MAP: Grade 5 Science

Last updated about 1 year ago

54 questions

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5.ESS2.C

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5.ESS1.B.a

1

5.ESS1.B.a

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4.LS1.A

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4.LS1.A

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3.LS3.C

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3.LS3.C

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3.LS1.B

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5.PS1.B.a

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3.LS3.C

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3.LS3.A

Library

MAP: Grade 5 Science

Last updated about 1 year ago

54 questions

1

Students are investigating the different types of freshwater on Earth. The students study the diagram below.

Using data from the diagram, make a bar graph that shows the percentages of the types of freshwater on Earth.

5.ESS2.C

1

5.ESS1.B.a

1

Draggable item		Corresponding Item

5.ESS1.B.a

A zoo in Missouri wants to build a new enclosure for yellow mud turtles, which are native to parts of the state.

The table below shows some features of yellow mud turtles in the wild and some
characteristics of the new zoo enclosure.

1

3.LS3.C

A student made the following model of the water cycle.

1

5.ESS2.A

1

5.ESS2.A

1

5.ESS2.A

A student is investigating how the amount of daylight changes with the time of year in Missouri. The data table shown is used by the student in the investigation.

1

5.ESS1.B.b

1

5.ESS1.B.b

1

5.ESS1.B.a

A scientist observes some layers of sedimentary rock on a cliff. The layers of sedimentary rock contain fossils. The scientist makes a drawing of the observations. The scientist’s drawing is shown.

1

3.LS3.C

1

3.LS3.C

Planting a Native Lawn
Students decide to replace part of a school’s grass lawn with native plants. Healthy grass lawns usually need a lot of care to be healthy. Native plants need less care because they are adapted to grow well in local conditions. The students decide to use buffalo grass, which is native to the school area. Buffalo grass needs less water and fertilizer than other types of grass and can live through periods without rain. Like other types of grass, buffalo grass spreads out to cover the ground. Aboveground stems, called stolons, grow outward from existing grass plants. New leaves and roots grow from the stolons, forming new plants. Buffalo grass only grows 8–10 inches high and the leaves tend to topple over and look short, so it requires less mowing as well.

Native plants are also more likely to attract native wildlife and pollinators. Pollinators can be birds, such as hummingbirds, or insects, such as bees and butterflies. Flowering plants produce pollen and nectar. These food sources attract pollinators. As the pollinators move from flower to flower collecting food, they transfer pollen from one plant to the next. The pollen transfer or “pollination” is
a necessary step in the production of seeds that grow into new plants. The students choose plants based on how well they will grow in local conditions and the kinds of pollinators they will attract.

Many pollinators also benefit from a source of water, such as a birdbath, for drinking and washing. A human-made pond can even attract frogs to a garden.

1

The drawings show a red buckeye flower and a hummingbird.

A student observes a hummingbird using its long beak to get nectar from a red buckeye flower.

Circle the phrase in each set of options to complete the statement about the student’s observation.

__________ external structures that aid in survival.  These structures also help the organism(s) __________

4.LS1.A

1

4.LS1.A

1

3.LS3.C

1

Students at a school are considering mixing rough bluegrass into the school’s lawn of buffalo grass. Rough bluegrass is not native to Missouri. It grows best in wet and shady areas. It stays green throughout the winter but will turn brown without enough rainfall or if too many people walk on it. Like buffalo grass, rough bluegrass also reproduces through the use of stolons.

Explain whether the students should use rough bluegrass in the school lawn in addition to buffalo grass. Be sure to include at least two reasons supporting your explanation.

3.LS3.C

1

3.LS1.B

1

4.PS2.A.a

1

5.PS2.B

1

3.PS2.B

1

4.PS2.A.a

1

4.PS2.A.a

1

4.PS2.A.a

1

3.PS2.B

1

5.PS2.B

1

5.PS1.B.a

1

The drawing below shows a porcupine.

Write the number of each of the characteristics that help a porcupine survive in its environment in the table below.

3.LS3.C

1

3.LS3.A

The table below compares some fish and the water temperatures in which they live.

1

3.LS3.C

1

3.LS3.C

A model of an energy pyramid is shown below.

1

5.LS2.B

1

5.LS2.B

1

5.LS2.B

A group of snails lives in a dark forest. Some of the snails have white shells, and some of the snails have brown shells. The drawings below show how the shell color for the group of snails changed over three generations.

1

5.LS2.B

1

5.LS2.B

A student performs the following procedure:

Procedure
1. Measure 25 grams of an unknown solid.
2. Measure 200 grams of water.
3. Pour the unknown solid and water into a beaker, which weighs 50 grams.
4. Stir the solution.

The student records the following observation:

Observation
About half of the unknown solid dissolves and the other half settles to the
bottom of the beaker.

1

3.LS3.B

1

5.PS1.A.b

1

5.PS1.B.a

1

5.PS1.B.a

1

5.PS1.B.b

1

5.PS1.A.a

1

5.PS1.A.b

1

5.PS1.A.b

1

3.ESS3.B

1

3.ESS2.D.a

1

3.ESS2.D.a

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3.ESS2.D.a

1

3.ESS2.D.a

1

4.ESS3.A

1

5.ESS3.C

1

3.ESS3.B

1

4.ESS3.A

Students are investigating the different types of freshwater on Earth. The students study the diagram below.

Using data from the diagram, make a bar graph that shows the percentages of the types of freshwater on Earth.

A student in Missouri records the average number of daylight hours during four months of the year. The results are shown in the data table below

Which conclusion is best supported by the data provided?

A. The sun is larger and brighter in May and August than it is in February and November.

B. Earth rotates slower on its axis in May and August than it does in February and November.

C. Earth is closer to the sun’s orbit around the planets in May and August than it is in February and November.

D. The Northern Hemisphere receives more direct sunlight in May and August than it does in February and November.

A student takes a picture of the shadow of a house at four different times during one day. The pictures are shown below, but they are not in order according to the time they were taken.

