incorrect. Decomposers feed on decaying organisms and waste to gain energy. Plants introduce energy into an ecosystem. Rationale for Option C: This is incorrect. Herbivores are consumers that gain energy from eating plants. Plants introduce energy into an ecosystem. Rationale for Option D: Key Producers convert the sun s energy into food, which introduces energy into the ecosystem when consumers feed on the producers. Part B Rationale for Option A:First Rationale: This is incorrect. Minerals and water are important sources of nutrients for plants; however, they are not the sources of energy for the plants. Second Rationale: Key Plants use sunlight energy to convert carbon dioxide gas and water into glucose or food. Third Rationale: This is incorrect. Plants make most of their energy during photosynthesis when sunlight is prevalent during daylight hours. Fourth Rationale: This is incorrect. Some plants use other organisms as food sources; however, they are not the major sources of energy for plants. Fifth Rationale: Key Plants use photosynthesis to make food and oxygen for their development and growth. Alignment Content Strand Life Science Content Statement Organisms perform a variety of roles in an ecosystem. 71

78 Content Elaboration 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 predator-prey relationships. Decomposers (primarily bacteria and fungi) are consumers that use waste materials and dead organisms for food. Decomposers also return nutrients to the ecosystem. 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 has two parts and requires the student to first identify and then explain that plants are producers harvesting solar energy and converting it into usable energy and oxygen for organisms. This energy and oxygen is used by the plant itself for survival and other organisms. Sample Response: 1 point 72

79 Grade 5 Science Practice Test Question 10 Question and Scoring Guidelines 73

80 Question Points Possible: 1 See Alignment for more detail. Scoring Guidelines Rationale for Option A: Key A penny weighs the least; therefore it has the least amount of gravitational force acting on it. Rationale for Option B: This is incorrect. The objects do not have the same weights, so they have different gravitational forces acting on them. While the force of gravity acts on all objects, it is not equal on all objects. Rationale for Option C: This is incorrect. A box of crayons weighs less than a bag filled with books and has less gravitational force acting on it. Rationale for Option D: This is incorrect. A bag filled with books weighs more than a box of crayons and has more gravitational force acting on it. 74

81 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. *While mass is the scientifically correct term to use in this context, the NAEP 2009 Science Framework (page 27) recommends using the more familiar term "weight" in the elementary grades with the distinction between mass and weight being introduced at the middle school level. In Ohio, students will not be assessed on the differences between mass and weight until Grade 6. Content Elaboration Earth pulls down on all objects with a gravitational force. Weight is a measure of the gravitational force between an object and the Earth. 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 compare the gravitational force acting on several objects: a penny, a box of crayons and a bag filled with books on a table. The penny has the lightest weight; therefore, the least amount gravitational force acting on it. The crayons have more weight; therefore, a greater amount of gravitational force. The bag filled with books has the greatest weight and the most gravitational force. 75

82 Sample Response: 1 point 76

83 Grade 5 Science Practice Test Question 11 Question and Scoring Guidelines 77

84 Question Points Possible: 1 See Alignment for more detail. Scoring Guidelines For this item, a full-credit response includes Positioning the globe labeled Season A in the bottom center box and the globe labeled Season B in the top center box (1 point). 78

85 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 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. The average daily temperature is related to the amount of direct sunlight received. Changes in average temperature throughout the year are identified as seasons. Note: The shape of Earth s orbit is nearly circular (also true for other planets). Many graphics that illustrate the orbit overemphasize the elliptical shape, leading to the misconception regarding seasonal change being related to how close Earth is to the sun. The discussion of planet characteristics should be at an introductory level for this grade. 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 grade-appropriate 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 relate data on average temperature and daylight to the angle of sunlight and the seasons by analyzing climate data on the seasons, making conclusions from the data, and using their conclusions to complete a model of Earth's revolution. Season A has average temperatures decreasing with the number of daylight hours decreasing each month. For a city in the Northern Hemisphere, this would indicate the fall season. Season B has average temperature increasing with the number of daylight hours increasing each month. For a city in the Northern Hemisphere, this would indicate the spring season. Based on this information, Season B should go in the top center box of the graphic and Season A should be placed in the bottom center box to complete the model. 79

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87 Grade 5 Science Practice Test Question 11 Sample Responses 81

88 Sample Response: 1 point Notes on Scoring This response correctly places the seasons in the correct positions to complete the model of Earth s path around the sun. 82

89 Sample Response: 0 points Notes on Scoring This response incorrectly reverses the position of Season A and Season B. The data for Season A indicates fall and the response places it in the spring position for the Northern Hemisphere. The data for Season B indicates spring and the response places it in the fall position for the Northern Hemisphere. 83

90 Sample Response: 0 points Notes on Scoring This response fails to correctly respond to the task. Only one season is correctly placed in the diagram and the other season is omitted, therefore receiving no credit. 84

