Science K-5 - NC Science Essential Standards -...

Science K-5

Assessment Support Document 1

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Science K-5


This document is designed to assist North Carolina educators in effective instruction of the new Common Core State and/or North

Carolina Essential Standards (Standard Course of Study) in order to increase student achievement. NCDPI staff are continually

updating and improving instructional tools to better serve teachers.

North Carolina Essential Standards Assessment Examples

Science K-5

What is the purpose of this tool? Assessment is a vital component of the teaching and learning process. These assessment examples are aligned to new content standards

and reinforce teaching the standards to their intended level of deep mastery. The purpose of providing examples is to illustrate ways in

which the standards or part(s) of the standards might be assessed in the classroom.

How do I send Feedback? We intend the examples in this document to be helpful and specific. That said, we believe that as this document is used, educators will find

ways in which the tool can be improved and made even more useful. Please send feedback to us at [email protected] and we will use

your input to refine our instructional tool. Thank You!

Where are the new Common Core State and North Carolina Essential Standards?

All standards are located at http://www.ncpublicschools.org/acre/

mailto:[email protected]

http://www.ncpublicschools.org/acre/

Science K-5


Essential Standards • Grade K Science Physical Science (P) Earth Science (E) Life Science (L)

Forces and Motion (P)

K.P.1 Understand the positions and motions of objects and organisms observed in the environment.

Matter, Properties and Change (P)

K.P.2 Understand how objects are described based on their physical properties and how they are used.

Earth Systems, Structures & Processes (E)

K.E.1 Understand change and observable patterns of weather that occur from day to day throughout the year.

Structures & Functions of Living Organisms (L)

K.L.1 Compare characteristics of animals that make them alike and different from other animals and nonliving things

Science K-5


Forces and Motion Essential Standard Clarifying Objectives Assessment Examples

K.P.1 Understand the

positions and motions

of objects and

organisms observed in

their environment.

K.P.1.1 Compare the relative position of various objects

observed in the classroom and outside using position

words such as:

in front of, behind, between, on top of, under, above,

below and beside.

K.P.1.2 Give examples of different ways objects and

organisms move (to include falling to the ground when

dropped):

Straight

Zigzag

Round and round

Back and forth

Fast and slow

K.P.1.1 Students use their senses to observe and learn about their environment

(e.g. familiarizing themselves with their classroom environment, watching the

movement of ants and other organisms outside). Teacher Observation

K.P.1.1 Ask students to use their senses to observe and learn about their

environment (e.g., familiarizing themselves with their classroom environment

and outside).

Describe whether a desk is in front of, at the side, or in the back of another

students desk or some other reference point; or, whether the top of the school’s

flagpole is higher or lower than the roof of the school.

Continue the assessment to ensure that students use oral language to

describe the relative location of various objects in the classroom and outside

using position words such as: (in front of, behind, between, on top of, under,

above, below, beside).

K.P.1.2 Students will draw, write, communicate, and dramatize, etc. the

observed movement of various organisms and describe the movement as:

Straight

Zigzag

Round and round

Back and forth

Fast and slow

Science K-5


Matter, Properties and Change Essential Standard Clarifying Objectives Assessment Examples

K.P.2 Understand how

objects are described

based on their

observable properties

and how they are used.

K.P.2.1 Classify objects by observable properties

(including size, color, shape, texture, weight and

flexibility).

K.P.2.2 Compare the observable properties of different

kinds of materials (clay, wood, cloth, paper, etc) from

which objects are made and how they are used.

K.P.2.1 Sort a collection of items from nature by one attribute (big and little

pinecones, rough or smooth shells, green or yellow leaves).

Classify organisms or objects by one and two observable properties

and explain the rule used for sorting (e.g., size, color, shape, texture or

flexibility).

K.P.2.2 Compare (detect correspondences between) objects based on what

they are made of and tell how the properties make them suitable for how they

are used.

Science K-5


Earth Systems, Structures & Processes Essential Standard Clarifying Objectives Assessment Examples

K.E.1 Understand

change and observable

patterns of weather

that occur from day to

day and throughout the

year.

K.E.1.1 Infer that change is something that happens to

many things in the environment based on observations

made using one or more of their senses.

K.E.1.2 Summarize daily weather conditions noting

changes that occur throughout the year.

K.E.1.3 Compare weather patterns that occur from season

to season.

K.E.1.1 During a field study, students are observed using their senses (e.g.

feeling the texture of bark, watching ants and other organisms in their area,

etc.). On a follow-up study of the same area, students use their senses to

observe the same features of the area and note how they have or have not

changed. Have students observe sample plots periodically, comparing the old

observations to their new observations until they conclude that change occurs

to many things in the environment. Students should draw a logical conclusion

using these observations.

K.E.1.2 Provide students with copies of daily weather symbols. Have

students paste the picture that best represents the daily weather into a weather

chart. Have students describe the weather for the day. Collect pictures

throughout the course of the year and ask students to summarize how the

weather has changed throughout the month and year.

Mon

K.E.1.3 At the end of each season, have students summarize (outline a

general theme or major points) the weather patterns that have occurred. At the

end of the year, have students compare (detect correspondences among) the

weather patterns that they have noted throughout the year.

Tue Wed

Thur Fri

Science K-5


Structures & Functions of Living Organisms Essential Standard Clarifying Objectives Assessment Examples

K.L.1 Compare

characteristics of

animals that make

them alike and

different from other

animals and nonliving

things.

K.L.1.1 Compare different types of the same animal (i.e.

different types of dogs, different types of cats, etc.) to

determine individual differences within a particular type of

animal.

K.L.1.2 Compare characteristics of living and nonliving

things in terms of their:

Structure.

Growth.

Changes.

Movement.

Basic needs.

K.L.1.1 Compare (detect correspondences among) animals of the same type

(birds, dogs, cats, etc.) indicating how animals of the same type exhibit

individual differences.

K.L.1.2

Compare (detect correspondences among) the basic structure,

growth, changes, movement and basic needs of humans and other animals.

Compare (detect correspondences among) the characteristics and

needs of living to those of nonliving things.

Science K-5


Essential Standards • Grade 1 Science Physical Science (P) Earth Science (E) Life Science (L)

Forces and Motion

1.P.1 Understand how forces (pushes and pulls) affect the motion of an object.

Earth in the Universe

1.E.1 Recognize the features and patterns of the earth/moon/sun system as observed from Earth.

Earth Systems, Structures and Processes

1.E.2 Understand the physical properties of Earth materials that make them useful in different ways.

Ecosystems

1.L.1 Understand characteristics of various environments and behaviors of humans that enable plants and animals to survive.