Identify the correct order of the pictures according to the time of day when each picture was taken. Write the number of each picture in one of the boxes to show this order.

Draggable item		Corresponding Item
Sunset
4pm
Noon
2pm

A zoo in Missouri wants to build a new enclosure for yellow mud turtles, which are native to parts of the state.

The table below shows some features of yellow mud turtles in the wild and some
characteristics of the new zoo enclosure.

1

PART A
Describe how the turtles will be both positively and negatively affected by the new zoo enclosure.

1

PART B
Describe one way in which the zoo enclosure could be changed to help the turtles.

3.LS3.C

A student made the following model of the water cycle.

1

Part A: The student adds a bag of ice on top of the plastic wrap. Describe how this change will affect the water vapor rising from the cup.

5.ESS2.A

1

Part B: Describe how the model can be changed to increase the rate of water moving through the water cycle.

5.ESS2.A

1

Part C: Identify the two Earth systems that are represented by the cup of water and the bag of ice in the model.

5.ESS2.A

A student is investigating how the amount of daylight changes with the time of year in Missouri. The data table shown is used by the student in the investigation.

1

PART A
The student decides to collect data on the twenty-first day of each month. Explain why collecting data on the same day of each month is a good idea.

5.ESS1.B.b

1

PART B
The student collects data for one year and notices a pattern. Describe this pattern.

5.ESS1.B.b

1

PART C
Describe the relationship between the pattern in the amount of daylight during a year and the different seasons on Earth.

5.ESS1.B.a

A scientist observes some layers of sedimentary rock on a cliff. The layers of sedimentary rock contain fossils. The scientist makes a drawing of the observations. The scientist’s drawing is shown.

1

PART A
Identify the oldest layer of rock on the cliff and use evidence from the drawing to explain your answer.

3.LS3.C

1

PART B
Explain how the environment in the area observed by the scientist changed over time. Be sure to include two different examples, with evidence from the drawing.

3.LS3.C

Planting a Native Lawn
Students decide to replace part of a school’s grass lawn with native plants. Healthy grass lawns usually need a lot of care to be healthy. Native plants need less care because they are adapted to grow well in local conditions. The students decide to use buffalo grass, which is native to the school area. Buffalo grass needs less water and fertilizer than other types of grass and can live through periods without rain. Like other types of grass, buffalo grass spreads out to cover the ground. Aboveground stems, called stolons, grow outward from existing grass plants. New leaves and roots grow from the stolons, forming new plants. Buffalo grass only grows 8–10 inches high and the leaves tend to topple over and look short, so it requires less mowing as well.

Native plants are also more likely to attract native wildlife and pollinators. Pollinators can be birds, such as hummingbirds, or insects, such as bees and butterflies. Flowering plants produce pollen and nectar. These food sources attract pollinators. As the pollinators move from flower to flower collecting food, they transfer pollen from one plant to the next. The pollen transfer or “pollination” is
a necessary step in the production of seeds that grow into new plants. The students choose plants based on how well they will grow in local conditions and the kinds of pollinators they will attract.

Many pollinators also benefit from a source of water, such as a birdbath, for drinking and washing. A human-made pond can even attract frogs to a garden.

1

The drawings show a red buckeye flower and a hummingbird.

A student observes a hummingbird using its long beak to get nectar from a red buckeye flower.

Circle the phrase in each set of options to complete the statement about the student’s observation.

__________ external structures that aid in survival.  These structures also help the organism(s) __________

Students would expect to see more frogs near the school with an increase in native plants.
Frogs have sticky tongues that they use to catch insects. Select the two statements that describe how a frog’s tongue helps it survive.

A. A frog’s tongue can perform the function of any other structure in a frog.

B. A frog’s tongue has a specific function in how a frog grows and develops.

C. A frog’s tongue works separately from other structures in the frog to help it survive.

D. A frog’s tongue is the only structure that helps to break food down into smaller parts.

E. A frog’s tongue is one of many structures that work together to support growth and reproduction.

Butterflies are often observed in grassy areas with many flowering plants. They have a long, thin structure called a proboscis, which is used to collect nectar from flowers. Which statement best describes how butterflies would survive in a new area with some tall trees and very few flowering plants?

A. Butterflies would survive well in the new area because they rely on other butterflies for food.

B. Butterflies would survive well in the new area because trees provide shade for the butterflies.

C. Butterflies would not survive well in the new area because they eat food produced by the flowering plants.

D. Butterflies would not survive well in the new area because the trees would block the sunlight they need to produce energy.

Students at a school are considering mixing rough bluegrass into the school’s lawn of buffalo grass. Rough bluegrass is not native to Missouri. It grows best in wet and shady areas. It stays green throughout the winter but will turn brown without enough rainfall or if too many people walk on it. Like buffalo grass, rough bluegrass also reproduces through the use of stolons.

Explain whether the students should use rough bluegrass in the school lawn in addition to buffalo grass. Be sure to include at least two reasons supporting your explanation.

A student began to develop the simple life cycle model shown below.

Which changes should the student make to the model to best represent the life cycle of buffalo grass?

1. Move step 2 before step 1. 
2. Add the label “death” in step 4.

1. Add the label “survival” in step 4. 
2. Add a step for “pollination” after step 4.

1. Remove step 2. 
2. Add the label “growth” in the new step 3.

1. Add the label “death” in step 4. 
2. Add a step for “pollination” between steps 2 and 3.

Students are given a mixture of iron filings and sand.
Which method could the students use to separate the mixture into its individual components?

A. Pour the mixture through a filter

B. Cool the mixture in a refrigerator

C. Stir the mixture with a bar magnet

D. Place the mixture in a container of water

The drawing below shows a porcupine.

Write the number of each of the characteristics that help a porcupine survive in its environment in the table below.

The list below includes some characteristics of a puppy.