91 Grade 5 Science Practice Test Question 12 Question and Scoring Guidelines 85

92 Question Points Possible: 1 See Alignment for more detail. Scoring Guidelines Rationale for Option A: This is incorrect. Neither organism is a producer, a photosynthetic organism; both organisms are consumers. Rationale for Option B: Key The barnacle benefits from the relationship but the whale does not benefit nor is it harmed. Rationale for Option C: This is incorrect. One organism does not capture and eat the other organism. Rationale for Option D: This is incorrect. Only the barnacle benefits from the relationship. The whale does not benefit in this relationship. 86

93 Alignment Content Strand Life Science Content Statement Organisms perform a variety of roles in an ecosystem. Content Elaboration 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 determine the type of relationship that exists between whales and barnacles. The whale gains no benefit from the relationship nor is it harmed. The barnacle depends on the whale for the acquisition of energy. As whales swim through plankton rich waters, barnacles are able to obtain energy and nutrients by filter feeding the plankton. The whale also provides a habitat for the barnacle and protection from predators. Sample Response: 1 point 87

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95 Grade 5 Science Practice Test Question 13 Question and Scoring Guidelines 89

96 Question Points Possible: 1 See Alignment for more detail. Scoring Guidelines Rationale for Option A: This is incorrect. More hours of darkness will cause lower temperatures. Rationale for Option B: This is incorrect. The sun does not rotate closer to Earth. Rationale for Option C: This is incorrect. For a given location on Earth, the speed of Earth s rotation does not change significantly or enough to cause a measureable temperature change. Rationale for Option D: Key The angle and altitude of the sun cause changes in the temperatures. As the angle of sunlight becomes less direct, the number of daylight hours decrease and temperatures decrease in Ohio. As the angle of sunlight becomes more direct, the number of daylight hours increase and the temperatures increase in Ohio. 90

97 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 The average daily temperature is related to the amount of direct sunlight received. Changes in average temperature throughout the year are identified as seasons. 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 grade-appropriate 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 analyze hours of darkness and temperature data for a city in Ohio and explain the trends that can be observed. The table shows the hours of darkness increasing and the average temperature decreasing. The angle of the sunrays is becoming less direct causing the temperatures to drop. In Ohio this would indicate the fall season. Sample Response: 1 point 91

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99 Grade 5 Science Practice Test Question 14 Question and Scoring Guidelines 93

100 Question Points Possible: 1 See Alignment for more detail. Scoring Guidelines Rationale for Option A: This is incorrect. Decomposition is a key process in cycling nutrients through an ecosystem; however, it is not the main way sunlight energy is made available to organisms. Rationale for Option B: This is incorrect. Digestion is a process involved in breaking down nutrients for growth and repair within organisms; however, it is not the way sunlight energy is made available to organisms. Rationale for Option C: Key Photosynthesis is the process that allows plants to convert energy from sunlight into a form that can be used by living organisms. Rationale for Option D: This is incorrect. Reproduction is an important process in maintaining populations in ecosystems; however, it is not the process that makes sunlight energy available to living organisms. 94

101 Alignment Content Strand Life Science Content Statement All of the processes that take place within organisms require energy. Content Elaboration Energy entering ecosystems as sunlight is transferred and transformed by producers into energy that organisms use through the process of photosynthesis. 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 process that makes sunlight energy available to all organisms in an ecosystem. This process is called photosynthesis, which takes place in producers. Sample Response: 1 point 95

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103 Grade 5 Science Practice Test Question 15 Question and Scoring Guidelines 97

104 Question Points Possible: 1 See Alignment for more detail. Scoring Guidelines For this item, a full-credit response includes The sun is able to make its own light and is located inside the solar system AND The star in Orion can make its own light and can be seen at night from Earth (1 point). 98

105 Alignment Content Strand Earth and Space Science Content Statement The sun is one of many stars that exist in the universe. Content Elaboration The sun is the closest star to the Earth. Scaled models (3-D or virtual) and graphics can be used to show the vast difference in size between the sun and the Earth. The sun is a medium-sized star and is the only star in our solar system. There are many other stars of different sizes in the universe. Stars appear in patterns called constellations, which can be used for navigation. Because they are so far away, they do not appear as large as 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 complete a chart comparing the sun to the stars in the constellation Orion. Students need to recall that the sun is the only star in our solar system. Stars are able to make their own light and other stars are usually seen at night from Earth. 99

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107 Grade 5 Science Practice Test Question 15 Sample Responses 101

108 Sample Response: 1 point Notes on Scoring This response earns one point for correctly identifying attributes of the sun (make its own light and located inside our solar system) and a star in Orion (can be seen at night from Earth and makes its own light). 102

