Answer Key
Beginning of Year Test
Item Analysis
Item #
Standards
DOK
1
4-ESS3-1, DCI.4-ESS3.A.1, CCC.3-5.B.1
1
2
4-LS1-2, DCI.4-LS1.D.1, SEP.3-5.B.3
1
3
4-PS3-2, DCI.4-PS3.A.2
1
4
3-5-ETS1-2, DCI.3-5-ETS1.B.1
1
5
4-PS3-4, DCI.3-5-ETS1.A.1
1
6
4-ESS1-1, DCI.4-ESS1.C.1, SEP.3-5.F.2, CCC.3-5.A.3
2
7
3-5-ETS1-3, DCI.3-5-ETS1.B.4
2
8
4-PS4-3, DCI.3-5-ETS1.C.1, CCC.3-5.A.1
1
9
4-LS1-1, DCI.4-LS1.A.1
2
10
4-ESS2-1, DCI.4-ESS2.A.1
1
11
4-PS3-4, DCI.3-5-ETS1.A.1
1
12
4-ESS2-1, DCI.4-ESS2.A.1, SEP.3-5.C.2, CCC.3-5.B.1
2
13
4-PS4-2, DCI.4-PS4.B.1
1
14
4-PS4-1, DCI.4-PS4.A.2
2
15
4-LS1-2, DCI.4-LS1.D.1, CCC.3-5.D.1
1
16
4-ESS3-2, DCI.3-5-ETS1.B.1, CCC.STSE.3-5.B.1
2
17
4-PS4-3, DCI.4-PS4.C.1, SEP.3-5.F.4
1
18
4-LS1-1, DCI.4-LS1.A.1
1
19
4-PS3-2, DCI.4-PS3.B.2, SEP.3-5.C.2
2
20
4-PS4-1, DCI.4-PS4.A.1
1
21
3-5-ETS1-1, DCI.3-5-ETS1.A.1
2
22
4-ESS1-1, DCI.4-ESS1.C.1
1
23
3-5-ETS1-1, DCI.3-5-ETS1.A.1, CCC.STSE.3-5.B.2
2
24
4-ESS2-2, DCI.4-ESS2.B.1, SEP.3-5.A.2
2
25
4-PS3-3, DCI.4-PS3.C.1, SEP.3-5.A.1
2
26
4-LS1-1, DCI.4-LS1.A.1
1
27
4-ESS3-2, DCI.4-ESS3.B.1
1
28
4-PS4-2, DCI.4-PS4.B.1, CCC.3-5.B.1
2
29
4-PS3-1, DCI.4-PS3.A.1, SEP.3-5.F.1
2
30
4-ESS3-1, DCI.4-ESS3.A.1, SEP.3-5.H.1, CCC.3-5.B.1
2
1. A. Floods animal habitats belongs in the box next to building dams for hydroelectricity because a dam allows
water to collect behind it, flooding whatever animal homes may be near the dam or river.
B. Can injure bats and birds belongs in the box next to building wind turbines because flying organisms are
not aware that the blades of the turbine are harmful. They fly into the blades.
C. Puts carbon dioxide into the atmosphere belongs in the box next to burning fossil fuel because the burning
releases carbon and oxygen, which floats into the atmosphere.
2. Circling the ears, brain, and muscles is correct. The brain receives the information that is heard by the ears and
then sends a message to the muscles to move.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
1
Grade 5 • Assessment Guide
3. A. This is incorrect because although heat is given off by the bulb, it is not what transfers energy from the
batteries to the bulb.
B. This is incorrect because although light is given off by the bulb, it is not how energy is transferred from
the batteries to the bulb.
C. This is incorrect because the batteries do not give off sound energy, although Sam may create it when he
pushes the switch.
D. This is correct because chemical energy in the batteries is changed into electrical energy that flows in an
electric current through the filament of the bulb, causing it to get hot and then glow.
4. The bar for rope A should be at 2, and the rope for rope B should be at 4.
5. A. This is incorrect because it uses chemicals as a source of light.
B. This is incorrect because it costs more than 10 dollars.
C. This is incorrect because it costs more than 10 dollars.
D. This is correct because it uses electricity from a battery and costs less than 10 dollars.
6. 1C. 1 is correct because the fossil in that layer is between 1.6 million years old and present day.
2F. 6 is correct because there are 6 layers below layer 7.
3D. 2 is correct because there are two layers above layer 7.
4G. Above is correct because younger layers are always deposited on top of older layers.
7. A. This is correct. After making a design change, the designer should retest.
B. This is incorrect. Adding bigger wheels would not keep the skateboard from sagging in the middle.
C. This is incorrect. He wants anyone to be able to use his skateboard, so testing it with only small riders
would not fit his criteria.
D. This is incorrect. There is a design flaw in the skateboard that must be fixed before he tries to sell it.
E. This is correct. The flaw is that the board sags, so a stronger board could fix this problem.
8. A. This is correct because binary code uses a different pattern of 1s and 0s to represent each letter in the
alphabet.
B. This is incorrect because a combination of 1s and 0s are needed to represent all letters and symbols, so the
1 cannot be only for an H or an I.
C. This is incorrect because binary code is a pattern of only 1s and 0s; the numbers 2 through 9 are not used.
D. This is incorrect because binary code does not use pixels to make the code.
9. 1B. This part of the plant is the leaf. The leaf is above ground and attached to the stem.
2D. This part of the plant is the stem. The stem is above ground and connects the roots to the flower and
leaves.
3C. This part of the plant is the roots. The roots are underground and have extensions that reach out to absorb
water and nutrients.
10. A. This is incorrect because although possible, it is not likely there is a good reason to remove so much of a
bank next to a house over a few years.
B. This is correct because wave action causes erosion to occur.
C. This is incorrect because it is unlikely that surface frost could remove that much soil in such a short period
of time.
D. This is incorrect because it is unlikely that wind could remove so much of a bank in such a relatively short
period of time.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
2
Grade 5 • Assessment Guide
11. A. Work at night is correct because the purpose of flashlights is to shine light in darkness.
B. Be safe to use is correct because flashlights carry electric current that could hurt a person.
C. Look nicer than store-bought flashlight is incorrect because the appearance of the flashlight is not a logical
goal.
D. Change sunlight energy into electrical energy is correct because the energy transformation of a solarpowered flashlight is from sun energy to electrical energy.
12. The numbers are 4, 1, 3, and 2. The top model shown has the greatest slope on which water would most easily
flow down, carrying soil with it. The model shown second has flat land on which water would likely not
runoff. The model shown third has slightly less slope than the top model. This model would allow much soil to
run off the land. The bottom model has a slight slope on which some runoff could occur.
13. A. This is incorrect because refracting light does not enable people to see objects.
B. This is correct. Objects reflect light back into the eye, where the light is sensed which allows a person to
see.
C. This is incorrect because, although the objects do absorb some light, it is the reflected light that allows a
person to see the object.
D. This is incorrect because, although people can see objects that give off their own light, objects such as
desks and chairs typically do not give off their own light, so this is not the process that allows people to
see these types of objects.
14. Circling Wave B is correct because the distance between each peak is the shortest, meaning that this wave
shows the shortest wave. Drawing an X on Wave A is correct because the distance between the peak and
trough of the wave is the greatest, meaning that this wave shows the greatest height.