Puppy Characteristics
ears that face forward
tip of nose is dark colored
short coat (fur length)
scar on one of its front paws
A student states that all of the puppy’s characteristics in the list were inherited from its parents. Which statement best explains whether the student is correct or incorrect?

A. The student is correct because the length of the puppy’s fur was inherited.

B. The student is correct because everything on an animal’s body is inherited.

C. The student is incorrect because the scar on the puppy’s paw was not inherited.

D. The student is incorrect because the color of the puppy’s nose was not inherited.

The table below compares some fish and the water temperatures in which they live.

1

PART A
Identify the fish that is able to live in the warmest habitat.

3.LS3.C

1

A student states that the chum salmon and the spotted bass can be found in the same river. Explain whether the data provided supports the student’s statement or not.

3.LS3.C

A model of an energy pyramid is shown below.

1

PART A
Describe the relationship between organisms in level W and organisms in level X in the model.

5.LS2.B

1

PART B
Explain why the number of snails with brown shells has increased over time.

5.LS2.B

1

PART C
Describe a possible change to the forest that could result in an increase in the number of snails with white shells.

5.LS2.B

A group of snails lives in a dark forest. Some of the snails have white shells, and some of the snails have brown shells. The drawings below show how the shell color for the group of snails changed over three generations.

1

PART A
Explain why having a brown shell in a dark forest is an advantage over having a white shell.

5.LS2.B

1

Describe how stirring the solution will affect the total amount of matter in this investigation.

5.LS2.B

A student performs the following procedure:

Procedure
1. Measure 25 grams of an unknown solid.
2. Measure 200 grams of water.
3. Pour the unknown solid and water into a beaker, which weighs 50 grams.
4. Stir the solution.

The student records the following observation:

Observation
About half of the unknown solid dissolves and the other half settles to the
bottom of the beaker.

1

PART A
The student calculated the combined weight of the unknown solid and the water to be 275 grams. Describe the mistake the student made in this calculation.

3.LS3.B

1

PART B
Describe how stirring the solution will affect the total amount of matter in this investigation.

5.PS1.A.b

A student in Missouri records the average number of daylight hours during four months of the year. The results are shown in the data table below

Which conclusion is best supported by the data provided?

A. The sun is larger and brighter in May and August than it is in February and November.

B. Earth rotates slower on its axis in May and August than it does in February and November.

C. Earth is closer to the sun’s orbit around the planets in May and August than it is in February and November.

D. The Northern Hemisphere receives more direct sunlight in May and August than it does in February and November.

A student takes a picture of the shadow of a house at four different times during one day. The pictures are shown below, but they are not in order according to the time they were taken.

Identify the correct order of the pictures according to the time of day when each picture was taken. Write the number of each picture in one of the boxes to show this order.

Sunset

4pm

Noon

2pm

PART A
Describe how the turtles will be both positively and negatively affected by the new zoo enclosure.

PART B
Describe one way in which the zoo enclosure could be changed to help the turtles.

Part A: The student adds a bag of ice on top of the plastic wrap. Describe how this change will affect the water vapor rising from the cup.

Part B: Describe how the model can be changed to increase the rate of water moving through the water cycle.

Part C: Identify the two Earth systems that are represented by the cup of water and the bag of ice in the model.

PART A
The student decides to collect data on the twenty-first day of each month. Explain why collecting data on the same day of each month is a good idea.

PART B
The student collects data for one year and notices a pattern. Describe this pattern.

PART C
Describe the relationship between the pattern in the amount of daylight during a year and the different seasons on Earth.

PART A
Identify the oldest layer of rock on the cliff and use evidence from the drawing to explain your answer.

PART B
Explain how the environment in the area observed by the scientist changed over time. Be sure to include two different examples, with evidence from the drawing.

A student wants to investigate the role of stolons in buffalo grass reproduction. The student
performs the following steps in an investigation.

Buffalo Grass Investigation Steps
Plant buffalo grass in two plots of land.
Care for buffalo grass until it spreads over a large area in both plots.
Separate the buffalo grass by cutting the stolons between plants.
Which result would provide the best evidence that stolons help the plant reproduce?

A. The number of plants decreased.

B. The soil around the plants becomes dry.

C. The separated plants continue to grow.

D. The separated plants’ leaves change color.

Students would expect to see more frogs near the school with an increase in native plants.
Frogs have sticky tongues that they use to catch insects.  Select the two statements that describe how a frog’s tongue helps it survive.

A. A frog’s tongue can perform the function of any other structure in a frog.

B. A frog’s tongue has a specific function in how a frog grows and develops.

C. A frog’s tongue works separately from other structures in the frog to help it survive.

D. A frog’s tongue is the only structure that helps to break food down into smaller parts.

E. A frog’s tongue is one of many structures that work together to support growth and reproduction.

Butterflies are often observed in grassy areas with many flowering plants. They have a long, thin structure called a proboscis, which is used to collect nectar from flowers. Which statement best describes how butterflies would survive in a new area with some tall trees and very few flowering plants?

A. Butterflies would survive well in the new area because they rely on other butterflies for food.

B. Butterflies would survive well in the new area because trees provide shade for the butterflies.

C. Butterflies would not survive well in the new area because they eat food produced by the flowering plants.

D. Butterflies would not survive well in the new area because the trees would block the sunlight they need to produce energy.

A student began to develop the simple life cycle model shown below. 

Which changes should the student make to the model to best represent the life cycle of buffalo grass?

1. Move step 2 before step 1. 
2. Add the label “death” in step 4.

1. Add the label “survival” in step 4. 
2. Add a step for “pollination” after step 4.

1. Remove step 2. 
2. Add the label “growth” in the new step 3.

1. Add the label “death” in step 4. 
2. Add a step for “pollination” between steps 2 and 3.

Magnets and Gravity
A student performed two investigations with paper clips. During the first investigation, the student held a horseshoe magnet at different heights above the paper clip. The data are shown in the table below.