Molecular Biology

1.L.2 Summarize the needs of living organisms for energy and growth.

Science K-5



1.P.1 Understand how

forces (pushes and

pulls) affect the motion

of an object.

1.P.1.1 Explain the importance of a push or pull to

changing the motion of an object.

1. P.1.2 Explain how some forces (pushes and pulls) can

be used to make things move without touching them, such

as magnets.

1.P.1.3 Predict the effect of a given force on the motion of

an object, including balanced forces.

1.P.1.1 Use playground and classroom equipment and structures to

demonstrate and investigate a push, pull, or change in motion. Discuss

scenarios with student groups and ask the students to make predictions (for

example: What will happen if I push a ball that is resting on the floor?).

1. P.1.2 Teacher guided inquiry: have students observe and investigate

which types of materials can be moved by magnets and which materials can

not.

1. P.1.3 Guide students to manipulate blocks on a balance and predict the

motion of the balance (up or down) when items of different masses are placed

on each side.

Science K-5


Earth in the Universe Essential Standard Clarifying Objectives Assessment Examples

11.E.1 Recognize the

features and patterns of

the earth/moon/sun

system as observed

from Earth.

1.E.1.1 Recognize differences in the features of the day

and night sky and apparent movement of objects across the

sky as observed from Earth.

1.E.1.2 Recognize patterns of observable changes in the

Moon’s appearance from day to day.

1.E.1.1 After monitoring the day and night sky for several days and nights,

lead students to complete a Venn diagram showing objects that are visible at

night, day or day/night.

1.E.1.2 Ask students to prepare a sequence of drawings representing the

different ways the moon appears over a period of time.

Day sky Day

and Night

Night sky

Science K-5


Earth Systems, Structures and Processes Essential Standard Clarifying Objectives Assessment Examples

1

1.E.2 Understand the

physical properties of

Earth materials that

make them useful in

different ways.

1.E.2.1 Summarize the physical properties of Earth

materials, including rocks, minerals, soils and water that

make them useful in different ways.

1. E.2.2 Compare the properties of soil samples from

different places relating their capacity to retain water,

nourish and support the growth of certain plants.

1.E.2.1 Ask students to sort a collection of earth materials based on

observable properties and ways they are useful. Explain the rules used for

sorting.

Guide students to compare the results of using different natural earth

materials – to build a tower (tallest, most stable in wind, holds largest weight,

etc.).

Investigate the properties of solids and liquids in containers of

different sizes and shapes. Communicate findings to teacher, & peers.

1.E.2.2 In a teacher guided experiment, lead students to investigate the

ability of different types of soils to grow plants and elicit from the students

correspondences that they perceive among the different types of soils and

plants.

Guide students to investigate, observe, and describe how different

types of soil ‘clump’ or hold together when water is added to them.

Science K-5


Ecosystems Essential Standard Clarifying Objectives Assessment Examples

1.L.1 Understand

characteristics of

various environments

and behaviors of

humans that enable

plants and animals to

survive.

1.L.1.1Recognize that plants and animals need air, water,

light (plants only), space, food and shelter and that these

may be found in their environment.

1.L.1.2 Give examples of how the needs of different plants

and animals can be met by their environments in North

Carolina or different places throughout the world.

1. L.1.3 Summarize ways that humans protect their

environment and/or improve conditions for the growth of

the plants and animals that live there. (e.g., reuse or

recycle products to avoid littering.)

1. L.1.1 Guide students to observe animals and plants on school grounds,

noting how the environment provides each with air, water, light, space, food

and shelter.

1. L.1.2 Guide students to investigate schoolyard and classroom habitats and

compare (detect correspondences among) the different living things they find

in each type of environment.

1.L.1.3 Lead students to apply an understanding of ecology by participating

in animal and plant caretaking, recycling, etc. Develop and follow classroom

procedures that demonstrate respect and care for the environment and

minimize harmful human impact.

Molecular Biology Essential Standard Clarifying Objectives Assessment Examples

1.L.2 Summarize the

needs of living

organisms for energy

and growth.

1.L.2.1 Summarize the basic needs of a variety of different

plants (including air, water, nutrients, and light) for energy

and growth.

1.L.2.2 Summarize the basic needs of a variety of different

animals (including air, water, and food) for energy and

growth.

1. L.2.1 & 1.L.2.2 Guide students to assist with maintaining classroom pets and plants

and have students monitor & record what provisions for food, water, and

habitat are made for these living organisms in the classroom.

Science K-5



Forces and Motion

2.P.1 Understand the relationship between sound and vibrating objects.

Matter, Properties and Change

2.P.2 Understand properties of solids and liquids and the changes they undergo.

Earth Systems, Structures & Processes

2.E.1 Understand patterns of weather and factors that affect weather.

Structures & Functions of Living Organisms

2.L.1 Understand animal life cycles.

Evolution and Genetics

2.L.2 Remember that organisms differ from or are similar to their parents based on the characteristics of the organism.

Science K-5



2.P.1 Understand the

relationship between

sound and vibrating

objects.

2.P.1.1 Illustrate how sound is produced by vibrating

objects and columns of air.

2.P.1.2 Summarize the relationship between sound and

objects of the body that vibrate – eardrum and vocal cords.

2. P.1.1 Guide students to investigate sound by creating and playing various

types of string and water bottle instruments. Elicit student explanations for

why different instruments (strings, bottles) produce different sounds.

These glasses each have water in them. If you tap each one with a

spoon which glass will have the highest pitch? Explain your choice.

B

A B C D

(A) glass A

(B) glass B

(C) glass D

2.P.1.2 People make sound using their vocal cords. To make sound, our

vocal cords must ____________. Explain your answer.

(A) jump

(B) vibrate

(C) be still

Science K-5



2.P.2 Understand

properties of solids and

liquids and the changes

they undergo.

2.P.2.1 Give examples of matter that change from a solid

to a liquid and from a liquid to a solid by heating and

cooling.

2.P.2.2 Compare the amount (volume and weight) of water

in a container before and after freezing.

2.P.2.3 Compare what happens to water left in an open

container over time as to water left in a closed container.

2.P.2.1 Teacher demonstration. Students record observations of changes in

matter when heated and cooled (in science journals). Examples: melt

chocolate, butter, cheese, ice (solid to liquid), cook eggs (liquid to solid), make

and refrigerate jello, freeze water, milk.

2.P.2.2 Teacher guided investigation. Students measure and record their

observations of water in a container (weight and volume) before and after

freezing. Start with two identical containers containing identical amounts of

water. Place lids on both, and freeze one. Students should examine the

containers before and after freezing to determine correspondences between

them.

