science grade released test questions 2016 4€¦ · 04.ii.ii.i.04 content of science: content...

Science GRADE

Released TestQuestions2016 4

1

NEW MEXICO 2016 RELEASED ITEMSGRADE 4 SCIENCE

Weight

String

Hook

Pendulum

Megan thinks a longer string will make the pendulum swing back and forth fewer times than a shorter string.

Which graph best supports her thinking?

A

020 30 4010

5101520253035404550

Length of String (cm)

Nu

mb

er o

f S

win

gs

Pendulum

B

020 30 4010

5101520253035404550


Nu

mb

er o

f S

win

gs

Pendulum

C

020 30 4010

5101520253035404550


Nu

mb

er o

f S

win

gs

Pendulum

D

020 30 4010

5101520253035404550


Nu

mb

er o

f S

win

gs

Pendulum

04.I.I.I.03 Scientifi c Thinking and Practice: Content Standard I: Benchmark I: Performance Standard 3: Conduct multiple trials to test a prediction, draw logical conclusions, and construct and interpret graphs from measurements.

176078.001 176079 B Common, CMN

1. Megan is conducting an experiment to see how the length of a string changes the number of swings a pendulum makes until it stops. The pendulum she uses is shown in the diagram below.

2


Day 1

Cut Flowers Without Plant Food

Cut Flowers With Plant Food

Day 3

Day 1 Day 3

Use the information in the chart to answer Parts A and B.

In the answer space provided,

A. Write the question that the student was most likely trying to answer.

B. Explain what the answer to this question would most likely be.

04.I.I.II.01 Scientifi c Thinking and Practice: Content Standard I: Benchmark II: Performance Standard 1: Communicate ideas and present fi ndings about scientifi c investigations that are open to critique from others.

2. A teacher placed this chart of a student’s experiment on the bulletin board.

3


Scoring Guide

Score Description

The response demonstrates an understanding of communicating ideas and presenting fi ndings about scientifi c investigations that are open to critique from others. The response identifi es a

2question that the experiment could have been testing and explains what the answer to the question would most likely be.

The response demonstrates a partial understanding of communicating ideas and presenting fi ndings about scientifi c investigations that are open to critique from others. The response

1either identifi es a question that the experiment could have been testing or explains a conclusion that could be drawn from the experiment.

0 The response is incorrect.

Blank No response.

Scoring Information:

Part A

• Will cut fl owers survive longer with or without plant food?

• Can fl owers survive three days with or without plant food?

• Any other plausible question that the experiment could have been testing.

Part B

• The fl owers with the plant food survived longer than the fl owers without the plant food.

• The fl owers with plant food could survive 3 days while the fl owers without plant food could not.

• Any other plausible conclusion that could be drawn from the results of the experiment.

4


SCORE POINT 2 – FIRST EXAMPLE

2. Be sure to answer the entire question.


This response demonstrates an understanding of communicating ideas and presenting fi ndings about scientifi c investigation. The response clearly mentions the question that the student was most likely trying to answer, addressing what is happening in the chart. In part B, the student correctly answers the question presented in part A: “Plants will die if you don’t feed them.” This response receives full credit for parts A and B.

SCORE POINT 2 – SECOND EXAMPLE

This response also demonstrates an understanding of communicating ideas and presenting fi ndings about scientifi c investigation. The response clearly mentions the question that the student was most likely trying to answer and the student correctly answers the question presented in part A. This response receives full credit for both A and B.

5




The response demonstrates a partial understanding of communicating ideas and presenting fi ndings. Part A received no credit. The question should be: Will adding plant food to cut fl owers increase the chance of survival? Part B received credit for giving a correct conclusion. This paper received a score of one; creditwas given to part B only.

6




The response demonstrates a partial understanding of communicating ideas and presenting fi ndings. Part A received full credit. The response mentions the question that the student was most likely trying to answer: “Can fl owers without food survive?” Part B received no credit. The response does not answer the question. The answer should be: “The fl owers without food died on day three, while the plants with food are still alive”; or something of the sort. Credit was given to part A only.

SCORE POINT 0


The response demonstrates no understanding of communicating ideas and presenting fi ndings. Part A received no credit because the student is giving some sort of an answer instead of a question that the student was most likely trying to answer. Part B also doesn’t answer any question nor does it give an appropriate conclusion.

7


04.I.I.III.02 Scientifi c Thinking and Practice: Content Standard I: Benchmark III: Performance Standard 2: Use mathematical equations to formulate and justify predictions based on cause-and-effect relationships.

3. Beakers with Water and Marbles

5 mL 7 mL 9 mL ?