During the second investigation, the student researched data on the Internet about how far a paper clip would fall each second after being dropped from a height of 100 meters. The data are shown in the table below.

The student wants to use the results from Investigation 1 to predict whether the paper clip will rise to stick to the magnet in a new investigation. Based on the data provided, determine the lowest height at which the paper clip will be unable to rise and stick to the magnet.

8 cm

13 cm

21 cm

27 cm

The student watched an online video of a falling paper clip. When the video was played in slow motion, the paper clip could be observed moving side to side as it fell to the ground. The student stated that the force of gravity was responsible for both the paper clip’s downward motion and its side-to-side motion. Identify whether the student is correct or incorrect and provide an explanation.

Which conclusion about why the paper clip only moved during two of the trials is supported by the data from Investigation 1?

A. The paper clip moved because the magnet was touching the paper clip in two of the trials.

B. The paper clip moved because the force exerted by the magnet was close enough to the paper clip to move it.

C. The paper clip moved because the magnet was able to transfer energy to the paper clip during two of the trials.

D. The paper clip moved because the magnet was more powerful when it was closer to the paper clip.

Which statement accurately compares the observations made in both investigations?

A. The experiments showed that both gravity and magnetism act only on metals.

B. The experiments showed that both gravity and magnetism can attract an object.

C. The experiments showed that gravity attracts objects and magnetism repels objects.

D. The experiments showed that gravity and magnetism always act in opposite directions.

Select a word or phrase in each set of options to complete the statement based on data from Investigation 2.

If the paper clip dropped from a __________ heigh, then the speed of the paper clip would have __________. 

The student uses the data table from Investigation 2 to make predictions about the behavior of other falling objects dropped from different heights. Which prediction can the student make about the behavior of other falling objects based on these data?

A. The total distance fallen will increase at a faster rate over time.

B. The total distance fallen will decrease at a faster rate over time.

C. The total distance fallen will increase at a constant rate over time.

D. The total distance fallen will decrease at a constant rate over time.

Based on the observations made in Investigation 1, which statement best describes the interaction between the horseshoe magnet and the paper clip?

A. The horseshoe magnet repels the paper clip when the paper clip is farther away.

B. The horseshoe magnet applies more attractive force on the paper clip from nearby than from farther away.

C. The paper clip applies more magnetic force on the horseshoe magnet when the horseshoe magnet is farther away.

D. The paper clip and the horseshoe magnet repel each other at close distances and attract each other when farther apart.

The student has developed three options to model Investigation 2.

In the table below, circle the model that best shows how gravity affected the paper clip as it fell. Next, circle the source of the gravitational force that was acting on the paper clip.

Students are given a mixture of iron filings and sand. 
Which method could the students use to separate the mixture into its individual components?

A. Pour the mixture through a filter

B. Cool the mixture in a refrigerator

C. Stir the mixture with a bar magnet

D. Place the mixture in a container of water

The list below includes some characteristics of a puppy.

Puppy Characteristics
ears that face forward
tip of nose is dark colored
short coat (fur length)
scar on one of its front paws
A student states that all of the puppy’s characteristics in the list were inherited from its parents. Which statement best explains whether the student is correct or incorrect?

A. The student is correct because the length of the puppy’s fur was inherited.

B. The student is correct because everything on an animal’s body is inherited.

C. The student is incorrect because the scar on the puppy’s paw was not inherited.

D. The student is incorrect because the color of the puppy’s nose was not inherited.

PART A
Identify the fish that is able to live in the warmest habitat.

A student states that the chum salmon and the spotted bass can be found in the same river. Explain whether the data provided supports the student’s statement or not.

PART A
Describe the relationship between organisms in level W and organisms in level X in the model.

PART B
Explain why the number of snails with brown shells has increased over time.

PART C
Describe a possible change to the forest that could result in an increase in the number of snails with white shells.

PART A
Explain why having a brown shell in a dark forest is an advantage over having a white shell.

Describe how stirring the solution will affect the total amount of matter in this investigation.

PART A
The student calculated the combined weight of the unknown solid and the water to be 275 grams. Describe the mistake the student made in this calculation.

PART B
Describe how stirring the solution will affect the total amount of matter in this investigation.

Baking Cookies
A student is following a recipe to bake some cookies. The recipe is shown below.

Ingredients
1 cup butter
1 cup white sugar
1 cup brown sugar
2 eggs
2 teaspoons vanilla extract
3 cups flour
1 teaspoon baking soda
2 teaspoons hot water
½ teaspoon salt
2 cups chocolate chips
1 cup chopped walnuts

Procedure
Mix the white sugar, brown sugar, and butter until smooth.
Stir the eggs and vanilla extract into the mixture.
Mix the baking soda in the hot water until the water is clear and then add it to the mixture.
Stir in the salt, flour, chocolate chips, and walnuts until the cookie dough is formed.
Bake the cookie dough in an oven for 10 minutes at 350°F.

The student makes a mistake and mixes the white sugar in the hot water instead of mixing the baking soda in the hot water. Which investigation setup would best help the student separate the white sugar from the water?

A

B

C

D

The student places some of the dry ingredients into a bowl and stirs the ingredients until they are mixed thoroughly. Dry Ingredients: - Flour - Salt - Brown sugar - Chocolate chips The student wants to use a screen to separate the mixture into its individual components. Which statement describes how the student’s plan will most likely work?

A. The student’s plan will work. The screen is designed to separate solids from other solids.

B. The student’s plan will not work. The screen can only be used to separate liquids from solids.

C. The student’s plan will work. The screen will allow the smaller particles (flour, salt, and brown sugar) to pass through its openings.

D. The student’s plan will not work. The screen will only separate the larger particles (chocolate chips) from the other ingredients.

The student decides to perform a separate investigation to see how baking with white sugar compares to baking with brown sugar. The student performs the following two procedures.