15. A. This is incorrect because the fur and the heart do not work with the ears to help a lion find food.
B. This is correct because the eyes, nose, and brain work together to help a lion find food.
C. This is incorrect because the lungs and heart are involved in the pursuit and capture of food, not finding
food.
D. This is incorrect because these organs do not work together. In addition, the fur and stomach do not help a
lion find food.
16. A. Cost does not belong in any space. While the flood bricks will cost something, this would not explain how
they would be an improvement over the sandbags.
B. Save belongs in the first space. If the flood bricks are an improvement, they will likely save the people
money.
C. Reused belongs in the second space. If the flood bricks were thrown away every time, they would not
likely save money. Being able to reuse them is an improvement over a sandbag, which cannot be reused.
D. Thrown away is not used.
17. A. The cell phone transistor, radio, and headphones are small enough to carry in her pocket.
B. The cell phone has a lit screen that allows text to be read in the dark. The headphones and radio provide
message by sound so nothing can be seen.
C. A cell phone and headphones can send and receive messages. The transistor radio can just transmit signals
in one direction.
18. A. This is incorrect because deep roots help plants absorb water, not retain water.
B. This is correct. Waxy leaves help to prevent evaporation, which helps plants retain water.
C. This is incorrect because tall stems help plants reach sunlight, not retain water.
D. This is incorrect because flower color helps plants attract pollinators, not retain water.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
3
Grade 5 • Assessment Guide
19. A. This is incorrect. The force of colliding objects can transfer heat; however, a spring scale would be used to
measure force, and this setup does not lend itself to measurement by a spring scale. A thermometer is the
best tool for measuring heat transfer in liquids.
B. This is incorrect because mass is a measurement of matter, not heat. Because heat is associated with
energy, a thermometer should be used.
C. This is correct because the temperature of the tub will help Olivia determine how energy is transferred into
the cold water, which started at 5° C.
D. This is correct because the temperature of the water in the glass will help Olivia determine how energy is
transferring out of the hot water, which started at 80° C.
20. A. This is correct because energy is transferred when water is disturbed.
B. This is incorrect because it does not describe an up-and-down movement of water in a repeated and
predictable pattern.
C. This is incorrect because there is net movement when water is flushed down a drain; in a wave, the water
particles move up and down but not forward.
D. This is incorrect because water movement through pipes is not an up-and-down movement that transfers
energy without net motion of water particles.
21. A. This criterion is Not Very Important because the ramp is for the dog, not the cat.
B. This criterion is Important because the ramp must be the right size for the dog but not too large to fit up
the stairs.
C. This criterion is Not Very Important because it does not matter whether the ramp is covered with carpet or
what color the carpet is.
D. This criterion is Important because the ramp must be comfortable and safe for the dog to use.
22. A. This is incorrect because, although an earthquake can reveal layers in Earth, canyons are landforms that
are created by a flowing river.
B. This is correct. A flowing river slowly eroded the sides of the canyon, revealing rock layers in the canyon
walls.
C. This is incorrect because, although soil building up produced the layers, a river caused the layers to be
revealed.
D. This is incorrect because, although humans can sometimes reveal rock layers, canyons are landforms that
are created by a flowing river.
23. A. This is correct. The use of global positioning systems to map fields is an example of using new technology
to improve farming techniques.
B. This is incorrect because it is not an improvement in technology but the use of older technology, which
might maintain the status quo of a farm.
C. This is correct because modern machines are built with improved technology.
D. This is incorrect because hiring more workers is not an advance in technology and may end up being less
efficient and more costly.
E. This is correct because automated systems are a newer technology that makes life easier for farmers.
24. A. Colorful is a criterion because it is a requirement that must be met for the map.
B. Easy to read is a criterion because it is a requirement that must be met.
C. Ready within 6 months is a constraint because it is a limitation on the design of the map.
D. No more than $1,000 to make is a constraint because it is a limitation on the design.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
4
Grade 5 • Assessment Guide
25. 1B. 4 cm is correct for the distance car 2 moved when car 1 was moving at 4 cm/sec. The data show that the
faster car 1 moves, the farther car 2 will move, and 4 cm is greater than 2 cm but less than 6 cm.
2D. 8 cm is correct because the data show that the faster car 1 moves, the farther car 2 will move; since this
trial has the fastest speed of car 2, it should have the farthest distance for car 2, and 8 cm is the only
answer that is larger than 6 cm.
3E. Very Soft is correct because the data show that the slower car 1 moves, the softer the sound is, and very
soft is the only choice that is less than soft.
4G. Loud is correct because the data show that the faster car 1 moves, the louder the sound is, and loud is the
only answer that is greater than medium.
26 A. This is incorrect because seeds develop after a flower has bloomed.
B. This is correct. Fruits contain seeds that can be spread by animals when animals eat the fruit.
C. This is incorrect because leaves do not contain seeds.
D. This is incorrect because the stem does not contain seeds.
27. A. This is incorrect because canyons are landforms created by flowing rivers.
B. This is incorrect because, although magma is shown, the landform is a volcano.
C. This is incorrect because the hole at the top of a volcano is a volcanic crater, not a sinkhole.
D. This is correct. The landform shown is an erupting volcano.
28 A. The object reflects light belongs in the top row of the Cause column. If an object reflects light, the light
appears to be bouncing off the object. In addition, if the object reflects light, that object can be seen in a
dark room.
B. The object absorbs all light belongs in the bottom row of the Cause column. If an object absorbs all light,
then the object cannot be seen in a dark area.
C. The object reflects the color belongs in the middle row of the Effect column. If light is shined onto a red
object, then that red object is only reflecting the color red.
29. Circling This ship is smaller and This ship is faster are correct. Larger objects transfer more energy in
collisions, and faster moving objects have more energy.
30. The numbers are 2, 3, and 1. Hydrogen fuel cells release no GHG or carbon emissions, Electric cars release
5,000 pounds of GHG and carbon emissions per year. Standard gasoline releases 12,000 pounds of GHG
and carbon emissions.
Unit 1 Engineering and Technology
Unit 1 Pretest
Item Analysis
Item #
Key
Standards
1
C
3-5-ETS1-3, DCI.3-5-ETS1.B.4
1
2
B
3-5-ETS1-1, DCI.3-5-ETS1.A.1
1
3
A
3-5-ETS1-3, DCI.3-5-ETS1.B.4
1
4
B
3-5-ETS1-3, DCI.3-5-ETS1.B.4
1
5
A
3-5-ETS1-1, DCI.3-5-ETS1.A.1
2
6
B
3-5-ETS1-2, DCI.3-5-ETS1.B.3
2
7
B
3-5-ETS1-2, DCI.3-5-ETS1.B.2
1
8
C
3-5-ETS1-3, DCI.3-5-ETS1.B.4, CCC.STSE.3-5.B.1
2
Answer Key
© Houghton Mifflin Harcourt Publishing Company
5
DOK
Grade 5 • Assessment Guide
9
D
3-5-ETS1-3, DCI.3-5-ETS1.C.1
2
10
A
3-5-ETS1-3, DCI.3-5-ETS1.C.1, SEP.3-5.C.2
1
Unit 1 Lesson 1 Quiz
Item Analysis
Item #
Key
Standards
DOK
1
A
3-5-ETS1-2, DCI.3-5-ETS1.B.2, CCC.STSE.3-5.B.1
1
2
C
3-5-ETS1-1, DCI.3-5-ETS1.A.1
2
3
D
3-5-ETS1-2, DCI.3-5-ETS1.B.3
2
4
D
3-5-ETS1-1, DCI.3-5-ETS1.A.1
2
5
B
3-5-ETS1-3, DCI.3-5-ETS1.C.1
1
6
Rubric 3-5-ETS1-1, DCI.3-5-ETS1.A.1
3
7
Rubric 3-5-ETS1-1, DCI.3-5-ETS1.A.1
2
6. Use the rubric below to evaluate total points earned for this item.
NGSS Constructed Response Answer – 1 Point
Sample answer:
Evidence
of
Mastery
• The materials should warm up quickly to body temperature, be lightweight, and permit easy
movement.
