Grade 5
Science MCA-III Item Sampler
Teacher Guide
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Screen is split vertically, scene on left and questions on right
Students are required to answer the question on the page before they can go on,
but they can mark individual questions for later review
A review screen at the end of a section reminds students about the questions
they marked for review and provides an opportunity to review any questions in
that section
Text-to-speech (TTS) is available on all items. Accommodated text is available
for graphics and tables, but needs to be part of the student’s IEP or EL
designation
Online tools include a highlighter, strike-through text options, magnifier, notepad,
and a calculator if needed. Additional tools are available in an accessibility panel
including text to speech, screen contrast and zoom function.
All items in the item samplers are worth one point.
Score report
Upon completion of the Item Samplers, a Score Report is displayed. This report can be
saved to a designated place or printed. Only the Multiple Choice questions are
displayed with the student’s response and correct answer. The Technology Enhanced
questions are scored but the student response and correct answer is not displayed on
the report. This teacher guide provides the correct answers for this type of question.
Purpose of the Item Samplers
Item samplers are provided to help teachers and students become familiar with the
format and type of content included in the MCAs. Item samplers contain fewer items
than an actual full-length test and are aligned to the Minnesota Academic Standards.
They are not suitable for predicting how students will perform on the MCAs.
For more information on the proportions of items aligned to each standard and
clarifications on how each standard will be assessed, see the MCA-III Test
Specifications for Science at
http://www.education.state.mn.us/MDE/EdExc/Testing/TestSpec/index.html.
The Item Samplers and other testing resources, like the Online MCA Tutorials, can be
found at www.pearsonaccess.com .
Cognitive Complexity
Cognitive complexity refers to the cognitive demand associated with an item. The level
of cognitive demand focuses on the type and level of thinking and reasoning required of
the student on a particular item. MCA-III levels of cognitive complexity are based on
Norman L. Webb’s Depth of Knowledge 1 levels. Although certain verbs, such as “recall,”
“classify” or “reason,” are commonly associated with specific cognitive levels, Webb’s
Depth of Knowledge (DOK) levels are not determined by the verbs that describe them,
but rather the contexts in which the verbs are used and the depth of thinking required.
DOK 1 (recall) items require the recall of information such as a fact, definition, term or
simple science process or procedure.
DOK 2 (skill/concept) items call for the engagement of some mental processing beyond
a habitual response, with students required to make some decisions as to how to
approach a problem or activity.
DOK 3 (strategic thinking) items require students to reason, plan or use evidence to
solve a problem.
The MCA-III Science Test Specifications give a more detailed explanation of DOK levels
used in the MCA-III assessments.
If you have further questions concerning the MCA Science Assessments please contact
the following MDE staff:
Dawn Cameron, dawn.cameron@state.mn.us, 651-582-8551
Jim Wood, jim.wood@state.mn.us, 651-582-8541
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Webb, N. L. Alignment of science and mathematics standards and assessments in four states (Research
Monograph No. 18). Madison: University of Wisconsin – Madison, National Institute for Science Education, 1999.
Scenario: Minerals in the Soil
Question 1
Benchmark:
3.4.1.1.1- Compare how the different structures of plants and animals serve
various functions of growth, survival and reproduction. For example: Skeletons in
animals and stems in plants provide strength and stability.
DOK: 1
Answer: Roots
Rationale: The root is the part of the plant that takes in minerals from the
soil.
Question 2
Benchmark:
4.3.2.3.1- Identify where water collects on Earth, including atmosphere, ground,
and surface water, and describe how water moves through the Earth system
using the processes of evaporation, condensation and precipitation.
DOK: 1
Answer: Collection
Rationale: During the process of collection, minerals can be transferred into
lakes.
Question 3
Benchmark:
4.2.1.2.2- Describe how the states of matter change as a result of heating and
cooling.
DOK: 1
Answer: A
Rationale: As a result of cooling, condensation is the change of state from
vapor into a liquid.
Question 4
Benchmark:
5.4.4.1.1- Give examples of beneficial and harmful human interaction with natural
systems. For example: Recreation, pollution, wildlife management.
DOK: 2
Answer: C
Rationale: If the farmer tests the soil first and measures the minerals
already there, then they will know how much more is needed to avoid
excess fertilizer in runoff.
Scenario: Ice Cream Investigation
Question 5
Benchmark:
4.2.1.2.2- Describe how the states of matter change as a result of heating and
cooling.
DOK: 1
Answer: B
Rationale: When the milk gets cold enough, it will freeze and become a
solid.
Question 6
Benchmark:
3.1.3.4.1- Use tools, including rulers, thermometers, magnifiers and simple
balances, to improve observations and keep a record of the observations made.
DOK: 1
Answer: Thermometer
Rationale: A thermometer is used to measure temperature.
Question 7
Benchmark:
5.1.1.1.1- Explain why evidence, clear communication, accurate record keeping,
replication by others, and openness to scrutiny are essential parts of doing
science.
DOK: 2
Answer: Both “How much salt was added to each beaker” and “How many
ice cubes were used in each beaker” are checked.
Rationale: Both the amount of salt used and the amount of ice cubes used
would be needed to repeat this experiment. The flavor of ice cream would
not affect the experiment. Credit is still given if the student also selects the
size of beaker, since it is unclear what is being measured in step 4, the
temperature of the water/ice in the beaker or the beaker itself.