2.P.2.3 Teacher guided activity. Students compare what happens to water

left in an open container over time to water left in a closed container over the

same amount of time. They record results of the investigation in science

journals and discuss reasons for the observable differences.

Science K-5



2.E.1 Understand

patterns of weather and

factors that affect

weather.

2.E.1.1 Summarize how energy from the sun serves as a

source of light that warms the land, air and water.

2.E.1.2 Summarize weather conditions using qualitative

and quantitative measures such as:

Temperature

Wind direction

Wind speed

Precipitation

2.E.1.3 Compare weather patterns that occur over time and

relate observable patterns to time of day and time of year.

2.E.1.4 Recognize the tools that scientists use for

observing, recording, and predicting weather changes from

day to day and during the seasons.

2.E.1.1

Make a list that includes everything in this picture that is receiving energy

from the sun. Explain how each thing is receiving energy.

2. E.1.2 Use a wind vane, sock, and anemometer to measure wind direction /

speed and discuss findings.

2.E.1.2 Use a rain gauge to measure precipitation and discuss findings.

2.E.1.2 Measure temperature using manual as well as digital thermometers.

2.E.1.3 Above is a picture of a thermometer. Which season is most likely to have this

thermometer reading? Why do you think so?

A. Winter B. Fall C. Summer

2.E.1.4

Circle the tool that is NOT used to observe, record, or predict weather.

Explain why you think so.

Science K-5



2.L.1 Understand

animal life cycles.

2.L.1.1 Summarize the life cycle of animals:

Birth.

Developing into an adult

Reproducing

Aging and death

2.L.1.2 Compare life cycles of different animals such as,

but not limited to, mealworms, ladybugs, crickets, guppies

or frogs.

2.L.1.1 Guide students to create a picture book showing the life cycle of a

human. Discuss the different stages shown in the life cycle. Explore and

outline the main stages and processes in the life cycle.

2.L.1.2 After studying the life cycles of various organisms, have students

tell how each life cycle is similar and different in the stages that are observed

and the final organism that is produced.

After exploring and outlining the main processes of the life cycle in

animals, ask students to draw and label a picture showing the life cycle of a

frog.

Science K-5


Evolution and Genetics Essential Standard Clarifying Objectives Assessment Examples

2.L.2 Remember that

organisms differ from

or are similar to their

parents based on the

characteristics of the

organism.

2.L.2.1 Identify ways in which many plants and animals

closely resemble their parents in observed appearance and

ways they are different.

2.L.2.2 Recognize that there is variation among individual

organisms of a particular kind within a population.

2.L.2.1 Guide students to observe pictures of plants and animals with

potential and actual offspring. Ask students to identify ways in which many

plants and animals closely resemble their parents in observed appearance and

ways they are different.

2.L.2.2 Guide students to observe pictures of various cats to include solids,

tabbies, tigers, short hairs, longhairs, etc., and identify ways in which two or

more are alike and different.

Guide students to create picture books of immediate and extended

family members, noting the variation between related individuals.

Science K-5



Forces and Motion (P)

3.P.1 Understand motion and factors that affect motion.

Matter, Properties and Change (P)

3.P.2 Understand the structure and properties of matter before and after they undergo a change.

Energy: Conservation and Transfer (P)

3.P.3 Recognize how energy can be transferred from one object to another.

Earth in the Universe (E)

3.E.1 Recognize the major components and patterns observed in the earth/moon/sun system.

Earth Systems, Structures & Processes (E)

3.E.2 Compare the structures of the Earth’s surface using models or three-dimensional diagrams.

Structures & Functions of Living Organisms (L)

3.L.1 Understand human body systems and how they are essential for life: protection, movement and support.

Ecosystems (L)

3.L.2 Understand how plants survive in their environments.

Science K-5



3.P.1 Understand

motion and factors

that affect motion.

3. P.1.1 Infer changes in speed or direction resulting from forces

acting on an object.

3. P.1.2 Compare the relative speeds (faster or slower) of objects

that travel the same distance in different amounts of time.

3. P.1.3 Explain the effect of earth’s gravity on the motion of any

object on or near the earth.

(Figure 1) This picture shows a kite flying in the air.

3.P.1.1 Which best describes what will happen to the motion of the kite if the

wind stops blowing? Explain your answer using captioned cartoons.

a. The kite will fly in the air because the person is pulling on it.

b. The kite will fly away because nothing is pulling on it.

c. The kite will fall to the ground because gravity is pulling on it.

d. The kite will fall to the ground because the person is pulling on it.

3.P.1.1 Explain what will happen when the softball reaches the catcher’s glove.

3.P.1.2 The children listed in the table all ran the 50 yard dash. Which student ran at

the fastest (average) speed? Explain the math involved in your answer.

Name Distance Time

Ron 50 yards 8.2 seconds

Beth 50 yards 9.2 seconds

Joe 50 yards 7.8 seconds

Annie 50 yards 8.0 seconds

A. Annie B. Beth C. Ron D. Joe

(*ALSO - See Attachment 2)

3.P.1.3 George and his friend Travis are playing with a parachute toy. Each time

one of them throws the toy into the air, its chute opens and it glides to the ground. The

reason the parachute glides to the ground is:

A. The parachute has wings and it flies down.

B. The earth pulls on all things, and it pulls the parachute to the ground.

C. The sun inflates the chute so the parachute falls.

D. The batteries in the parachute are failing.

Science K-5




structure and

properties of

matter before and

after they undergo

a change.

3.P.2.1 Recognize that air is a substance that surrounds

us, takes up space and has mass.

3.P.2.2 Compare solids, liquids, and gases based on their

basic properties.

3.P.2.1

When you fan yourself in hot weather, the substance the fan is moving is

called

A. air B. water C. clouds D. liquid

3.P.2.1 The picture below shows two balls that have the same weight.

Ball A Ball B

Mrs. Green has two identical balls (same size and weight). She puts 15 pumps

of air into Ball B but he does not touch Ball A. If she weighs the two balls,

what would she find out about the weight of the two balls? Explain your

answer.

a. Ball A is heavier than Ball B because air is light.

b. Ball A is lighter than Ball B because air adds weight.

c. Balls A and B are the same because air is nothing.

d. Balls A and B are the same because they are the same size.

3.P.2.2

At a parade, Josh noticed the different balloon shapes shown above. Based on

his observation Josh concluded that

a. all gases release energy

b. gases form when liquids are heated.

c. gases take the shape of their container

d. all gases provide heat

Science K-5



3.P.2.3 Summarize changes that occur to the observable

properties of materials when different degrees of

heat are applied to them, such as melting ice or

ice cream, boiling water or an egg, or freezing

water.