In the table below, circle two ways the student’s investigation could be changed to make it a fair test.

Next, circle one observation that would help the student decide whether a new substance was formed during the investigation.

The student wants to develop a model to represent how the baking soda is affected in step 3 of the procedure. Which description of a model would best represent this process?

A balloon fills up with air. The balloon and the air remain large enough to be seen.

A balloon fills up with air. The balloon can be seen, but the air is too small to be seen.

Salt and pepper are mixed together. The salt and the pepper become too small to be seen.

Salt and pepper are mixed together. The pepper and the salt remain large enough to be seen.

Before baking the cookies, the student measures the weight of the prepared cookie dough. Which graph best represents how the amount of matter inside the oven is affected by the cooking process?

A.

B.

C.

D.

The student measures the combined weight of all the ingredients before the cookie dough is made. After the cookies are baked in the oven and allowed to cool, the student weighs the finished cookies. The weight of the cookies is less than that of their ingredients.

Part A: Explain what happened to the matter that is not part of the finished cookies.

Part B: Identify one possible cause for the lighter weight of the cookies compared to that of the ingredients.

The Galveston Hurricane of 1900
Galveston is an island near the coast of Texas. In September 1900, Galveston was the site of one of the worst natural disasters in United States history when it was hit by a major hurricane.

On the morning of September 8, 1900, people noticed that the height of the waves hitting the beach started to increase, flooding the lowest parts of the island. Meteorologists in Galveston recorded the weather that morning as partly cloudy skies with winds blowing at 20 mph. Later that day, the weather changed as rain came with lightning and thunder and the wind speed increased.

At about 6:00 p.m., the rain gauge and thermometer were blown off the weather station. The meteorologists recorded a sudden drop in atmospheric pressure, as shown by the data in Table 1.

As floodwaters started to rise and wind speeds increased, people were told to seek shelter and move to higher ground. A rise in the sea level, known as a storm surge, in the Gulf of Mexico caused flooding on the island. The storm surge reached a height of 15 feet. Since the island of Galveston is 9 feet above sea level, the island was completely flooded by the Gulf of Mexico.

There was not a system in 1900 to classify the strength of a hurricane. Table 2 shows how hurricanes are classified today.


After the floodwaters flowed back into the Gulf of Mexico and the winds returned to normal, the people of Galveston started to rebuild. A seawall was completed in 1904 to protect against future hurricanes. The concrete seawall was 3.3 miles long, 16 feet thick at its base, and 17 feet high. Sand was used to fill the space behind the seawall, increasing the height of the island. Rocks were put at the base of the seawall to break the force of waves. Since 1904, the seawall has protected Galveston from several other hurricanes.

Today, the seawall is a place where the people of Galveston play. The list describes some features of the Galveston seawall:
The top of the seawall is a trail for hiking and biking.
Fishing piers reach out from the seawall into the Gulf of Mexico.
A beach is located in front of the seawall.
Artists paint murals on the part of the seawall facing the beach.

Select a word or phrase in each set of options to complete the following statement. 

A student states that if the seawall had been built before 1900, there would have been __________ damage and __________ people would have been injured in 1990.

Which statement explains why the Galveston hurricane of 1900 caused so much damage?

A. Most buildings were hit by flying objects picked up by high winds.

B. The storm surge caused flooding that washed away many buildings.

C. Most buildings were destroyed by tornadoes resulting from the hurricane.

D. The thunderstorms were so strong that many buildings were struck by lightning.

Use the information in Table 1 to create a bar graph of the atmospheric pressure in Galveston for the evening of September 8, 1900.

Which statement describes a cause-and-effect relationship between atmospheric pressure and a characteristic of a hurricane?

A. As the atmospheric pressure increases, wave activity changes from calm to active.

B. As the atmospheric pressure decreases, the wind speed changes from low to high.

C. As the atmospheric pressure decreases, the skies change from cloudy to partly cloudy.

D. As the atmospheric pressure increases, the weather changes from a drizzle to heavy rain.

Based on Table 2 and other information in the scenario, which chart includes the most likely wind speed for the Galveston hurricane of 1900 and provides evidence to support that wind speed?

The Galveston seawall protects the island from hurricanes up to category 4. Which change to the current seawall is most likely to protect Galveston from a category 5 hurricane?

A. The length of the current seawall would have to be shortened because category 5 hurricanes can produce heavy flooding.

B. The current seawall would have to be rebuilt to allow water to pass through it because category 5 hurricanes produce large waves.

C. The height of the current seawall would have to be increased because category 5 hurricanes have a storm surge of more than 18 feet.

D. The width of the current seawall would have to be increased because category 5 hurricanes have wind speeds of more than 155 mph.

Building the seawall in Galveston has had both positive and negative effects.

Categorize the following effects by writing the number of each effect in one of the sections of
the chart below.

A map of Galveston Island with possible locations for the seawall is shown below.
In the chart below, circle the area where the people of Galveston most likely built the seawall in 1904. Next, circle the explanation that best supports this decision.

A seawall is designed to protect cities from the effects of a hurricane. A student developed two
seawall models to possibly reduce the impacts of a hurricane on a nearby city.

Which pair of statements identifies the model that would be most effective at decreasing the impacts of a hurricane and explains why?

A. Model Y would be most effective. The seawall would stop wind from directly hitting the buildings in the city.

B. Model Y would be most effective. The seawall would reduce the amount of ocean water that could rise up and flood the city.

C. Model X would be most effective. The wind channels would allow water to flow through the seawall and decrease wave action.

D. Model X would be most effective. The wind channels would allow wind to flow through the seawall and reduce the amount of water that could flood the city.

A student wants to investigate the role of stolons in buffalo grass reproduction. The student
performs the following steps in an investigation.