If the pattern continues, what will the water level be when there are three marbles in the beaker?

A 5 mLB 8 mLC 11 mLD 15 mL

8


04.II.I.I.03 Content of Science: Content Standard I: Physical Science: Benchmark I: Performance Standard 3: Know that the mass of the same amount of material remains constant whether it is together, in parts, or in a different state.

4. The mass of a whole tablet is 2.4 grams. The tablet is crushed into a powder. The pictures below show the tablet before and after it is crushed.

Before After

What is the total mass of the tablet after it is crushed?

A 1.4 gramsB 2.1 gramsC 2.4 gramsD 3.2 grams

9


04.II.I.III.01 Content of Science: Content Standard I: Physical Science: Benchmark III: Performance Standard 1: Know that energy can be carried from one place to another by waves (e.g., water waves, sound waves), by electric currents, and by moving objects.

5. The diagram below shows a corn mill where grains of corn are crushed and bagged.

Waterwheel

Millstones

Sieve

Bagging

What is the mill’s source of energy?

A Light from the sunB Heat from the millstonesC Electricity from the airD Movement from the water

10


04.II.II.I.04 Content of Science: Content Standard II: Life Science: Benchmark I: Performance Standard 4: Describe the components of and relationships among organisms in a food chain (e.g., plants are the primary source of energy for living systems).

6. The diagram below shows some of the organisms in a food chain.

Food Chain

Plant Insect Fish Mammal

Which organism provides energy for all other organisms in the food chain?

A PlantB InsectC FishD Mammal

11


04.II.II.II.03 Content of Science: Content Standard II: Life Science: Benchmark II: Performance Standard 3: Describe how some living organisms have developed characteristics from generation to generation to improve chances of survival (e.g., spines on cacti, long beaks on hummingbirds, good eyesight on hawks).

7. Some animals are hard to see in the wild because they are able to blend into their surroundings. The color of their feathers, fur, or skin allows them to hide. Other animals have bright coloring. Their looks are meant to be noticed.

In the answer space provided,

A. Explain how being able to blend in would be helpful to an animal that is a plant eater. Explain how being able to blend in would be helpful to an animal that is a meat eater.

B. Give two reasons why it is an advantage for an animal to have bright coloring.

12


Scoring Guide

Score Description

The student demonstrates a thorough understanding of how some living organisms have developed characteristics from generation to generation to improve chances of survival. The student correctly explains how being able to blend into surroundings would be helpful to an

4animal that is a plant eater, correctly explains how being able to blend into surroundings would be helpful to an animal that is a meat eater, and correctly gives two reasons why it is an advantage for an animal to have bright coloring.

The student demonstrates an understanding of how some living organisms have developed characteristics from generation to generation to improve chances of survival. The student correctly explains any three of the following: how being able to blend into surroundings

3would be helpful to an animal that is a plant eater, how being able to blend into surroundings would be helpful to an animal that is a meat eater, and two reasons why it is an advantage for an animal to have bright coloring.

The student demonstrates a partial understanding of how some living organisms have developed characteristics from generation to generation to improve chances of survival. The student correctly explains any two of the following: how being able to blend into

2surroundings would be helpful to an animal that is a plant eater, how being able to blend into surroundings would be helpful to an animal that is a meat eater, and two reasons why it is an advantage for an animal to have bright coloring.

The student demonstrates a minimal understanding of how some living organisms have developed characteristics from generation to generation to improve chances of survival. The student correctly explains any one of the following: how being able to blend into

1surroundings would be helpful to an animal that is a plant eater, how being able to blend into surroundings would be helpful to an animal that is a meat eater, or one reason why it is an advantage for an animal to have bright coloring.

0 The response is incorrect or irrelevant.

Blank No response.

Scoring Information:

Part A

• Blending in is helpful to a plant eater by making it more diffi cult for meat eaters to see it.

• Blending in is helpful to a meat eater by making it more diffi cult for prey to see it so it can get close enough to catch the prey.

Part B

Advantages for an animal to have bright coloring are to:

• attract mates

• warn others that it may not be tasty to eat

• mimic another animal with bright colors that is not tasty to eat

• mimic the coloring of its surroundings if the surroundings are colorful

• confuse attackers when there are many colorful animals being attacked

• any other plausible reason for animals having bright coloring

13




The response demonstrates a thorough understanding of how some living organisms have developed characteristics from generation to generation to improve their survival. The student identifi es one reason for the predator (hunting stealthily) and for the prey (to escape danger) that is needed to be able to blend into their environment. The student also identifi es two reasons why it is an advantage for an animal to be brightly colored (warning signal, and to blend with their habitat).