3.P.2.3 Choose the BEST scientific explanation for what happens in the series of

photographs above. Explain why this is the BEST explanation.

A. Some of the water in the pitcher has disappeared.

B. The water in the pitcher has changed from a solid to a liquid.

C. The water is getting ready to boil.

D. The ice was removed from the pitcher, so the water was left.

3.P.2.3 Mr. Green filled a balloon with air. He tightly tied the balloon so no

air could get in or out of the balloon. He kept the balloon in a warm

room. An hour later he put the balloon in a cold freezer. When he

took the balloon out 30 minutes later, it was still tied tightly shut. No

air escaped from the balloon; however, the balloon had shrunk. Mr.

Green asked the class if the mass of the balloon (including the air

inside it) has changed. Choose the best answer and explain your

choice.

a. The mass of the warm balloon is less than the mass of the cold

balloon.

b. The mass of the warm balloon is greater than the mass of the

cold balloon.

c. The mass of the warm balloon is the same as the mass of the

cold balloon.

d. The mass goes up and down depending on the temperature.

Science K-5


Energy: Conservation and Transfer Essential Standard Clarifying Objectives Assessment Examples

3.P.3 Recognize how

energy can be

transferred from

one object to

another.

3.P.3.1 Recognize that energy can be transferred from

one object to another by rubbing them against

each other.

3.P.3.2 Recognize that energy can be transferred from a

warmer object to a cooler one by contact or at a

distance and the cooler object gets warmer.

3.P.3.1 If your hands are cold, you can warm them by rubbing them together

The heat energy that you produce is caused by:

a. friction

b. insulation

c. magnetism

d. conduction

Explain why your selection is correct.

3.P.3.2 If a cold ball is placed inside a hot glove, which of the following will

happen over a period of time? Why?

a. the ball and the glove will get colder

b. the ball and the glove will get hotter

c. the cold ball will remain cold and the hot glove will remain hot

d. the cold ball will get warmer and the hot glove will get cooler

3.P.3.2 Which of these warms most of the air, water, and land on Earth?

a. Coal

b. Electricity

c. Sunlight

d. Wind

Science K-5



3.E.1 Recognize the

major components

and patterns

observed in the

earth/moon/sun

system.

3.E.1.1Recognize that the earth is part of a system

called the solar system that includes the sun (a

star), planets, and many moons and the earth is

the third planet from the sun in our solar system.

3.E.1.2 Recognize that changes in the length and

direction of an object’s shadow indicate the

apparent changing position of the Sun during

the day although the patterns of the stars in the

sky, to include the Sun, stay the same.

3.E.1.1 Which object does the earth revolve around?

A. sun B. moon C. planet D. solar system

Draw a picture to demonstrate what you mean.

3.E.1.2 Which shadow is accurate?

A. B.

C. D. Show where the sun would be in each of the drawings to make them correct.

Science K-5



3.E.2 Compare the

structures of the

Earth’s surface

using models or

three-dimensional

diagrams.

3.E.2.1 Compare Earth’s saltwater and freshwater

features (including oceans, seas, rivers, lakes,

ponds, streams, and glaciers).

3.E.2.2 Compare Earth’s land features (including

volcanoes, mountains, valleys, canyons, caverns,

and islands) by using models, pictures, diagrams,

and maps.

3.E.2.1 Guide students to create a Venn diagram comparing two different

bodies of water.

3.E.2.1 Guide students to prepare a three- dimensional model of the Earth

and clearly label the following features that impact North Carolina: an ocean, a

river, a lake, a pond, and a stream. Include the following land features: a

mountain, a valley and a cavern.

3.E.2.2 Guide students to create a graphic organizer (data table, etc.)

comparing the different features represented by models of the Earth’s land

features. Comparisons can be made by examining pictures, diagrams or maps.

Science K-5



3.L.1Understand

human body

systems and how

they are essential

for life:

protection,

movement, and

support.

3.L.1.1 Compare the different functions of the skeletal

and muscular system

3.L.1.2 Explain why skin is necessary for protection and

for the body to remain healthy

3.L.1.1 The skeletal system works together with the ___________ to move

the body.

A. organs B. cells C. intestines D. muscles

Explain the function of the items above that you did not select to complete the

prompt.

3.L.1.1 Guide students to prepare a life-size outline of their body and illustrate

the muscles and bones in either the legs or the arm. Ask students to write a

summary and explain how muscles and bones work together to walk or lift

things. Finally, guide students to describe the skin that covers the body and

explain how it provides protection.

3.L.1.2 John is wondering what the weather is like outside. He puts his hand

out the window to test the weather. Which organ is John relying on to provide

information without sustaining physical damage?

a. brain b. stomach c. skin d. liver

Explain.

3.L.1.2 Suzanne got caught in a rainstorm today. Her clothes are soaking

wet and she needs to dry off with a towel but she is alright. Which of the

following helps Suzanne to stay healthy even when she gets soaking wet?

a. nerves b. skin c. veins d. bones

Explain how this is so.

Science K-5



3.L.2 Understand how

plants survive in their

environments.

3.L.2.1 Remember the function of the following

structures as it relates to the survival of plants in

their environments:

Roots – absorb nutrients;

Stems – provide support

Leaves – synthesize food;

Flowers – attract pollinators and produce seeds for reproduction

3.L.2.1 What is the function of a flower on a plant?

A. absorb nutrients

B. provide support

C. make food

D. attract pollinators and produce seeds

Draw a picture that illustrates your answer choice.

3.L.2.1 Below is a picture of a flower that grows in the desert.

flower

leaf

stem

Roots

Which labeled part of the plant absorbs most of the minerals needed

by this plant? Explain how it does so.

a. Flower

b. Leaf

c. Stem

d. Roots

Which labeled part of the plant produces the seeds? Explain where

they are found.

a. Flower

b. Leaf

c. Stem

d. Roots

Science K-5



3.L.2.2 Explain how environmental conditions determine

how well plants survive and grow.

3.L.2.3 Summarize the distinct phases of the life cycle of

seed plants.

3.L.2.4 Explain how the basic properties (texture and

capacity to hold water) and components (sand,

clay and humus) of soil determine the ability of

soil to support the growth and survival of many

plants.

3.L.2.2 What happens to plants that receive less water than others? Why?

A. they grow faster than others

B. they are bigger than others

C they grow slower than others

D. they produce more flowers than others

3.L.2.3 Cut out and arrange the pictures of a seed plant life cycle in order.

(seed, germination, seedling, adult) Explain this order and life cycle in a story.