Buffalo Grass Investigation Steps
Plant buffalo grass in two plots of land.
Care for buffalo grass until it spreads over a large area in both plots.
Separate the buffalo grass by cutting the stolons between plants.
Which result would provide the best evidence that stolons help the plant reproduce?

A. The number of plants decreased.

B. The soil around the plants becomes dry.

C. The separated plants continue to grow.

D. The separated plants’ leaves change color.

The student wants to use the results from Investigation 1 to predict whether the paper clip will rise to stick to the magnet in a new investigation. Based on the data provided, determine the lowest height at which the paper clip will be unable to rise and stick to the magnet.

8 cm

13 cm

21 cm

27 cm

Which conclusion about why the paper clip only moved during two of the trials is supported by the data from Investigation 1?

A. The paper clip moved because the magnet was touching the paper clip in two of the trials.

B. The paper clip moved because the force exerted by the magnet was close enough to the paper clip to move it.

C. The paper clip moved because the magnet was able to transfer energy to the paper clip during two of the trials.

D. The paper clip moved because the magnet was more powerful when it was closer to the paper clip.

Which statement accurately compares the observations made in both investigations?

A. The experiments showed that both gravity and magnetism act only on metals.

B. The experiments showed that both gravity and magnetism can attract an object.

C. The experiments showed that gravity attracts objects and magnetism repels objects.

D. The experiments showed that gravity and magnetism always act in opposite directions.

The student uses the data table from Investigation 2 to make predictions about the behavior of other falling objects dropped from different heights. Which prediction can the student make about the behavior of other falling objects based on these data?

A. The total distance fallen will increase at a faster rate over time.

B. The total distance fallen will decrease at a faster rate over time.

C. The total distance fallen will increase at a constant rate over time.

D. The total distance fallen will decrease at a constant rate over time.

Based on the observations made in Investigation 1, which statement best describes the interaction between the horseshoe magnet and the paper clip?

A. The horseshoe magnet repels the paper clip when the paper clip is farther away.

B. The horseshoe magnet applies more attractive force on the paper clip from nearby than from farther away.

C. The paper clip applies more magnetic force on the horseshoe magnet when the horseshoe magnet is farther away.

D. The paper clip and the horseshoe magnet repel each other at close distances and attract each other when farther apart.

The student makes a mistake and mixes the white sugar in the hot water instead of mixing the baking soda in the hot water. Which investigation setup would best help the student separate the white sugar from the water?

A

B

C

D

The student places some of the dry ingredients into a bowl and stirs the ingredients until they are mixed thoroughly.

Dry Ingredients:
- Flour
- Salt
- Brown sugar
- Chocolate chips

The student wants to use a screen to separate the mixture into its individual components. Which statement describes how the student’s plan will most likely work?

A. The student’s plan will work. The screen is designed to separate solids from other solids.

B. The student’s plan will not work. The screen can only be used to separate liquids from solids.

C. The student’s plan will work. The screen will allow the smaller particles (flour, salt, and brown sugar) to pass through its openings.

D. The student’s plan will not work. The screen will only separate the larger particles (chocolate chips) from the other ingredients.

The student wants to develop a model to represent how the baking soda is affected in step 3 of the procedure. Which description of a model would best represent this process?

A balloon fills up with air. The balloon and the air remain large enough to be seen.

A balloon fills up with air. The balloon can be seen, but the air is too small to be seen.

Salt and pepper are mixed together. The salt and the pepper become too small to be seen.

Salt and pepper are mixed together. The pepper and the salt remain large enough to be seen.

Before baking the cookies, the student measures the weight of the prepared cookie dough. Which graph best represents how the amount of matter inside the oven is affected by the cooking process?

A.

B.

C.

D.

Which statement explains why the Galveston hurricane of 1900 caused so much damage?

A. Most buildings were hit by flying objects picked up by high winds.

B. The storm surge caused flooding that washed away many buildings.

C. Most buildings were destroyed by tornadoes resulting from the hurricane.

D. The thunderstorms were so strong that many buildings were struck by lightning.

Which statement describes a cause-and-effect relationship between atmospheric pressure and a characteristic of a hurricane?

A. As the atmospheric pressure increases, wave activity changes from calm to active.

B. As the atmospheric pressure decreases, the wind speed changes from low to high.

C. As the atmospheric pressure decreases, the skies change from cloudy to partly cloudy.

D. As the atmospheric pressure increases, the weather changes from a drizzle to heavy rain.

Based on Table 2 and other information in the scenario, which chart includes the most likely wind speed for the Galveston hurricane of 1900 and provides evidence to support that wind speed?

The Galveston seawall protects the island from hurricanes up to category 4. Which change to the current seawall is most likely to protect Galveston from a category 5 hurricane?

A. The length of the current seawall would have to be shortened because category 5 hurricanes can produce heavy flooding.

B. The current seawall would have to be rebuilt to allow water to pass through it because category 5 hurricanes produce large waves.

C. The height of the current seawall would have to be increased because category 5 hurricanes have a storm surge of more than 18 feet.

D. The width of the current seawall would have to be increased because category 5 hurricanes have wind speeds of more than 155 mph.

A seawall is designed to protect cities from the effects of a hurricane. A student developed two
seawall models to possibly reduce the impacts of a hurricane on a nearby city.


Which pair of statements identifies the model that would be most effective at decreasing the impacts of a hurricane and explains why?

A. Model Y would be most effective. The seawall would stop wind from directly hitting the buildings in the city.

B. Model Y would be most effective. The seawall would reduce the amount of ocean water that could rise up and flood the city.

C. Model X would be most effective. The wind channels would allow water to flow through the seawall and decrease wave action.

D. Model X would be most effective. The wind channels would allow wind to flow through the seawall and reduce the amount of water that could flood the city.

MAP: Grade 5 Science

MAP: Grade 5 Science

Students are investigating the different types of freshwater on Earth. The students study the diagram below.Using data from the diagram, make a bar graph that shows the percentages of the types of freshwater on Earth.