To receive full credit for this test item, students must give a valid list of several qualities that would
make the materials comfortable.
7. Use the rubric below to evaluate total points earned for this item.
NGSS Constructed Response Answer – 1 Point
Sample answers:
Evidence
of
Mastery
• explanation that science benefits engineering through research into materials
• explanation that engineering benefits science by providing tools that improve research
To receive full credit for this item, students must explain one way that science benefits engineering and
one way that engineering benefits science.
Unit 1 Lesson 2 Quiz
Item Analysis
Item #
Key
Standards
DOK
1
B
3-5-ETS1-3, DCI.3-5-ETS1.B.4
1
2
C
3-5-ETS1-3, DCI.3-5-ETS1.C.1
2
3
D
3-5-ETS1-3, DCI.3-5-ETS1.B.4
2
4
A
3-5-ETS1-1, DCI.3-5-ETS1.A.1
2
5
C
3-5-ETS1-3, DCI.3-5-ETS1.B.4
2
6
Rubric 3-5-ETS1-1, DCI.3-5-ETS1.A.1, SEP.3-5.A.2
2
7
Rubric 3-5-ETS1-3, DCI.3-5-ETS1.B.4
3
Answer Key
© Houghton Mifflin Harcourt Publishing Company
6
Grade 5 • Assessment Guide
6. Use the rubric below to evaluate total points earned for this item.
NGSS Constructed Response Answer – 1 Point
Sample answer:
Evidence
of
Mastery
• The design should solve the problem of the car being damaged when it bumps against other cars.
• A possible solution is to surround the car with rubber to absorb the force of bumping.
To receive full credit for this test item, students must name a problem to be solved and describe a
possible solution.
7. Use the rubric below to evaluate total points earned for this item.
NGSS Constructed Response Answer – 1 Point
Sample Answer:
Evidence
of
Mastery
• They could make the ramp steeper or build it out of a different material, like plastic, which might
help the car travel faster.
• They could build a wider ramp so more than one car could travel down it at the same time.
To receive full credit for this test item, students must include an improvement to the ramp design that
would help the car travel down the ramp faster and an improvement to the ramp design that would
allow them to send down more than one car at a time.
Unit 1 Lesson 3 Quiz
Item Analysis
Item #
Key
Standards
DOK
1
D
3-5-ETS1-2, DCI.3-5-ETS1.B.2, CCC.STSE.3-5.B.1
2
2
C
3-5-ETS1-3, DCI.3-5-ETS1.C.1
2
3
B
3-5-ETS1-3, DCI.3-5-ETS1.C.1
3
4
B
3-5-ETS1-3, DCI.3-5-ETS1.C.1
3
5
A
3-5-ETS1-2, DCI.3-5-ETS1.B.2, SEP.3-5.F.4
2
6
Rubric 5-ESS3-1, DCI.5-ESS3.C.1
3
7
Rubric 3-5-ETS1-3, DCI.3-5-ETS1.C.1
2
6. Use the rubric below to evaluate total points earned for this item.
NGSS Constructed Response Answer – 1 Point
Sample Answers:
• People can travel long distances in a shorter amount of time than in the past. This means that it is
easier to visit family members who live far away.
Evidence
of
Mastery
• Trains or airplanes transport many products. This means that people have more variety in the
products that they have access to. For example, people have access to different kinds of fruits
and vegetables, not just what is grown in their area.
• any negative effect of travel technology (pollution, people live farther away from each other,
people don’t do as much walking/exercise)
To receive full credit for this test item, students must include two reasonable positive effects of travel
technology and one reasonable negative effect of travel technology.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
7
Grade 5 • Assessment Guide
7. Use the rubric below to evaluate total points earned for this item.
NGSS Constructed Response Answer – 1 Point
Sample answer:
• traffic delays and inconvenience
Evidence
of
Mastery
• Letter X shows an area of heavy traffic congestion.
• People use traffic maps to know which areas to avoid when driving.
To receive full credit for this test item, students must identify a human need or problem this technology
was developed to address, explain what the map shows about traffic near the letter X, and explain how
people use online traffic maps to avoid heavy traffic areas.
Unit 1 Unit Test
Item Analysis
Item #
Standards
DOK
1
3-5-ETS1-1, DCI.3-5-ETS1.A.1
1
2
3-5-ETS1-3, DCI.3-5-ETS1.B.4
2
3
3-5-ETS1-1, DCI.3-5-ETS1.A.1, SEP.3-5.A.2
2
4
3-5-ETS1-2, DCI.3-5-ETS1.B.3, CCC.STSE.3-5.B.1
2
5
5-ESS3-1, DCI.5-ESS3.C.1
1
6
5-ESS3-1, DCI.5-ESS3.C.1, CCC.NOS.3-5.C.1
2
7
3-5-ETS1-2, DCI.3-5-ETS1.B.3, SEP.3-5.F.4
2
8
3-5-ETS1-2, DCI.3-5-ETS1.B.1, CCC.STSE.3-5.B.1
2
9
3-5-ETS1-1
1
10
3-5-ETS1-3, DCI.3-5-ETS1.B.4, SEP.3-5.C.1
2
11
3-5-ETS1-2, DCI.3-5-ETS1.B.1, SEP.3-5.F.4
2
12
3-5-ETS1-2, DCI.3-5-ETS1.B.3, SEP.3-5.F.4, CCC.STSE.3-5.B.1
3
13
5-ESS3-1, DCI.5-ESS3.C.1, SEP.3-5.H.1
3
14
3-5-ETS1-1, DCI.3-5-ETS1.A.1, SEP.3-5.A.2, CCC.STSE.3-5.B.2
3
15
3-5-ETS1-3, DCI.3-5-ETS1.C.1
2
16
3-5-ETS1-2, DCI.3-5-ETS1.B.1
2
17
3-5-ETS1-2, DCI.3-5-ETS1.B.3
1
18
3-5-ETS1-3, DCI.3-5-ETS1.C.1, SEP.3-5.C.1
2
19
3-5-ETS1-1, DCI.3-5-ETS1.A.1, CCC.STSE.3-5.B.2
2
20
3-5-ETS1-2, DCI.3-5-ETS1.B.1, SEP.3-5.F.4, CCC.STSE.3-5.B.1
3
1. A. This is correct because Nina must first build a prototype before she can test it or make any conclusions.
B. This is incorrect because Nina would need to build the prototype before she could test it.
C. This is incorrect because although it is important when engineering to communicate findings, one has to
build something first.