3.L.2.4 Performance Assessment (with teacher guidance)

Experiment with the following materials and create a ‘recipe’ for a soil

mixture that would be a good starter mix in which to plant a lima bean seed. A

good starter mix allows water to pass through it but also remains moist without

holding so much water that the soil particles stick together.

Keep a record of your ‘recipe’ and be prepared to explain why the soil

starter mix you create would be a good starter medium.

humus sand clay lima bean seed

measuring spoons plant pot water

Science K-5



Forces and Motion

4.P.1 Explain how various forces affect the motion of an object.


4.P.2 Understand the composition and properties of matter before and after they undergo a change or interaction.

Energy: Conservation and Transfer

4.P.3 Recognize that energy takes various forms that may be grouped based on their interaction with matter.

Earth in the Universe

4.E.1 Explain the causes of day and night and phases of the moon.

Earth History

4.E.3 Understand the use of fossils and changes in the surface of the Earth as evidence of the history of Earth and its changing life

forms.

Ecosystems

4.L.1 Understand the effects of environmental changes, adaptations and behaviors that enable animals (including humans) to survive

in changing habitats.

Molecular Biology

4.L.2 Understand food and the benefits of vitamins, minerals, and exercise.

Science K-5



4.P.1 Explain how

various forces

affect the motion

of an object.

4.P.1.1 Explain how magnets interact with all things

made of iron and with other magnets to produce

motion without touching them.

4.P.1.2 Explain how electrically charged objects push

or pull on other electrically charged objects and

produce motion.

4.P.1.1 The picture below shows the motion of magnet 1 across a smooth

table.

Magnet 1 Magnet 2

1. What will happen to the motion of magnet 2 as magnet 1 gets closer?

2. Why will this happen?

3. Explain your thinking.

4.P.1.1 A magnet attracts an object on the table. The object must contain:

A. iron B. wood C.rubber D. glass

Draw a picture showing the magnet acting on the object.

4.P.1.2 Sue rubs a balloon on her hair. The balloon is then able to stick to

the wall. This is an example of:

A. static charge B. magnetism C. Poles D. iron

Explain your answer.

Science K-5



4.P.1.2 Explain how electrically charged objects push

or pull on other electrically charged objects and

produce motion.

4.P.1.2 Performance Assessment

Given the following materials, build a circuit that will permit the light to turn

on and off.

Light bulb Knife switch battery and wires

Science K-5




composition and

properties of

matter before and

after they undergo

a change or

interaction.

4.P.2.1 Compare the physical properties of samples of

matter: (strength, hardness, flexibility, ability to

conduct heat, ability to conduct electricity, ability

to be attracted by magnets, reactions to water and

fire).

4.P.2.2 Explain how minerals are identified using tests for

the physical properties of hardness, color, luster

cleavage and streak.

4.P.2.1 Use the table below to answer the question..

Solids

Liquids

Gases

Solids with

Liquids in

them

logs Glue Air Wet bathing

suit

In which column would juice be placed? Why would you place it there?

A. Solids B. Liquids

C. Gases D. Solids with liquids in them

4.P.2.2 Jaime’s teacher gave her a mineral to identify. It is white in color, has

a glassy luster and a hardness of 5. The table below shows some properties of

other minerals in her sample box.

Mineral Color(s) Luster Hardness

Calcite White Dull or Pearly 3

Fluorite White, Blue, Green, Violet Glassy 4

Apatite White, Brown, Green, Violet Glassy or Greasy 5

Topaz White, Blue, Red, Yellow Glassy 8

Based on the information in the table, explain how Jaime knows that her

mineral is apatite and not fluorite.

Same item with foils:

Based on the information in the table, which mineral is Jaime’s mineral most

similar to?

a. calcite.

b. fluorite.

c. apatite. *

d. topaz.

Science K-5



Essential Standard Clarifying Objectives Assessment Examples


composition and

properties of

matter before and

after they undergo

a change or

interaction.

4.P.2.3 Classify rocks as metamorphic or

sedimentary based on their composition, how they

are formed and the processes that create them.

4.P.2.2 Which attribute is the best way to identify a mineral? Why?

A. Size B. Hardness

C. Shape D. Mass

4.P.2.3 What type of rock is formed when rocks are changed by heat or

pressure? Explain how other rocks are formed.

A. Metamorphic B. Igneous

C. Sedimentary D. Basalt

Science K-5



4.P.3 Recognize that

energy takes

various forms that

may be grouped

based on their

interaction with

matter.

4.P.3.1 Recognize the basic forms of energy (light,

sound, heat, electrical, and magnetic) as the

ability to cause motion or create change.

4.P.3.1 Performance Assessment and Constructed response

Given the following materials, build a circuit that will permit the light to turn

on and off.

Light bulb Knife switch battery and wires

Identify each form of energy that results when the circuit is complete and the

light is on.

4.P.3.1 Which item turns electrical energy into sound energy? Explain how

this happens.

A. lamp B. doorbell

C. calculator D. candle

Science K-5



4.P.3 Recognize that

energy takes

various forms that

may be grouped

based on their

interaction with

matter.

4.P.3.2 Recognize that light travels in a straight line until

it strikes an object or travels from one medium to

another, and that light can be reflected, refracted,

and absorbed.

4.P.3.2 A pencil placed in a glass of water appears broken because the light

is:

A. reflected B. refracted

C. absorbed D. bright

Draw a picture that shows your answer choice.

4.P.3.2 The picture below shows a farmhouse on a lake.

A student sees a mirror image of the farmhouse and trees in the water of the

lake. What causes this mirror image? How?

a. black light

b. refracted light

c. reflected light *

d. absorbed light

Science K-5



4.E.1 Explain the

causes of day and

night and phases

of the moon.

4.E.1.1 Explain the cause of day and night based on the

rotation of Earth on its axis.

4.E.1.2 Explain the monthly changes in the

appearance of the moon, based on the moon’s

orbit around the Earth.

4.E.1.1 Which statement best explains why the Sun appears to rise and set

each day? Draw a picture showing what happens.

a. Earth rotates.

b. The Sun rotates.

c. The Sun revolves around Earth.

d. Earth revolves around the Sun.

4.E.1.1 The earth rotates on its axis once every:

A. day B. month C. year D. week

The day is caused by:

a. the moon circling the Earth

b. the moon blocking the sun for part of the day

c. the Earth rotating on its axis

d. the Earth revolving around the sun

Make a model that shows how the earth rotates on its axis.

4.E.1.2 What causes the moon phases?

A. the distance from Earth

B. an eclipse

C. the position of the moon relative to the Earth and the Sun

D. astronomers

Create a model that explains and supports your response.

Science K-5


Earth History Essential Standard Clarifying Objectives Assessment Examples


use of fossils and

changes in the

surface of the

earth as evidence

of the history of

Earth and its

changing life

forms.