Planting a Native Lawn

The drawing below shows a porcupine.Write the number of each of the characteristics that help a porcupine survive in its environment in the table below.

Students are investigating the different types of freshwater on Earth. The students study the diagram below.Using data from the diagram, make a bar graph that shows the percentages of the types of freshwater on Earth.

A student in Missouri records the average number of daylight hours during four months of the year. The results are shown in the data table belowWhich conclusion is best supported by the data provided?

PART ADescribe how the turtles will be both positively and negatively affected by the new zoo enclosure.

PART BDescribe one way in which the zoo enclosure could be changed to help the turtles.

Part A: The student adds a bag of ice on top of the plastic wrap. Describe how this change will affect the water vapor rising from the cup.

Part B: Describe how the model can be changed to increase the rate of water moving through the water cycle.

Part C: Identify the two Earth systems that are represented by the cup of water and the bag of ice in the model.

PART AThe student decides to collect data on the twenty-first day of each month. Explain why collecting data on the same day of each month is a good idea.

PART BThe student collects data for one year and notices a pattern. Describe this pattern.

PART CDescribe the relationship between the pattern in the amount of daylight during a year and the different seasons on Earth.

PART AIdentify the oldest layer of rock on the cliff and use evidence from the drawing to explain your answer.

PART BExplain how the environment in the area observed by the scientist changed over time. Be sure to include two different examples, with evidence from the drawing.

Planting a Native Lawn

Students would expect to see more frogs near the school with an increase in native plants.Frogs have sticky tongues that they use to catch insects. Select the two statements that describe how a frog’s tongue helps it survive.

A student began to develop the simple life cycle model shown below. Which changes should the student make to the model to best represent the life cycle of buffalo grass?

The student has developed three options to model Investigation 2. In the table below, circle the model that best shows how gravity affected the paper clip as it fell. Next, circle the source of the gravitational force that was acting on the paper clip.

Students are given a mixture of iron filings and sand. Which method could the students use to separate the mixture into its individual components?

The drawing below shows a porcupine.Write the number of each of the characteristics that help a porcupine survive in its environment in the table below.

PART AIdentify the fish that is able to live in the warmest habitat.

A student states that the chum salmon and the spotted bass can be found in the same river. Explain whether the data provided supports the student’s statement or not.

PART ADescribe the relationship between organisms in level W and organisms in level X in the model.

PART BExplain why the number of snails with brown shells has increased over time.

PART CDescribe a possible change to the forest that could result in an increase in the number of snails with white shells.

PART AExplain why having a brown shell in a dark forest is an advantage over having a white shell.

Describe how stirring the solution will affect the total amount of matter in this investigation.

PART AThe student calculated the combined weight of the unknown solid and the water to be 275 grams. Describe the mistake the student made in this calculation.

PART BDescribe how stirring the solution will affect the total amount of matter in this investigation.

Baking Cookies

The Galveston Hurricane of 1900

Use the information in Table 1 to create a bar graph of the atmospheric pressure in Galveston for the evening of September 8, 1900.

Building the seawall in Galveston has had both positive and negative effects.Categorize the following effects by writing the number of each effect in one of the sections ofthe chart below.

A map of Galveston Island with possible locations for the seawall is shown below.In the chart below, circle the area where the people of Galveston most likely built the seawall in 1904. Next, circle the explanation that best supports this decision.

PART ADescribe how the turtles will be both positively and negatively affected by the new zoo enclosure.

PART BDescribe one way in which the zoo enclosure could be changed to help the turtles.

Part A: The student adds a bag of ice on top of the plastic wrap. Describe how this change will affect the water vapor rising from the cup.

Part B: Describe how the model can be changed to increase the rate of water moving through the water cycle.

Part C: Identify the two Earth systems that are represented by the cup of water and the bag of ice in the model.

PART AThe student decides to collect data on the twenty-first day of each month. Explain why collecting data on the same day of each month is a good idea.

PART BThe student collects data for one year and notices a pattern. Describe this pattern.

PART CDescribe the relationship between the pattern in the amount of daylight during a year and the different seasons on Earth.

PART AIdentify the oldest layer of rock on the cliff and use evidence from the drawing to explain your answer.

PART BExplain how the environment in the area observed by the scientist changed over time. Be sure to include two different examples, with evidence from the drawing.

The student wants to use the results from Investigation 1 to predict whether the paper clip will rise to stick to the magnet in a new investigation. Based on the data provided, determine the lowest height at which the paper clip will be unable to rise and stick to the magnet.

Which conclusion about why the paper clip only moved during two of the trials is supported by the data from Investigation 1?

Which statement accurately compares the observations made in both investigations?

The student uses the data table from Investigation 2 to make predictions about the behavior of other falling objects dropped from different heights. Which prediction can the student make about the behavior of other falling objects based on these data?

Based on the observations made in Investigation 1, which statement best describes the interaction between the horseshoe magnet and the paper clip?

The student has developed three options to model Investigation 2. In the table below, circle the model that best shows how gravity affected the paper clip as it fell. Next, circle the source of the gravitational force that was acting on the paper clip.

PART AIdentify the fish that is able to live in the warmest habitat.

A student states that the chum salmon and the spotted bass can be found in the same river. Explain whether the data provided supports the student’s statement or not.

PART ADescribe the relationship between organisms in level W and organisms in level X in the model.

PART BExplain why the number of snails with brown shells has increased over time.

PART CDescribe a possible change to the forest that could result in an increase in the number of snails with white shells.

PART AExplain why having a brown shell in a dark forest is an advantage over having a white shell.

Describe how stirring the solution will affect the total amount of matter in this investigation.

PART AThe student calculated the combined weight of the unknown solid and the water to be 275 grams. Describe the mistake the student made in this calculation.

PART BDescribe how stirring the solution will affect the total amount of matter in this investigation.