D. This is incorrect because Nina needs to build a prototype to test before she can make any conclusions
about whether it is the correct solution for her.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
8
Grade 5 • Assessment Guide
2. A. This is incorrect because a detailed design drawing would be made before the prototype is made, not after
test-marketing.
B. This is incorrect because measuring and evaluating is described as what is done in the test-marketing.
C. This is incorrect because the item would not be made available for sale before it is mass-produced.
D. This is correct because after a product is tested to see how it performs, any issues with the product should
be worked out through redesign prior to mass-production.
3. A. This is incorrect because building a sailboat does not meet the constraints or the criteria.
B. This is incorrect because swimming across does not meet the constraints or the criteria.
C. This answer is correct because it meets the criteria and the constraints.
D. This is incorrect because it meets the constraints of using a rope and boards, but not the criteria of being
safe.
4. A. This is incorrect because to improve safety you would need to test the airbags in lots of different kinds of
cars.
B. This is incorrect because counting the number of car accidents will not improve safety.
C. This is correct because knowing the type of accident and type of injury can show how airbags are not
working.
D. This is incorrect because comparing the number of accidents that occur in cars with airbags with those that
do not have airbags would not provide information about how to improve the safety in cars with airbags.
5. A. This is incorrect because gas lights burn gas and cause air pollution.
B. This is incorrect because burning coal causes air pollution.
C. This is correct because cars that run on electricity do not cause air pollution.
D. This is incorrect because automatic sprinklers conserve water but will not reduce air pollution.
6. A. This is incorrect. This newspaper article is stating an opinion, not a fact backed up by empirical evidence.
B. This is correct. A government study is backed by data that have been gathered and analyzed.
C. This is incorrect. This is an opinion and is not supported by empirical evidence.
D. This is incorrect because advertisements are not the best source of data for scientific claims.
Advertisements may skew data so as to support what is being sold.
7. A. This is incorrect because Jose’s design did not work, and the copper nail in Marla’s design will conduct
electricity.
B. This is incorrect because Jose’s design did not light the bulb, and both of the students used the same type
of wires.
C. This is incorrect because while Marla’s design did light the bulb, both students used a lemon, showing it
can work.
D. This is correct because Marla’s design lit the bulb, but the plastic clips in Jose’s design will not conduct
electricity. The plastic clips are the only difference in the two designs.
8. A. Increases benefits belongs with the oven. This allows people to bake different things at the same time,
which is a benefit to the oven, but it is not a new demand, as people throughout history would have found
this helpful.
B. Decreases known risks belongs with the toy battery. The stem says that the battery was likely to catch on
fire, which is a large risk.
C. Meets new demands belongs with the cell phone having larger storage. Increasing the benefit of having the
video capabilities would mean society would demand larger storage for the videos.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
9
Grade 5 • Assessment Guide
9. 1A. Math is correct for this task. Providing a cost estimate would require calculating the number of hours to
finish the job, the amount of materials needed and their cost, and then adding all the numbers together.
2B. Science is correct for this task. Studying climate is a use of science that an engineer might need to do
before installing the solar panels.
3A. Math is correct for this task. Measuring angles is a use of math.
4A. Math is correct for this task. Doing calculations is a use of math.
5B. Science is correct for this task. Making observations of natural phenomena is science.
10. A. The type of the ball belongs in the first space. It changes with each test, so it is a changed variable.
B. Type of flooring belongs in the second and third spaces because students dropped the balls in the same
place, so the floor type would be the same in that one location.
C. The height the ball bounced is not used. It was the measured variable in the investigation.
D. Height the ball was dropped from belongs in the second and third spaces. The balls are all dropped from 2 meters.
11. A. Fabrics that dry quickly is correct; they would make Fred cooler.
B. Fabrics that are waterproof is incorrect; they would trap heat.
C. Fabrics that have sunscreen is incorrect; they would not keep him cooler or resist stains.
D. Fabrics that are easy to clean is correct; Fred wants a shirt that is easy to keep clean.
E. Fabrics that do not absorb heat is a correct; they would help Fred stay cooler.
12. A. Automatic seat belts belong in the Both Safer and Easy to Use heading because they do not have to be
controlled and they make sure people are protected.
B. A television with remote control belongs under Easy to Use while Driving heading. This does not make the
car safer; it may make it less safe.
C. Lights that flash as music plays belongs under Easy to Use while Driving heading. The lights do not
require anyone to do anything to flash but would be very distracting and not at all safe.
D. A switch under the hood that controls top speed belongs under Makes Car Safer heading because it is not
easy to use while driving since it is not in the cab of the car, but is under the hood. It would make the car
safer by preventing the driver from driving too fast.
13. A. This resource will help Tom because it will show him where the river connects with another body of water
or ends.
B. This resource will not help Tom because it will only show the structures at the park rather than where the
river leads.
C. This resource will help Tom because it will tell him the places that the bottle travels through as it flows
with the water.
D. This resource will not help Tom because it focuses on the activities one can do at the park and not where
the river leads.
14. Use the rubric below to evaluate total points earned for this item.
[max point: 3]
DCI, SEP, CCC - 3 points
The student is able to:
Claims
1. describe a solution to the problem (DCI); and
2. identify a criterion and a constraint of the tool for reaching the shelf (SEP); and
3. describe how Regina’s needs have changed over time leading to the need for a new technology
(CCC).
Answer Key
© Houghton Mifflin Harcourt Publishing Company
10
Grade 5 • Assessment Guide
1 point for correctly describing a solution to Regina’s problem of being unable to reach her shelf
Evidence of
Mastery of Part 3: One point is earned for describing a tool that meets the criterion and constraint of Regina’s
Disciplinary problem. The following answer, or an equivalent, is acceptable.
Core Ideas
• I would build a step out of sturdy boxes and a board. It would be easy to use because you just
step on it, and we have boxes and boards at our house.
Evidence of 1 point for correctly identifying a criterion and constraint required for this object
Mastery of Part 2: One point is earned for identifying the criterion and constraint required for this tool. The
Science and following answer, or an equivalent, is acceptable.
Engineering
• Regina’s object must be easy to use (criterion) and use only materials found around the house
Practices
(constraint).
1 point for correctly describing how Regina’s needs have changed over time, leading to the need for
a new technology
Evidence of
Mastery of Part 1: One point is earned for identifying what needs have changed, causing her to want to design a
Crosscutting new technology. The following answer, or an equivalent, is acceptable.
Concepts
• Previously, Regina only needed to access her shelf occasionally. However, she now needs to
use it every day. She used to be able to use a ladder, with her mother’s help, but now she needs
to use the shelf on her own, with no ladder.
15. Use the rubric below to evaluate total points earned for this item.
[max point: 2]
DCI Only - 2 Points
Claims
The student is able to determine the criteria being tested in the different solutions and determine how
well the designs solve the problem (DCI).
1 point for correctly determining the criteria for the designs being tested by the engineers
Part 1: One point is earned for identifying the criteria that were being tested in the investigation. The
following response, or an equivalent, is acceptable.
• The engineers were testing how far away they could open the door and the fastest time for
Evidence of
opening the door.
Mastery of
Disciplinary 1 point for correctly identifying the tradeoffs in the two best door opener designs
Core Ideas
Part 2: One point is earned for identifying that design models A and B both met different criteria,
and that there is a tradeoff as to which might be more desirable depending on your criteria. The
following response, or an equivalent, is acceptable.