4.E.2.1 Compare fossils (including molds, casts, and

preserved parts of plants and animals) to one another and

to living organisms.

4.E.2.2 Infer ideas about Earth’s early environments from

fossils of plants and animals that lived long ago.

4.E.2.1 Which type of rock is most often found to contain fossils? Why?

A. Igneous

B. sedimentary

C. metamorphic

D. Granite

4.E.1.1 The fossils of many mastodons have been discovered in Michigan.

The fact that so many mastodon fossils have been found but no live

mastodons have been found anywhere is evidence that mastodons are

a. Threatened

b. Endangered

c. Extinct

d. Protected

Explain.

4.E.2.2 What can we learn from studying fossils?

A. the ways that organisms have changed over time

B. how weather is predicted

C. how islands are formed

D. how volcanoes erupt

*Use the same question but ask for more than one thing that we can

learn.

Science K-5


Earth History Essential Standard Clarifying Objectives Assessment Examples


use of fossils and

changes in the

surface of the

earth as evidence

of the history of

Earth and its

changing life

forms.

4.E.2.3 Give examples of how the surface of the earth

changes due to slow processes such as erosion and

weathering, and rapid processes such as landslides,

volcanic eruptions, and earthquakes.

4.E.2.3 The landform below is a sea arch.

What is responsible for shaping this arch?

a. plate tectonics

b. earthquakes

c. deposition

d. erosion

Explain your answer, using the picture as a model.

Constructed response

Many years ago, the shape of this landform was very different.

Describe how the landform may have appeared in the past and explain

how water is connected to creating the current landform.

Science K-5



4.L.1 Understand the

effects of

environmental

changes,

adaptations and

behaviors that

enable animals

(including

humans) to

survive in

changing habitats.

4.L.1.1 Give examples of changes in an organism’s

environment that are beneficial to it and some that

are harmful.

4.L.1.2 Explain how animals meet their needs by

using behaviors in response to information

received from the environment.

4.L.1.3 Explain how humans can adapt

their behavior to live in changing habitats (e.g.,

recycling wastes, establishing rain gardens,

planting trees and shrubs to prevent flooding and

erosion).

4.L.1.4 Explain how differences among animals of the

same population sometimes give individuals an

advantage in surviving and reproducing in

changing habitats.

4.L.1.1 What may happen to many plants and animals in the Neuse River

basin if there is a hurricane with severe flooding? Why?

a. there will be less polluted water

b. plants and animals will die from the effects of the flood

c. plants and animals will move to other areas and survive there

d. plants and animals will help one another to survive

4.L.1.2

*See Attachment 1

4.L.1.3 During the La Nina cycle, there tends to be drought in North

Carolina. Which behavior would do more harm than good during this climate

cycle? Why is this so?

a. watering the lawn in the morning hours

b. installing a rain barrel

c. turning the water off while brushing your teeth

d. planting native plants that need less water

4.L.1.4 A North Carolina male pheasant has bright colors and long tail

feathers. This is an advantage because:

a. the weight of the feathers makes flying challenging

b. the color of the feathers makes the pheasant easier to see

c. the long tail feathers dry off faster

d. the colors attract female pheasants.

Explain why this is important.

Science K-5


Molecular Biology Essential Standard Clarifying Objectives Assessment Examples

4.L.2 Understand food

and the benefits of

vitamins, minerals and

exercise.

4. L.2.1 Classify substances as food or non-food items

based on their ability to provide energy and materials for

survival, growth, and repair of the body.

4. L.2.2 Explain the role of vitamins and minerals, and

exercise in maintaining a healthy body.

4.L.2.1 Which of the following coverings could be food? Why?

a. a candy wrapper

b. a walnut shell

c. an apple peel

d. a paper lunch bag

4.L.2.2 In order to maintain optimal health, humans need _________,

_________, and ______________. Explain why each of these is important

individually and why they are important together.

a. good grades, nice clothes, and many friends

b. vitamins, minerals, and exercise

c. vaccinations, minerals, and haircuts

d. minerals, rocks, and exercise

Science K-5



Forces and Motion

5.P.1 Understand force, motion and the relationship between them.


5.P.2 Understand the interactions of matter and energy and the changes that occur.

Energy: Conservation and Transfer

5.P.3 Explain how the properties of some materials change as a result of heating and cooling.

Earth Systems, Structures & Processes

5.E.1 Understand weather patterns and phenomena, making connections to the weather in a particular place and time.

Structures & Functions of Living Organisms

5.L.1 Understand how structures and systems of organisms (to include the human body) perform functions necessary for life.

Ecosystems

5.L.2 Understand the interdependence of plants and animals with their ecosystem.

Evolution and Genetics

5.L.3 Understand why organisms differ from or are similar to their parents based on the characteristics of the organism.

Science K-5



5.P.1 Understand force,

motion and the

relationship

between them.

5. P.1.1 Explain how factors such as gravity, friction, and

change in mass affect the motion of objects.

Figure 2: This picture shows a kite flying in the air.

5.P.1.1 Which best describes how forces must interact for a kite to sail up

into the air? Explain.

a. The force of gravity must be equal to the force of the wind.

b. The force of gravity must be greater than the force of the wind.

c. The force of the wind must be greater than the force of

gravity.

d. The force of the person flying the kite must be equal to the force

of the wind.

Science K-5



5.P.1 Understand force,

motion and the

relationship

between them.

5. P.1.2 Infer the motion of objects in terms of how far

they travel in a certain amount of time and the direction in

which they travel.

5. P.1.3 Illustrate the motion of an object using a graph

to show a change in position over a period of time.

5. P.1.4 Predict the effect of a given force or a change in

mass on the motion of an object.

5.P.1.2 John began driving at 6 am and it is now 8 am. John has traveled

120 miles. At what average rate of speed is John traveling? Show the

calculations involved.

A. 48 mph B. 20mph C. 90 mph D. 60 mph

5.P.1.2, 5.P.1.3, 5.P.1.4 See attachment 2 for Assessment Examples.

5.P.1.3

Which of the graphs above would BEST show a change of position over

a period of time? Why?

A. bar graph B. circle graph

C. line graph D. pictograph

5.P.1.2, 5.P.1.3, 5.P.1.4 *See attachment 3 for Assessment Examples.

Science K-5




interactions of

matter and energy

and the changes

that occur.

5. P.2.1Explain how the sun’s energy impacts the

processes of the water cycle (including, evaporation,

transpiration, condensation, precipitation and runoff).

5.P.2.1 Explain why water on the earth cycles in different forms and in

different locations, including on and under ground and in the

atmosphere.