14




The response demonstrates a thorough understanding of how some living organisms have developed characteristics from generation to generation to improve their survival. The student identifi es one reason for both predators and prey to be able to blend into their environment, as well as two advantages for brightly colored animals (blend in with more of its own kind and distract your prey to make them easier to attack).

15




The response demonstrates an understanding of how some living organisms have developed characteristics from generation to generation to improve their survival. The student identifi es one reason for both the meat and the plant eaters (“sneak up on plant eaters” and “so meat eaters can’t see them”) to be able to blend into their environment. In part B, the student only identifi es one reason that being brightly colored is an advantage (poisonous).

16




The response demonstrates an understanding of how some living organisms have developed characteristics from generation to generation to improve their survival. The student in part A addresses advantages for both the meat eaters and the plant eaters (“won’t be able to see it,” “so it can sneak up on prey”) even if it is not clearly labeled as such. In part B, the response identifi es only one advantage for colorful animals (blending in with its colorful environment).

17




The response demonstrates a partial understanding of how some living organisms have developed characteristics from generation to generation to improve their survival. The student in part A identifi es advantages for prey and predators (not get hunted, to catch their prey). The response in part B is too vague to receive credit: what makes this an advantage?

18




The response demonstrates a partial understanding of how some living organisms have developed characteristics from generation to generation to improve their survival. In part A, the student addresses an advantage for an herbivore using camoufl age (“so predators don’t eat them”) but not for a carnivore. Part B identifi es only one advantage for brightly colored animals (poisonous).

19




The response demonstrates a minimal understanding of how some living organisms have developed characteristics from generation to generation to improve their survival. The student only identifi es an advantage for a plant eater (blend in), but does not mention an advantage for a meat eater. The response in part B is not accepted: how is this an advantage?

20




SCORE POINT 0


The response demonstrates a minimal understanding of how some living organisms have developed characteristics from generation to generation to improve their survival. The student only identifi es an advantage for prey (to hide).

The response demonstrates no understanding of how some living organisms have developed characteristics from generation to generation to improve their survival. The response is irrelevant.

21


04.II.II.III.02 Content of Science: Content Standard II: Life Science: Benchmark III: Performance Standard 2: Recognize that the human body is organized from cells, to tissues, to organs, to systems, to the organism.

8.

1

Tissues

Organization of The Human Body

2

3

Organism

Which structure belongs in Box 1 of this chart?

A CellsB OrgansC SystemsD Membranes

22


04.II.III.I.01 Content of Science: Content Standard III: Earth and Space Science: Benchmark I: Performance Standard 1: Understand that the number of stars visible through a telescope is much greater than the number visible to the naked eye.

9. Julia is observing stars in the night sky. She looks at a small area, fi rst with only her eyes and then with a telescope.

Which statement explains what Julia sees using a telescope instead of only her eyes?

A Julia sees fewer stars.B Julia sees many more stars.C Julia sees nothing because the

telescope is too powerful.D Julia sees the same number of stars

because her eye is as good as the telescope.

23


04.II.III.II.01 Content of Science: Content Standard III: Earth and Space Science: Benchmark II: Performance Standard 1: Know that the properties of rocks and minerals refl ect the processes that shaped them (i.e., igneous, metamorphic, and sedimentary rocks).

10. Igneous rocks sometimes have round holes in them.

Which of these is most likely the cause of the holes?

A Extreme pressureB Weathering by windC Trapped gas bubblesD Small burrowing animals

24

10 II II MC C

9 II I

MC B

8 II III MC A

orm

atio

n

7 II II OE

6 II I

ade

4 Sc

ienc

e R

elea

sed

Item

Inf

5 III

4 I

MC

3 III

31

23

14

32

11

MC

II MC

III

33

22

12

31

12

A

MC C

CD

12

11

11

41

11

III =

Sci

ence

and

Soc

iety

II =

Con

tent

of S

cien

ce;

, OE

= O

pen

End

eder

w2 I II SA

1 I I

MC B

t Ans

actic

e;

Gr

Rel

ease

d I

tem

Nu

mb

er d , SA

= S

hor

e

oin

ts

wle

dg

le P

hm

ark y

2

wer

Ke

1 oss

ib c T

hink

ing

and

Pr

ype

Str

and

Ben

c orm

ance

Sta

nd

arer

fP D

epth

of

Kn

o

Item

T

An

s

ota

l P

T I =

Sci

entifi

ype:

MC

= M

ultip

le C

hoic

ean

d: TS

tr1 2 I

tem

science grade released test questions 2016 4€¦ · 04.ii.ii.i.04 content of science: content...

Documents