Question 8
Benchmark:
5.1.3.4.1- Use appropriate tools and techniques in gathering, analyzing and
interpreting data. For example: Spring scale, metric measurements, tables,
mean/median/range, spreadsheets, and appropriate graphs
DOK: 2
Answer: Ice Only bar to 15 ml, Ice and Salt bar to 25 ml
Rationale: The student observes the level of water in each beaker below
the animation and records the numbers in the graph. The beakers are
completely visible in the online version of this item.
Scenario: Pintail Ducks
Question 9
Benchmark:
3.4.3.2.1- Give examples of likenesses between adults and offspring in plants
and animals that can be inherited or acquired. For example: Collect samples or
pictures that show similarities between adults and their young offspring.
DOK: 2
Answer: Same box-Number of legs, Webbed feet, Shape of beak.
Different box- Body size, Kind of feathers.
Rationale: Using the provided graphics on the left side, the student makes
comparisons between the adult and offspring of the characteristics that are
visibly different and similar.
Question 10
Benchmark:
5.4.1.1.1- Describe how plant and animal structures and their functions provide
an advantage for survival in a given natural system. For example: Compare the
physical characteristics of plants or animals from widely different environments,
such as desert versus tropical, and explore how each has adapted to its
environment.
DOK: 2
Answer: Both “Beak” and “Webbed Feet” are selected.
Rationale: The duck’s beak and webbed feet are adaptions that allow these
birds to feed on water plants.
Question 11
Benchmark:
5.2.2.1.2- Identify the force that starts something moving or changes its speed or
direction of motion. For example: Friction slows down a moving skateboard.
DOK: 1
Answer: B
Rationale: Friction from the water is the force that resists motion and slows
the duck down.
Question 12
Benchmark:
5.4.2.1.2- Explain what would happen to a system such as a wetland, prairie or
garden if one of its parts were changed. For example: Investigate how road salt
runoff affects plants, insects and other parts of an ecosystem. Another example:
Investigate how an invasive species changes an ecosystem.
DOK: 2
Answer: 1994
Rationale: Based on the graph, a large drop in the pintail duck population
occurred in 1994.
Scenario: Electromagnets
Question 13
Benchmark:
4.1.2.2.1- Identify and investigate a design solution and describe how it was used
to solve an everyday problem. For example: Investigate different varieties of
construction tools.
DOK: 2
Answer: Both “Sorting materials” and “Moving large objects” are selected
Rationale: These are 2 problems that an electromagnet at the recycling
center is designed to solve.
Question 14
Benchmark:
3.1.3.4.1- Use tools, including rulers, thermometers, magnifiers and simple
balances, to improve observations and keep a record of the observations made.
DOK: 1
Answer: A
Rationale: A balance measures weight.
Question 15
Benchmark:
5.3.4.1.1- Identify renewable and non-renewable energy and material resources
that are found in Minnesota and describe how they are used. For example:
Water, iron ore, granite, sand and gravel, wind, and forests.
DOK: 1
Answer: Paper
Rationale: Paper is the only material from the list that comes from a
renewable resource.
Question 16
Benchmark:
5.1.3.4.2- Create and analyze different kinds of maps of the student's community
and of Minnesota. For example: Weather maps, city maps, aerial photos,
regional maps, or online map resources.
DOK: 1
Answer: Street Map
Rationale: A street map is the appropriate map to use to find a recycling
center.
Question 17
Benchmark:
5.3.4.1.3- Compare the impact of individual decisions on natural systems. For
example: Choosing paper or plastic bags impacts landfills as well as ocean life
cycles.
DOK: 2
Answer: D
Rationale: If nonrenewable resources can be reused, it reduces the need
for that resource.
Question 17 is the last question in the large print (18 and 24 point) item samplers. Questions 1823 require online interaction. These types of questions are not included in the Science MCA
large print item samplers or the large print test.
Question 18
Benchmark:
5.1.1.2.2- Identify and collect relevant evidence, make systematic observations
and accurate measurements, and identify variables in a scientific investigation.
DOK: 2
Answer: 1 coil=2 paperclips; 2 coils=4 paperclips; 3 coils=6 paperclips; 4
coils=8 paperclips.
Rationale: The student is directly recording the data in the data table that is
generated by running several simulations on the left side of the screen.
Question 19
Benchmark:
5.1.1.2.2- Identify and collect relevant evidence, make systematic observations
and accurate measurements, and identify variables in a scientific investigation.
DOK: 1
Answer: Changed=Number of coils; Kept the same=Type of wire, Voltage
of battery, Length of metal rod; Measured=Paper clips picked up.
Rationale: In the simulation, the number of coils is changed by the student
and affecting the number of paper clips picked up. All other variables are
kept the same.
Question 20
Benchmark:
4.2.3.1.3- Compare materials that are conductors and insulators of heat and/or
electricity. For example: Glass conducts heat well, but is a poor conductor of
electricity.
DOK: 1
Answer: A
Rationale: A conductor allows electricity to move through it.
Question 21
Benchmark:
4.2.3.1.2- Describe how magnets can repel or attract each other and how they
attract certain metal objects.
DOK: 2
Answer: 2 possible correct answers. Electromagnets are lined up so that
the opposite poles are next to each other. N to S or S to N
Rationale: Opposite poles of a magnet attract each other.