The picture below shows the water cycle.

Y

Water on Earth cycles in different forms and in different locations.

Which process best explains why water cycles from the ocean at point

Y to the clouds at Point X? Why?

a. condensation

b. evaporation

c. runoff

d. transpiration

Science K-5




interactions of

matter and energy

and the changes

that occur.

5. P.2.2 Compare the weight of an object to the sum of the

weight of its parts before and after an interaction.

5. P.2.3 Summarize properties of original materials, and

the new material(s) formed, to demonstrate that a change

has occurred.

5.P.2.2

Above is a series of pictures taken as a pitcher of ice changed to liquid water.

What will be true of the weight of the pitcher in the first and last pictures of

the series? Why?

a. it will be less in the first picture

b. it will be less in the last picture

c. it will be the same in both pictures

d. it will be more in the first picture because the ice takes up more space

5.P.2.3 Which of the following activities results in the formation of a new

material? Explain your answer.

a. chopping wood

b. slicing a pizza

c. baking a cake

d. mixing sand and water

Science K-5



5.P.3 Explain how the

properties of some

materials change as a

result of heating and

cooling.

5. P.3.1 Explain the effects of the transfer of heat (either

by direct contact or at a distance) that occurs between

objects at different temperatures. (conduction, convection

or radiation)

5. P.3.2 Explain how heating and cooling affect some

materials and how this relates to their purpose and

practical applications.

5.P.3.1 A student used a candle to heat a metal rod.

The picture above shows a student heating a metal rod

Which should he do to prevent burning his hand? Why?

a. cover the end of the rod with aluminum foil

b. cover the end of the rod with a rubber handle

c. freeze the tip first, then heat the rod

d. freeze the end first, then heat the rod

5.P.3.1 Harold has warmed some serving plates in the oven before serving a

nice meal to his family on them. The most likely reason why Harold is

warming the serving plates is: (Explain your answer.)

A. Harold does not want the serving plates to crack when he places hot food

on them.

B. Harold wants his brothers and sisters to learn not to grab hot plates.

C. The warm plates will help to keep the food warmer for a longer time.

D. By warming the plates, Harold can cool the food in them enough for the

family to eat it.

5.P.3.2

The handle on the pot above is going to get hot as the pot and the water are

heated. This is because: (Explain your answer.)

a. the heat moves only through the air to the handle

b. the heat moves through the metal of the pot to its metal handle

c. the heat travels through the water, into the air and then into the handle

d. the heat radiates from the gas burner into the handle

Science K-5



5.E.1. Understand

weather patterns and

phenomena, making

connections to the

weather in a particular

place and time.

5. E.1.1 Compare daily and seasonal changes in weather

conditions (including wind speed and direction,

precipitation, and temperature) and patterns.

5. E.1.2 Predict upcoming weather events from weather

data collected through observation and measurements.

5.E.1.3 Explain how global patterns such as the jet stream

and water currents influence local weather in measurable

terms such as temperature, wind direction and speed, and

precipitation.

5.E.1.1 John and Susan plan to travel to Australia (from NC) during their

winter vacation this year. Which of the following clothing combinations

would be best for them to pack in their suitcases? Why?

A. Down coats, gloves, and mufflers.

B. Swimsuits, shorts, tee shirts, and sandals.

C. Heavy jeans and sweatshirts with boots.

D. Slick raincoat and an umbrella hat.

5.E.1.2 Given these factors – Dark, cloudy skies, barometer (air pressure)

falling, temperatures in 60s falling to 50s, and high humidity – which weather

would most likely be predicted? Explain your rationale.

A. Blizzard

B. Heat wave

C. Rain storm

D. Ice storm

5.E.1.3 The temperatures in Wilmington, North Carolina tend to be mild,

even during the winter months. This is most likely due to:

a. the jet stream

b. La Nina

c. the Gulf Stream

d. the trade winds

Explain your answer.

Science K-5



5.L.1 Understand how

structures and

systems of

organisms (to

include the human

body) perform

functions

necessary for life.

5. L.1.1 Explain why some organisms are capable of

surviving as a single cell while others require many cells

that are specialized to survive.

5. L.1.2 Compare the major systems of the human body

(digestive, respiratory, circulatory, muscular, skeletal,

cardiovascular) as it relates to their functions necessary for

life.

5.L.1.1 Sam is studying a sample of lake water using a microscope. He

finds an organism moving around in the water, and he thinks it may be a multi

celled organism. Which of the following characteristics of the organism make

it MOST likely to be a multi celled organism?

A. moving body parts

B. a beating heart

C. what appears to be a body covering

D. hair like structures on its surface

5.L.1.2 Which of the following is a part of the human body system that

provides support and movement? Explain.

A B

C D

Science K-5




interdependence

of plants and

animals with their

ecosystem.

5.L.2.1 Compare the characteristics of several common

ecosystems, including estuaries and salt marshes, oceans,

lakes and ponds, forests, and grasslands)in terms of their

ability to support a variety of populations.

5. L.2.2 Classify the organisms within an ecosystem

according to the function they serve: producers,

consumers, or decomposers (biotic factors).

5. L.2.3 Infer the effects that may result from the

interconnected relationship of plants and animals to their

ecosystem.

5.L.2.1

Which of the habitats below would provide the best environment to support the

populations of animals shown above: (Explain your choice.)

A B

C D

http://images.google.com/imgres?imgurl=http://www.hickerphoto.com/data/media/171/ocean_ecosystems_t1534.jpg&imgrefurl=http://www.hickerphoto.com/ocean-ecosystems-8729-pictures.htm&usg=__bgoyTeYWFmAyUnHa528zo8iarZ4=&h=360&w=239&sz=30&hl=en&start=13&um=1&itbs=1&tbnid=BgsqA9WWH5bnCM:&tbnh=121&tbnw=80&prev=/images%3Fq%3Docean%2Becosystem%26um%3D1%26hl%3Den%26rls%3Dcom.microsoft:*:IE-SearchBox%26rlz%3D1I7GGLL_en%26tbs%3Disch:1

http://images.google.com/imgres?imgurl=http://www.hickerphoto.com/data/media/171/ocean_ecosystems_t1534.jpg&imgrefurl=http://www.hickerphoto.com/ocean-ecosystems-8729-pictures.htm&usg=__bgoyTeYWFmAyUnHa528zo8iarZ4=&h=360&w=239&sz=30&hl=en&start=13&um=1&itbs=1&tbnid=BgsqA9WWH5bnCM:&tbnh=121&tbnw=80&prev=/images%3Fq%3Docean%2Becosystem%26um%3D1%26hl%3Den%26rls%3Dcom.microsoft:*:IE-SearchBox%26rlz%3D1I7GGLL_en%26tbs%3Disch:1

Science K-5




interdependence

of plants and

animals with their

ecosystem.