109 Sample Response: 0 points Notes on Scoring This response incorrectly selected information about the sun. It cannot be seen at night and is located inside our solar system. A star in Orion can also make its own light but it is not located inside our solar system. 103

110 Sample Response: 0 points Notes on Scoring This response correctly selects that the sun and a star in Orion are able to make their own light. The response fails to select the other attributes for the sun and a star in Orion. 104

111 Grade 5 Science Practice Test Question 16 Question and Scoring Guidelines 105

112 Question Points Possible: 1 See Alignment for more detail. Scoring Guidelines First Rationale: This is incorrect. As the squirrel population increases, the mouse population may decrease due to increased competition for green plants. Second Rationale: This is incorrect. Since squirrels are their prey, the fox population will have a greater food supply. Third Rationale: Key Green plants will decrease due to an increase in squirrels. Fourth Rationale: Key The fox and owl populations would increase since there is an increase in squirrels. 106

113 Fifth Rationale: This is incorrect. As the squirrel population increases, the rabbit population experiences greater competition for green plants. Sixth Rationale: This is incorrect. Competition between owls and foxes will decrease due to the increase in the food supply. Seventh Rationale: This is incorrect. The green plant population will decrease. 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 a scheme of feeding relationships, which resemble a web. This web serves as a model for feeding relationships of member species within a biological community. Investigations of locally threatened or endangered species must be conducted and include considerations of the effects of remediation programs, species loss and the introduction of new species on the local environment. 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 grade-appropriate 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 analyze squirrel population data over four years and determine how those numbers would impact organisms in a partial food web. The squirrel population increases over that time and would negatively impact the green plants because that is the food source for squirrels. Animals that eat squirrels could increase because there would be more food available. 107

114 Sample Response: 1 point 108

115 Grade 5 Science Practice Test Question 17 Question and Scoring Guidelines 109

116 Question Points Possible: 1 See Alignment for more detail. Scoring Guidelines Rationale for Option A: This is incorrect. While speeding up and slowing down requires a force, sitting at rest requires no force. Rationale for Option B: Key Change of speed or direction requires a force. Rationale for Option C: This is incorrect. While speeding up and slowing down requires a force, moving at a constant speed requires no force. Rationale for Option D: This is incorrect. While speeding up and slowing down requires a force, moving at a constant speed requires no force. 110

117 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. 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. 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. *While mass is the scientifically correct term to use in this context, the NAEP 2009 Science Framework (page 27) recommends using the more familiar term "weight" in the elementary grades with the distinction between mass and weight being introduced at the middle school level. In Ohio, students will not be assessed on the differences between mass and weight until Grade 6. 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 which motions require a force. 111

118 Sample Response: 1 point 112

119 Grade 5 Science Practice Test Question 18 Question and Scoring Guidelines 113

120 Question Points Possible: 1 *See Alignment for more detail. Scoring Guidelines Rationale for Option A: Key The sun's rays strike Earth at a less direct angle, thus covering more area in the winter. Rationale for Option B: This is incorrect. Rays will cover less surface area during spring than during winter. Rationale for Option C: This is incorrect. Rays will cover the least amount of surface area during the summer. Rationale for Option D: This is incorrect. Rays will cover less surface area during fall than during winter. 114

121 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 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 grade-appropriate 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 compare the angle of the sun s rays hitting a specific area on Earth and how the angle changes throughout the year. Sample Response: 1 point 115

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123 Grade 5 Science Practice Test Question 19 Question and Scoring Guidelines 117

124 Question Points Possible: 2 See Alignment for more detail. Scoring Guidelines For this item, a full-credit response (2 points) includes Force selected for the first table and Mass selected for the second table (1 point). AND 8 as the Final Speed in Trial 1 in the first table AND 8 as the Final Speed in Trial 2 in the second table (1 point). For this item, a partial-credit response (1 point) includes Force selected for the first table and Mass selected for the second table (1 point). OR 8 as the Final Speed in Trial 1 in the first table AND 8 as the Final Speed in Trial 2 in the second table (1 point). 118

125 For this item, a 0-point response includes Force selected for the second table and Mass selected for the first table AND The Final Speed in Trial 1 and Trial 2 are incorrect. 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 excerted. 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. *While mass is the scientifically correct term to use in this context, the NAEP 2009 Science Framework (page 27) recommends using the more familiar term "weight" in the elementary grades with the distinction between mass and weight being introduced at the middle school level. In Ohio, students will not be assessed on the differences between mass and weight until Grade 6. 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. 119