• Model A worked from the farthest distance, but model B opened the door the fastest.
16. A. This is incorrect because you cannot research this question; you can only measure the results and see if
they meet the requirement.
B. This is correct because to build a pencil case that will hold pens, pencils, and an eraser, students should
know how long and wide to make the pencil case before they start.
C. This is incorrect. Knowing the weight of the pencils, pens, and erasers will not help students in making
their own pencil case.
D. This is incorrect. Students would need to evaluate these after completing the assignment, but the criteria
and constraint are clearly defined and would not require research.
17. A. This is correct. Sharing ideas with peers helps result in improved designs. One person may not have all the
answers, but combining ideas can lead to a better finished product that better meets the criteria and
constraints.
B. This is incorrect. The teacher does not want them to each make the same design; he wants them to help
each other to stay on track and make the best case each one of them can.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
11
Grade 5 • Assessment Guide
C. This is incorrect. He still wants them to all come up with their own ideas; he just wants them to share their
ideas with the group to improve results.
D. This is incorrect. While each of the students could probably come up with their own idea, the results
would be improved by working together.
E. This is correct. Sharing design ideas with each other can help to eliminate ideas that may not meet the
criteria or constraints, and the product is likely to be better on the first try if people work together.
18. A. Yes, recording the results is an important step in a fair test. This way you do not have to rely on your
memory for the results, and you can share the results easily.
B. No, measuring the length and width could help test the cases to see if they met the requirements, but it
would be necessary to do the same things for all of the cases, not one or the other for each – they would
not be able to make a fair comparison if they measured different dimensions for each one.
C. Yes, having multiple people repeat the investigation helps to ensure a fair test.
D. Yes, this is the question being tested in the investigation.
E. No, sharing the steps through word of mouth could result in mistakes because not everyone would get the
same information. It is important to write down the steps of an investigation so others can complete it the
same way.
19. Selecting pencil case 2, 3 and 5 is correct. These cases are flat so would allow the binder to close flat, and are
made of materials that could have holes punched in them.
20. Use the rubric below to evaluate total points earned for this item.
[max point: 3]
DCI, SEP, CCC - 3 points
Claims
The student is able to:
1. describe a test that would investigate how well the pencil case might perform in likely
conditions (DCI); and
2. describe how to improve pencil case 5 to increase the benefit of using that case (CCC); and
3. compare solutions to a problem based on how well it meets the criteria of the design solution
(SEP).
1 point for correctly describing how to test the pencil cases for how they will perform when being
Evidence of tossed around
Mastery of
Disciplinary Part 1: One point is earned for describing a test that would measure how well the pencil cases
Core Ideas perform when being tossed around. The following response, or an equivalent, is acceptable.
• You could turn each one upside down and shake it and see if anything falls out.
1 point for correctly comparing solutions to see which would meet the criteria of keeping the objects
inside while being tossed around
Evidence of Part 2: One point is earned for identifying pencil case 1, 2, or 3 and explaining that they all have
Mastery of closures that would keep the objects inside from falling out. Any of the following responses, or an
Science and equivalent, is acceptable.
Engineering
• Case 1 because it has a lid, so if you turn it upside down, the pencils will stay in it
Practices
• Case 2 because it zips closed
• Case 3 because it has a button to hold it closed.
1 point for correctly describing how pencil case 5 could be modified to meet the new criteria
Evidence of Part 3: One point is earned for explaining how pencil case 5 could be modified to keep the contents
Mastery of inside even when the case is tossed in a desk or moved around in a backpack. The following
Crosscutting response, or an equivalent, is acceptable.
Concepts
• You could sew another piece of material over the top of the pencils and pens to make a flap that
holds them in.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
12
Grade 5 • Assessment Guide
Unit 2 Matter
Unit 2 Pretest
Item Analysis
Item #
Key
Standards
DOK
1
C
5-PS1-2, DCI.5-PS1.A.2
1
2
C
5-PS1-1, DCI.5-PS1.A.1
3
3
C
5-PS1-1, DCI.5-PS1.A.3
1
4
B
5-PS1-1, DCI.5-PS1.A.1, SEP.3-5.B.2
1
5
D
5-PS1-2, DCI.5-PS1.A.2
1
6
A
5-PS1-1, DCI.5-PS1.A.1
1
7
D
5-PS1-4, DCI.5-PS1.B.1
2
8
D
5-PS1-2, DCI.5-PS1.A.2
1
9
A
5-PS1-4, DCI.5-PS1.B.1, CCC.3-5.B.1
1
10
B
5-PS1-2, DCI.5-PS1.A.2, CCC.NOS.3-5.A.1
2
Unit 2 Lesson 1 Quiz
Item Analysis
Item #
Key
Standards
DOK
1
D
5-PS1-1, DCI.5-PS1.A.1
2
2
D
5-PS1-1, DCI.5-PS1.A.1
1
3
C
5-PS1-1, DCI.5-PS1.A.1
3
4
D
5-PS1-1, DCI.5-PS1.A.1
2
5
A
5-PS1-1, DCI.5-PS1.A.1
1
6
Rubric 5-PS1-3, DCI.5-PS1.A.3
2
7
Rubric 5-PS1-3, DCI.5-PS1.A.3
2
6. Use the rubric below to evaluate total points earned for this item.
NGSS Constructed Response Answer – 1 Point
Sample Answer:
• Solids, such as ice, have a definite volume and shape.
Evidence
of
Mastery
• Liquids, such as water in the form of a raindrop, have a definite volume and take the shapes of
their containers.
• Gases, such as water vapor, do not have a definite volume and they spread out to fill their containers.
To receive full credit for this test item, students must describe the characteristics of a solid, a liquid, and
a gas, and include examples of water for each state of matter.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
13
Grade 5 • Assessment Guide
7. Use the rubric below to evaluate total points earned for this item.
NGSS Constructed Response Answer – 1 Point
Sample Answer:
• Some physical properties are size and weight (volume, length, height, etc.).
Evidence
• Size is measured using a ruler, and weight with a scale.
of
Mastery To receive full credit for this test item, students must identify two properties of matter and how each of
those properties is measured.
Unit 2 Lesson 2 Quiz
Item Analysis
Item #
Key
Standards
DOK
1
A
5-PS1-3, DCI.5-PS1.A.1
2
2
B
5-PS1-3, DCI.5-PS1.A.1
2
3
A
5-PS1-4, DCI.5-PS1.A.1
2
4
A
5-PS1-3, DCI.5-PS1.A.1
2
5
B
5-PS1-3, DCI.5-PS1.A.1
2
6
Rubric 5-PS1-1, DCI.5-PS1.A.1
3
7
Rubric 5-PS1-1, DCI.5-PS1.A.1, SEP.3-5.B.2
3
6. Use the rubric below to evaluate total points earned for this item.
NGSS Constructed Response Answer – 1 Point
Evidence Sample Answer:
of
• The contents are a solution because the powder is so well mixed that it cannot be seen or
Mastery
separated.
7. Use the rubric below to evaluate total points earned for this item.
NGSS Constructed Response Answer – 1 Point
Evidence Sample Answer:
of
• After the water evaporates, the fruity powder will remain.