Baking Cookies

The student makes a mistake and mixes the white sugar in the hot water instead of mixing the baking soda in the hot water. Which investigation setup would best help the student separate the white sugar from the water?

The student wants to develop a model to represent how the baking soda is affected in step 3 of the procedure. Which description of a model would best represent this process?

Before baking the cookies, the student measures the weight of the prepared cookie dough. Which graph best represents how the amount of matter inside the oven is affected by the cooking process?

The Galveston Hurricane of 1900

Which statement explains why the Galveston hurricane of 1900 caused so much damage?

Use the information in Table 1 to create a bar graph of the atmospheric pressure in Galveston for the evening of September 8, 1900.

Which statement describes a cause-and-effect relationship between atmospheric pressure and a characteristic of a hurricane?

Based on Table 2 and other information in the scenario, which chart includes the most likely wind speed for the Galveston hurricane of 1900 and provides evidence to support that wind speed?

The Galveston seawall protects the island from hurricanes up to category 4. Which change to the current seawall is most likely to protect Galveston from a category 5 hurricane?

Building the seawall in Galveston has had both positive and negative effects.Categorize the following effects by writing the number of each effect in one of the sections ofthe chart below.

A map of Galveston Island with possible locations for the seawall is shown below.In the chart below, circle the area where the people of Galveston most likely built the seawall in 1904. Next, circle the explanation that best supports this decision.

Students are investigating the different types of freshwater on Earth. The students study the diagram below.

Using data from the diagram, make a bar graph that shows the percentages of the types of freshwater on Earth.

The drawing below shows a porcupine.

Write the number of each of the characteristics that help a porcupine survive in its environment in the table below.

Students are investigating the different types of freshwater on Earth. The students study the diagram below.

Using data from the diagram, make a bar graph that shows the percentages of the types of freshwater on Earth.

A student in Missouri records the average number of daylight hours during four months of the year. The results are shown in the data table below

Which conclusion is best supported by the data provided?

PART A
Describe how the turtles will be both positively and negatively affected by the new zoo enclosure.

PART B
Describe one way in which the zoo enclosure could be changed to help the turtles.

PART A
The student decides to collect data on the twenty-first day of each month. Explain why collecting data on the same day of each month is a good idea.

PART B
The student collects data for one year and notices a pattern. Describe this pattern.

PART C
Describe the relationship between the pattern in the amount of daylight during a year and the different seasons on Earth.

PART A
Identify the oldest layer of rock on the cliff and use evidence from the drawing to explain your answer.

PART B
Explain how the environment in the area observed by the scientist changed over time. Be sure to include two different examples, with evidence from the drawing.

Students would expect to see more frogs near the school with an increase in native plants.
Frogs have sticky tongues that they use to catch insects. Select the two statements that describe how a frog’s tongue helps it survive.

A student began to develop the simple life cycle model shown below.

Which changes should the student make to the model to best represent the life cycle of buffalo grass?

The student has developed three options to model Investigation 2.

In the table below, circle the model that best shows how gravity affected the paper clip as it fell. Next, circle the source of the gravitational force that was acting on the paper clip.

Students are given a mixture of iron filings and sand.
Which method could the students use to separate the mixture into its individual components?

The drawing below shows a porcupine.

Write the number of each of the characteristics that help a porcupine survive in its environment in the table below.

PART A
Identify the fish that is able to live in the warmest habitat.

PART A
Describe the relationship between organisms in level W and organisms in level X in the model.

PART B
Explain why the number of snails with brown shells has increased over time.

PART C
Describe a possible change to the forest that could result in an increase in the number of snails with white shells.

PART A
Explain why having a brown shell in a dark forest is an advantage over having a white shell.

PART A
The student calculated the combined weight of the unknown solid and the water to be 275 grams. Describe the mistake the student made in this calculation.

PART B
Describe how stirring the solution will affect the total amount of matter in this investigation.

Building the seawall in Galveston has had both positive and negative effects.

Categorize the following effects by writing the number of each effect in one of the sections of
the chart below.

A map of Galveston Island with possible locations for the seawall is shown below.
In the chart below, circle the area where the people of Galveston most likely built the seawall in 1904. Next, circle the explanation that best supports this decision.

PART A
Describe how the turtles will be both positively and negatively affected by the new zoo enclosure.

PART B
Describe one way in which the zoo enclosure could be changed to help the turtles.

PART A
The student decides to collect data on the twenty-first day of each month. Explain why collecting data on the same day of each month is a good idea.

PART B
The student collects data for one year and notices a pattern. Describe this pattern.

PART C
Describe the relationship between the pattern in the amount of daylight during a year and the different seasons on Earth.

PART A
Identify the oldest layer of rock on the cliff and use evidence from the drawing to explain your answer.

PART B
Explain how the environment in the area observed by the scientist changed over time. Be sure to include two different examples, with evidence from the drawing.

The student has developed three options to model Investigation 2.

In the table below, circle the model that best shows how gravity affected the paper clip as it fell. Next, circle the source of the gravitational force that was acting on the paper clip.

PART A
Identify the fish that is able to live in the warmest habitat.

PART A
Describe the relationship between organisms in level W and organisms in level X in the model.

PART B
Explain why the number of snails with brown shells has increased over time.

PART C
Describe a possible change to the forest that could result in an increase in the number of snails with white shells.

PART A
Explain why having a brown shell in a dark forest is an advantage over having a white shell.

PART A
The student calculated the combined weight of the unknown solid and the water to be 275 grams. Describe the mistake the student made in this calculation.

PART B
Describe how stirring the solution will affect the total amount of matter in this investigation.

Building the seawall in Galveston has had both positive and negative effects.

Categorize the following effects by writing the number of each effect in one of the sections of
the chart below.

A map of Galveston Island with possible locations for the seawall is shown below.
In the chart below, circle the area where the people of Galveston most likely built the seawall in 1904. Next, circle the explanation that best supports this decision.