126 Explanation of the Item This item requires the student to determine the variable tested from data collected and to determine the relative change in speed of toy cars given mass/ weight and force data. In analyzing the data, students need to observe in Experiment 1 the mass is kept constant but the force doubles from Trial 1 to Trial 2. This indicates the experiment is testing the effect of force, since it is being changed. The more force applied to the toy car, the faster it will travel. If the mass is constant and the force is less in Trial 2 than in Trial 1, the car will have less change in motion and therefore a lower final speed than Trial 2. 8 is the only selection that is lower than the 16, the final speed in Trial 2. In Experiment 2, the force is kept constant and the mass of the car is doubled. If the force is held constant and the mass of the toy car is increased in Trial 2, this indicates the experiment is testing the effect of mass, since it is being changed. This will cause less change in motion and a lower final speed in Trial 2. 8 is the only selection that is lower than 16 the final speed in Trial

127 Grade 5 Science Practice Test Question 19 Sample Responses 121

128 Sample Response: 2 points Notes on Scoring The response correctly identifies force as the variable for Experiment 1. The mass is constant and the force is less for Trial 1. If the mass remains constant and the force is lowered, then it is expected that change in motion and therefore the final speed of the car would be lowered; as a result, the final speed of Trial 1 is 8m/s which is half the speed. In Experiment 2 the mass is identified as the variable investigated. The force remains constant. The mass is increased, which would decrease the change in motion and therefore the final speed of the car. 122

129 Sample Response: 1 point Notes on Scoring The response correctly identifies force as the variable investigated and also correctly determines the final speed in Experiment 1. In Experiment 2 the response correctly identifies mass as the variable investigated but incorrectly determines the final speed as being constant. If the mass increases and the force remains the same, the change in motion of the final speed of the toy car will decrease. The response earns one point for correctly identifying force and mass as the variables tested. 123

130 Sample Response: 1 point Notes on Scoring The response incorrectly identifies the variables in both investigations. However, the response does earn one point for indicating the correct final speed for both experiments. 124

131 Sample Response: 0 points Notes on Scoring This response incorrectly identifies the variables in both investigations and selects the incorrect final speed for Experiment

132 Sample Response: 0 points Notes on Scoring This response incorrectly identifies the variables and final speeds in both investigations. 126

133 Grade 5 Science Practice Test Question 20 Question and Scoring Guidelines 127

134 Question Points Possible: 1 See Alignment for more detail. Scoring Guidelines Rationale for Option A: This is incorrect. Pluto has enough mass to qualify as a planet. Rationale for Option B: This is incorrect. Pluto meets the distance and orbit requirements to qualify as a planet. Rationale for Option C: This is incorrect. Jupiter has more moons than Pluto. The number of moons or satellites does not qualify an object as a planet or dwarf planet. Rationale for Option D: Key Pluto has not cleared its orbit of asteroids and other celestial bodies enough to be considered a planet. 128

135 Alignment Content Strand Earth and Space Science Content Statement The solar system includes the sun and all celestial bodies that orbit the sun. Each plant in the solar system has unique characteristics. Content Elaboration Pluto is classified as a dwarf planet. 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 recall the differences between planets and dwarf planets. Astronomers of the International Astronomical Union (IAU) voted on and passed the first scientific definition of a planet in August According to this new definition, an object must meet three criteria in order to be classified as a planet. First, it must orbit the sun. Second, it must be big enough for gravity to squash it into a round ball. And third, it must have cleared other objects out of the way in its orbital neighborhood. To clear an orbit, a planet must be big enough to pull neighboring objects into the planet itself or sling-shot them around the planet and shoot them off into outer space. According to the IAU, Pluto does not meet this third requirement but is now in a new class of objects called "dwarf planets." Sample Response: 1 point 129

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137 Grade 5 Science Practice Test Question 21 Question and Scoring Guidelines 131

138 Question Points Possible: 1 See Alignment for more detail. Scoring Guidelines For this item, a full-credit response includes Only the Earth image with the top of axis tilted towards the right and left side illuminated in the rightmost box AND no other Earth images in the other boxes (1 point). 132

139 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 revolution around the sun takes approximately 365 days. 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. The average daily temperature is related to the amount of direct sunlight received. Changes in average temperature throughout the year are identified as seasons. 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 grade-appropriate 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 identify the location of Earth in its orbit during Southern Hemisphere summer. The proper illumination of the Earth in relation to the sun and the proper tilt of the Earth s axis are required for credit. 133

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141 Grade 5 Science Practice Test Question 21 Sample Responses 135

142 Sample Response: 1 point Notes on Scoring This response correctly selects the tilt of the Earth and position of the Earth for its orbit around the sun for summer in the Southern Hemisphere. 136

143 Sample Response: 0 points Notes on Scoring This response incorrectly responds to the task by filling in all three boxes and changing the tilt of the Earth s axis. The response also incorrectly illustrates how the Earth is illuminated by the sun for day and night. 137

144 Sample Response: 0 points Notes on Scoring This response incorrectly illustrates the tilt of the Earth, which should be in the other direction. It also shows the Earth incorrectly illuminated. The Earth should be lit on the side facing the sun. 138