Mastery
Unit 2 Lesson 3 Quiz
Item Analysis
Item #
Key
Standards
DOK
1
D
5-PS1-2, DCI.5-PS1.B.2
2
2
D
5-PS1-2, DCI.5-PS1.A.2
3
3
C
5-PS1-4, DCI.5-PS1.B.1
1
4
A
5-PS1-4, DCI.5-PS1.B.1
2
5
B
5-PS1-4, DCI.5-PS1.B.1
2
6
Rubric 5-PS1-1, DCI.5-PS1.A.1, SEP.3-5.B.2
3
7
Rubric 5-PS1-1, DCI.5-PS1.B.2
2
Answer Key
© Houghton Mifflin Harcourt Publishing Company
14
Grade 5 • Assessment Guide
6. Use the rubric below to evaluate total points earned for this item.
NGSS Constructed Response Answer – 1 Point
Sample Answer:
Evidence
of
Mastery
• Table tennis balls can represent particles of water in a model. Some water has enough energy to
change from liquid to gas at the sink. To model this, the balls should move farther apart and
move around more.
• Selena should use the same balls because it’s always water, so the same type of particles.
To receive full credit for this test item, the student must demonstrate understanding that water consists
of particles that can be modeled by individual objects (would not have to be balls but all should be the
same type) and that the change from liquid to gas would be modeled by spacing the objects out more
and/or moving faster/more.
7. Use the rubric below to evaluate total points earned for this item.
NGSS Constructed Response Answer – 1 Point
Sample Answer:
Evidence
of
Mastery
• The container will weigh the same as it was before because no matter went into or came out of the
container, even though a change happened.
To get full credit for this test item, the student must indicate that the weight did not change and that the
amount of matter is the same before and after heating.
Unit 2 Unit Test
Item Analysis
Item #
Standards
DOK
1
5-PS1-1, DCI.5-PS1.A.1, CCC.3-5.C.1
2
2
5-PS1-2, DCI.5-PS1.B.2, SEP.3-5.E.1
2
3
5-PS1-4, DCI.5-PS1.B.1
1
4
5-PS1-3, DCI.5-PS1.A.3, SEP.3-5.C.2
1
5
5-PS1-4, DCI.5-PS1.B.1, SEP.3-5.C.1
2
6
5-PS1-4, DCI.5-PS1.B.1, CCC.3-5.B.1
2
7
5-PS1-2, DCI.5-PS1.A.2, SEP.3-5.E.1
2
8
5-PS1-2, DCI.5-PS1.A.2, CCC.NOS.3-5.A.1
2
9
5-PS1-2, DCI.5-PS1.A.2, SEP.3-5.E.1, CCC.3-5.C.2
2
10
5-PS1-2, DCI.5-PS1.B.2
1
11
5-PS1-2, DCI.5-PS1.B.2, CCC.NOS.3-5.A.1
2
12
5-PS1-3, DCI.5-PS1.A.3
2
13
5-PS1-4, DCI.5-PS1.B.1, SEP.3-5.C.1
3
14
5-PS1-3, DCI.5-PS1.A.3, CCC.3-5.C.2
2
15
5-PS1-1, DCI.5-PS1.A.1, SEP.3-5.B.2, CCC.3-5.C.1
3
16
5-PS1-2, DCI.5-PS1.A.2, CCC.3-5.C.2
2
17
5-PS1-1, DCI.5-PS1.A.1
2
18
5-PS1-1, DCI.5-PS1.A.1, SEP.3-5.B.2
2
19
5-PS1-2, DCI.5-PS1.B.2, SEP.3-5.E.1, CCC.NOS.3-5.A.1
2
20
5-PS1-3, DCI.5-PS1.A.3, SEP.3-5.C.2, CCC.3-5.C.2
3
Answer Key
© Houghton Mifflin Harcourt Publishing Company
15
Grade 5 • Assessment Guide
1. A. This is incorrect because air has weight, which causes the balloon to expand as well as slowly fall toward
the floor.
B. This is incorrect because air particles are not very large nor are they completely invisible; they are just too
small to see with the naked eye.
C. This is incorrect because air is made of matter, as evidenced by the air particles occupying space inside the
expanding balloon.
D. This is correct because air is made of very small particles, as evidenced by the air particles moving into the
balloon and causing it to expand.
2. A. This is correct because the weight of the ice and water is the same; a physical change does not change the
amount of matter in the glass.
B. This is incorrect because the weight of the ice and water is the same; a physical change does not change
the amount of matter in the glass.
C. This is incorrect because the weight of the ice and water is the same; a physical change does not change
the amount of matter in the glass.
D. This is incorrect because the weight of the ice and water is the same; a physical change does not change
the amount of matter in the glass.
3. A. This is incorrect because neither the water nor the sugar changed. The water evaporated, leaving behind
the sugar. This is a physical change.
B. This is correct because dissolving sugar in water is a physical change that does not form new substances.
The water evaporated, leaving behind sugar, which is not a new substance.
C. This is incorrect because this was a physical change where the water evaporated, leaving behind the sugar.
D. This is incorrect because this was a physical change where the water evaporated, leaving behind the sugar.
4. A. This is correct because salt has the properties of small, white, solid crystals that dissolve in water. Pepper
is small, black, solid flakes that do not dissolve in water.
B. This is incorrect because milk is a white liquid, not a white solid, and iron filings would sink.
C. This is incorrect because sand does not dissolve. If they were both sand, they both would have sank to the
bottom of the water.
D. This is incorrect because sugar and powdered drink mix would have both dissolved.
5. A. This is incorrect because the same volume of vinegar was added to each bottle, and the resulting product
that was observed was a gas, not a solid.
B. This is correct because a gas was produced, and this is a chemical reaction. The size of the balloon is
greater when more baking soda is added, which is evidence of a larger volume of gas forming.
C. This is incorrect because when more baking soda was added, more gas was produced because the balloon
became bigger.
D. This is incorrect because mixing vinegar and baking soda always results in a chemical change.
6. A. This is incorrect because a chemical reaction caused the temperature to increase and more bubbles to form.
B. This is incorrect because physical changes do not change the temperature of the mixtures nor produce
bubbles.
C. This is correct because the data show that the temperature increased and more bubbles formed over time.
Temperature changes and the formation of gases are indicators of chemical change, especially when both
occur.
D. This is incorrect because the table does not show a decrease in temperature or fewer bubbles forming.
7. The value for oil is 15 mL, the value for vinegar is 5 mL, and the value for salad dressing is 20 mL. The oil
and vinegar will not dissolve, so the volumes are additive.
8. A. This is correct because the weights were the same before and after freezing.
B. This is incorrect because the weights of the milk in each container were different.
C. This is correct because weight is conserved when ingredients are mixed.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
16
Grade 5 • Assessment Guide
D. This is correct because the pattern shows that 1 gram of peanut butter was added to each container.
9. A. The amount of 25 grams is correct as the weight of the wood before burning.
B. The amount of 15 grams is correct as the weight of the burned wood, as indicated as the weight after the
burned wood is cooled.
C. The amount of 10 grams is correct as the weight of the ash. The mass of the burned wood and ash should
total 25 grams, the weight before the wood was burned.
10. A. Weight increases should not be circled.
B. Weight stays the same should be circled because the weight of the hot chocolate powder and the water are
conserved in the mixture.
C. Weight decreases should not be circled.
D. Weight is 10 ounces should be circled because the weight of the hot chocolate powder plus the weight of
the water equals 10 ounces.