5. L.2.2 Classify the organisms within an ecosystem

according to the function they serve: producers,

consumers, or decomposers (biotic factors).

5. L.2.3 Infer the effects that may result from the

interconnected relationship of plants and animals to their

ecosystem.

5.L.2.3 A food chain is shown below. (Not drawn to scale)

Which population would most likely decrease if the number of mice

greatly increased? Why?

a. green plants

b. mice

c. snakes

d. hawks

5.L.2.2 Choose the organism that is the best example of a consumer in an

ecosystem: (Explain why this is so.)

A. Tree leaves

B. Mushrooms

C. A bird egg

D. A deer

5.L.2.3 In Briar Bottom Forest, there are balanced populations of plants,

animals, and fungi. Last winter, a flu-like disease killed almost all of the owls

and hawks. The owls and hawks that were not killed have moved out of the

area in order to find new mates. Which of the following is most likely to occur

with these animals gone? Justify your answer.

A. There will be more grass.

B. The insect population will shrink.

C. The bobcats will stay for a while, then leave, hoping to go where the owls

and hawks have gone.

D. More young mice will survive to become adults.

Science K-5


Evolution and Genetics Essential Standard Clarifying Objectives Assessment Examples

5.L.3 Understand why

organisms differ from

or are similar to their

parents based on the

characteristics of the

organism.

5. L.3.1 Explain why organisms differ from or are similar

to their parents based on the characteristics of the

organism.

5. L.3.2 Give examples of likenesses that are inherited and

some that are not.

5.L.3.1 Which of the following animal pairs is NOT a parent and offspring?

Explain.

A B C D

5.L.3.1 Constructed Response Sam’s pet dog had puppies. Three of the puppies were black and two were

white. The father dog was black. The mother dog was white. Sam and his

friends wondered why the dogs were different colors. These were their ideas:

a. John: Puppies inherit more traits from their fathers than their

mothers.

b. Alice: The puppies got half their traits from their father and half

from their mother.

c. June: Male traits are stronger than female traits.

d. Sam: Black puppies have more traits than white puppies.

Which friend do you most agree with and why? Explain your thinking.

5.L.3.2 Suzy is fluent in French. Her parents and grandparents do not speak

any other languages besides English. How is it that Suzy can speak French so

well? Explain your answer.

a. Suzy inherited her knowledge of French

b. Suzy learned how to speak French; she was not born with this ability

c. Suzy must be a genius

d. Suzy has a sister who speaks Spanish

Attachment 1

Science K-5


Ecosystems (Grade 4 Assessment Examples)

4.L.1.2 Explain how animals meet their needs by using behaviors in response to information received from the environment.

The diagram below represents the distribution of trees

in an area of a forest. When squirrels move into the area, they gather acorns from the

only oak tree in this area and hide them in the ground over a

wide area.

= oak Which of the following best represents this same area of the

forest 20 years later?

= pine

= birch A. C.

= cedar

= maple

B. D.

Science K-5


Attachment 2

3.P.1.2 Compare the relative speeds (faster or slower) of objects that travel the same distance in different amounts of time. This picture shows an ant race that started at 10:00 a.m. Figure 1

dm This picture shows the ants ten minutes later. Figure 2

dm Use the pictures to help you answer the questions.

1. Which ant is running the fastest? How do you know? 2. Which ant is running the slowest? How do you know? 3. Which ant do you think will win the race? Why?

Science K-5


Attachment 3

Forces and Motion (Grade 5 Assessment Examples)

5.P.1.2 Infer the motion of objects in terms of how far they travel in a certain amount of time and the direction in which they travel.

Classroom Constructed Response

An ant and a spider took a ten minute trip on a lily pad floating down stream. The spider walked constantly around the edge of the lily pad while the ant sat in

the middle watching the spider. How would the ant describe its own motion? How would the insect describe the spider’s motion? How would a student sitting

on the edge of the stream describe the motion of the insect and the spider? Use diagrams as a part of your answer.

5.P.1.3 Illustrate the motion of an object using a graph to show a change in position over a period of time. (Performance)

Your teacher collected the following data showing the motion of a lily pad traveling down stream. He told the class that the lily pad did not travel the

same speed the entire time. At some times, the lily pad traveled slowly and some times fast. At one point, the lily pad stopped because it hit a rock. Graph the

data and share with the class where the lily pad moved slowly, stopped and moved faster.

Graph Answer Key

Time

(minutes)

Distance

(meters)

0 0

1 5

2 10

3 15

4 20

5 20

6 20

7 35

8 50

9 65

10 80

Science K-5


5.P.1.4 Predict the effect of a given force or a change in mass on the motion of an object.

Car Truck

1. A car and a truck move on a road in the same direction at the same speed. Both vehicles slow down with the same stopping force. Which statement

best explains why the truck needs more distance to stop?

a. The truck is longer than the car.

b. The truck has more mass.

c. The truck has larger wheels.

d. The truck has a larger engine.

Constructed Response:

2. A car and a truck move on a road in the same direction at the same speed. Both vehicles slow down with the same stopping force; however, one travels

farther before coming to a stop. Which vehicle will travel farther before stopping? Explain how you know.

Science K-5


5.P.2 Understand the interactions of matter and energy and the changes that occur.

Inquiry and Constructed Response:

Observe and record the observable properties of the materials in a data table as indicated below. (Have students measure and record a given mass.)

Material Mass State of Matter Observation

Salt ? Solid White grains

Sand ? Solid Brown and white grains

Vinegar ? Liquid Clear liquid

Baking Soda ? Solid White, powdery

Glass marbles ? Solid Many colors; hard, round

Steel marbles ? Solid Shiny, metal, round, hard

Combine the baking soda with the salt, sand and vinegar and record your observations in the data table below.

Material New Mass State of Matter Observation

Baking soda + salt ? Solid White, powdery

Baking soda + sand ? Solid Brown grains; white, powdery

Baking soda + vinegar ? Liquid and gas Bubbles and foam; Clear liquid

1. What happened to the properties of the baking soda and the salt after the two materials were mixed together?

a. The properties of the baking soda and salt changed.

b. The properties of the baking soda and salt did not change.

c. The properties of the baking soda changed, but the properties of the salt did not change.

d. The properties of the baking soda did not change, but the properties of salt changed.

2. How does the weight of each sample compare to the sum of the weight of its parts before and after an interaction?

3. How can you tell if an interaction has taken place?

Science K-5 - NC Science Essential Standards -...

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