E. Weight of the water is 9 ounces should not be circled.
F. Weight of the hot chocolate is 1 ounce should not be circled.
11. A. 20 belongs in the water vapor column in the 10-minute row. There is more water evaporated at this point
than at 5 minutes and less than at 15 minutes. The weight of liquid water and water vapor should always
be equal to 225 g.
B. 40 belongs in the water vapor column in the 20-minute row. There is more water evaporated at this point
than at 15 minutes. The weight of liquid water and water vapor should always be equal to 225 g.
C. 185 belongs in the water column in the 20-minute row. There is more water evaporated at this point than at
15 minutes, so less water remains in the pot. The weight of liquid water and water vapor should always be
equal to 225 g.
D. 205 belongs in the water column in the 10-minute row. There is more water evaporated at this point than at
5 minutes, so less water remains in the pot. The weight of liquid water and water vapor should always be
equal to 225 g.
12. The numbers in order are 5, 1, 4, 2, and 3. The first step is to make a hypothesis. Then Paul should place the
water into the cylinders. Next he should put the the powders into their own container of water. Paul should
watch the water for changes. Lastly he should record the results so he knows what is in each container.
13. Use the rubric below to evaluate total points earned for this item.
[max point: 3]
DCI, SEP - 3 Points
Claims
The student is able to:
1. explain indicators of the formation of new substances upon mixing (DCI); and
2. describe the components of a fair test where variables are controlled (SEP).
1 point for correctly explaining which cup shows evidence of a new substance
Evidence of
Mastery of Part 1: One point is earned for describing how to tell a new substance was formed. The following
Disciplinary response, or an equivalent, is acceptable.
Core Ideas
• The steel wool in the water was the one that changed. The color of the steel wool changed; that
is how you know a new substance formed.
2 points for correctly describing the experiment performed in terms of repeated trials and variables
Evidence of Part 2: Two points are earned for correctly describing the components of a fair experiment. The
Mastery of following response, or an equivalent, is acceptable.
Science and
• The class formed two groups. Each performed the same steps; this way, they could compare
Engineering
their results. They only changed one thing at a time: water, oil, or air. Having the air sample
Practices
showed what would happen naturally to the steel wool, so they knew whether mixing it with
something is what made it change.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
17
Grade 5 • Assessment Guide
14. 1B. Balance is the correct for the first space because balances are used to measure the weight of objects.
2D. Graduated cylinder with water is the correct for the second space because the mineral has an odd shape, so
it would be impossible to measure its volume with a ruler. It would be necessary to use water in a
graduated cylinder to find the volume of the mineral.
3F. Galena is the correct for the third space because the density matches that of galena.
15. Use the rubric below to evaluate total points earned for this item.
[max point: 3]
DCI, SEP, CCC - 3 points
Claims
The student is able to:
1. explain how the swelling of the can provides evidence of gas particles moving in the gas can
(DCI); and
2. describe what will happen if the can’s lid is opened (SEP); and
3. explain why, if the gas can is only filled halfway with liquid, it seems full (CCC).
1 point for correctly explaining why the gas can swelled
Evidence of
Mastery of Part 1: One point is earned for correctly explaining why the gas can swelled. The following
Disciplinary response, or an equivalent, is acceptable.
Core Ideas
• The heat from the sun expands particles that are too small to be seen, and they rise into the
unfilled part of the gas can.
Evidence of 1 point for correctly describing the result of opening the gas can lid
Mastery of Part 2: One point is earned for correctly predicting what will happen if the gas can is opened. The
Science and following response, or an equivalent, is acceptable.
Engineering
• When Mr. Anderson opens the can, gas (in the form of gas, not liquid) will rush out, and the
Practices
swelling in the gas can will go down.
1 point for correctly explaining why the gas can seems full
Evidence of
Mastery of Part 3: One point is earned for describing why the gas can seems full although it is only halfway
Crosscutting full of liquid. The following response, or an equivalent, is acceptable.
Concepts
• When the sun heats the liquid gasoline, particles in the gas expand and move around the gas
can faster, filling the empty portion of the can.
16. A. This is incorrect because a liter is a unit of volume, not weight.
B. This is correct because a gram is a unit of weight that is reasonable for a small jar of water and food
coloring.
C. This is incorrect because a milliliter is a unit of volume, not weight.
D. This is incorrect because a kilogram is a unit of weight that is much larger than would be expected for a
small jar of water and a few drops of food coloring.
17. A. This is incorrect because the jar was in a warm classroom overnight; therefore, Candi could not observe
the water freezing.
B. This is incorrect because the opposite would have happened; adding more particles to the jar would
increase the level of the water possibly. However, she did not add much to the jar, so it is unlikely that any
change would be noticed.
C. This is correct because when the food coloring was added, it started to move and disperse within the
particles of water.
D. This is correct because the continuously moving particles moved the food coloring throughout the water
and spread out evenly.
18. A. This image belongs with step 6 because the food coloring will spread throughout the water particles as the
water warms up more overnight.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
18
Grade 5 • Assessment Guide
B. This image belongs in step 2 because the food coloring will start at the surface before moving around with
the moving water particles.
C. This image belongs in step 4 because the food coloring will slowly move around the cool water that is
beginning to warm up.
19. A. This is incorrect because it would be difficult to measure the volume of water in the air, and it would not
be possible to tell what portion of that water came from that jar, versus just the water that is in the air
normally.
B. This is correct because the lid would prevent evaporation and conserve the weight of the water.
C. This is incorrect because adding more water would change the variables in her experiment not help her
control the experiment.
D. This is incorrect because measuring the volume of the water and food coloring will have no effect on
conserving the weight of the water in the jar.
20. Use the rubric below to evaluate total points earned for this item.
[max point: 3]
DCI, SEP, CCC - 3 points
The student is able to:
1. use properties to identify liquids (DCI); and
2. a measurement and its tool that could produce data to serve as the basis for evidence for
identifying the liquids (SEP); and
3. use standard units to measure and describe physical quantities such as volume (CCC).
Claims
Evidence of 1 point for correctly identifying two properties that would likely be different between the two liquids
Mastery of Part 1: One point is earned for explaining that she could observe their color, their smell, or their
Disciplinary taste. The following response, or an equivalent, is acceptable.
Core Ideas
• The milk is probably white and the vinegar clear. The vinegar probably smells different.
Evidence of 1 point for identifying a property that Candi can use
Mastery of
Science and Part 3: One point is earned for identifying that Candi could weigh the jars of liquids using a scale.
Engineering The following response, or an equivalent, is acceptable.
Practices
• She can measure the weight of each liquid.
Evidence of 1 point for correctly explaining why volume is not a useful measurement for Candi
Mastery of Part 2: One point is earned for explaining that both the milk and vinegar are 100 mL; therefore,
Crosscutting volume cannot be used. The following response, or an equivalent, is acceptable.
Concepts
• The milk and the vinegar both have the same volume of 100 mL.
Unit 3 Energy and Matter in Organisms
Unit 3 Pretest
Item Analysis
Item #
Key
Standards
1
C
5-PS3-1, DCI.5-PS3.D.1
1
2
C
5-LS2-1, DCI.5-LS2.A.1
1
3
B
5-LS2-1, DCI.5-LS2.A.1
1
4
B
5-PS3-1, DCI.5-PS3.D.1
1
5
B
5-LS2-1, DCI.5-LS2.A.1
2
6
A
5-PS3-1, DCI.5-LS1.C.1, SEP.3-5.B.2, CCC.3-5.E.2
2
7
B
5-LS2-1, DCI.5-LS2.A.1
1
Answer Key
© Houghton Mifflin Harcourt Publishing Company
19
DOK
Grade 5 • Assessment Guide
8
A
5-LS2-1, DCI.5-LS2.A.1
2
9
D
5-LS2-1, DCI.5-LS2.A.1, CCC.3-5.D.1
1
10
D
5-LS2-1, DCI.5-LS2.B.1, SEP.NOS.3-5.D.1
2
Unit 3 Lesson 1 Quiz
Item Analysis
Item #
Key
Standards
DOK
1
D
5-LS2-1, DCI.5-LS2.A.1, SEP.3-5.B.2, CCC.3-5.D.1
2
2
C
5-LS2-1, DCI.5-LS2.A.1
2
3
A
5-LS1-1, DCI.5-LS1.C.2
2
4
B
5-LS1-1, DCI.5-LS1.C.2
3
5
C
5-LS2-1, DCI.5-LS2.A.1
2
6
Rubric 5-LS2-1, DCI.5-LS2.A.1, CCC.3-5.D.1
2
7
Rubric 5-LS2-1, DCI.5-LS2.A.1, SEP.3-5.B.2, CCC.3-5.D.1
3
6. Use the rubric below to evaluate total points earned for this item.
NGSS Constructed Response Answer – 1 Point
Sample Answer:
Evidence
• He could try growing a plant in just water and air.
of
Mastery To receive full credit for this item, students must include that the plant would get water and air in the
experiment.
7. Use the rubric below to evaluate total points earned for this item.
NGSS Constructed Response Answer – 1 Point
Sample Answer: (one of the following or an equivalent)
Evidence
of
Mastery
• Carbon dioxide comes into the plant through the stomata; without carbon dioxide, plants cannot
make food/sugar.
• Oxygen and water go out through the stomata; if the plants could not release waste, they would
die.
To receive full credit for this test item, students must indicate that the stomata are used for gas
exchange (oxygen, carbon dioxide, release of water), the carbon dioxide is used for food, and that
oxygen/water are waste products that need to be removed.
Unit 3 Lesson 2 Quiz
Item Analysis
Item #
Key
Standards
1
C
5-LS2-1, DCI.5-LS2.A.1, SEP.3-5.B.2, CCC.3-5.D.1
2
2
A
5-PS3-1, DCI.5-LS1.C.1, SEP.3-5.B.2
2
3
B
5-LS2-1, DCI.5-LS2.A.1
2
4
D
5-LS2-1, DCI.5-LS2.A.1
2
5
A
5-LS2-1, DCI.5-LS2.B.1, CCC.3-5.D.1
1
Answer Key
© Houghton Mifflin Harcourt Publishing Company
20
DOK
Grade 5 • Assessment Guide
6
Rubric 5-PS3-1, DCI.5-PS3.D.1
3
7
Rubric 5-PS3-1, DCI.5-PS3.D.1, SEP.3-5.B.2, CCC.3-5.E.2
2
6. Use the rubric below to evaluate total points earned for this item.
NGSS Constructed Response Answer – 1 Point
Sample Answer:
• The mouse has eaten plants. The plant got energy from the sun. When the owl eats the mouse, it
Evidence
gets the energy from the sunlight.
of
Mastery To receive full credit for this item, students must include an understanding that when an owl eats a
mouse, it is getting energy from everything the mouse has eaten, and an understanding that plants store
energy from sunlight. The plants are eaten by mice, which are later eaten by owls.
7. Use the rubric below to evaluate total points earned for this item.
NGSS Constructed Response Answer – 1 Point
Sample Answer:
• The berry plant is a producer.
Evidence
of
Mastery
• The jackrabbit is a consumer. It eats the berries to get energy.
• The bobcat is also a consumer. It eats the jackrabbit to get energy.
To receive full credit for this item, students must include an identification of the plant as a producer, an
identification of the jackrabbit as a consumer that gets its energy by eating the berry plant, and an
identification of the bobcat as a consumer that gets its energy by eating the jackrabbit.
Unit 3 Lesson 3 Quiz
Item Analysis
Item #
Key
Standards
DOK
1
B
5-LS2-1, DCI.5-LS2.A.1
3
2
C
5-LS2-1, DCI.5-LS2.A.1, CCC.3-5.D.1
2
3
C
5-LS2-1, DCI.5-LS2.A.1
2
4
A
5-LS1-1, DCI.5-LS1.C.2
2
5
D
5-LS2-1, DCI.5-LS2.A.1, CCC.3-5.D.1
2
6
Rubric 5-LS2-1, DCI.5-LS2.A.1, CCC.3-5.D.1
2
7
Rubric 5-LS2-1, DCI.5-LS2.A.1, CCC.3-5.D.1
3
6. Use the rubric below to evaluate total points earned for this item.
NGSS Constructed Response Answer – 1 Point
Sample Answer:
Evidence
of
Mastery
• Nonliving things provide some of the needs of living things in an ecosystem. Living things can
interact with the nonliving things in the ecosystem.
To receive full credit for this item students’ answers should include an understanding that nonliving
things can meet the needs of living things in an ecosystem.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
21
Grade 5 • Assessment Guide
7. Use the rubric below to evaluate total points earned for this item.
NGSS Constructed Response Answer – 1 Point
Sample Answer:
• A shark and an angelfish live in the ocean. The shark finds prey and the angelfish finds shelter.
Evidence
of
To receive full credit for this test item, students must indicate an understanding that an environment is
Mastery
where organisms live, eat, and in some cases, sleep, and that more than one organism can live in the
same environment—either as competitors, or as providing food for other organisms (plants/animals).
Unit 3 Unit Test
Item Analysis
Item #
Standards
DOK
1
5-PS3-1, DCI.5-PS3.D.1, SEP.3-5.B.2
1
2
5-PS3-1, DCI.5-PS3.D.1, CCC.3-5.E.2
2
3
5-PS3-1, DCI.5-PS3.D.1, SEP.3-5.C.1
2
4
5-PS3-1, DCI.5-LS1.C.1, SEP.3-5.B.2
2
5
5-PS3-1, DCI.5-LS1.C.1, SEP.3-5.H.1
2
6
5-LS2-1, DCI.5-LS2.A.1, SEP.3-5.B.2
2
7
5-LS1-1, DCI.5-LS1.C.2, SEP.3-5.G.1
2
8
5-PS3-1, DCI.5-PS3.D.1, SEP.3-5.B.2, CCC.3-5.E.2
2
9
5-PS3-1, DCI.5-PS.D1
2
10
5-LS2-1, DCI.5-LS2.B.1, SEP.3-5.B.2, CCC.3-5.D.1
2
11
5-PS3-1, DCI.5-LS1.C.1, CCC.3-5.E.2
1
12
5-PS3-1, DCI.5-LS1.C.1, SEP.3-5.B.2, CCC.3-5.E.2
2
13
5-LS2-1, DCI.5-LS2.B.1, CCC.3-5.D.1
3
14
5-LS2-1, DCI.5-LS2.A.1, SEP.NOS.3-5.D.1, CCC.3-5.D.1
3
15
5-LS2-1, DCI.5-LS2.A.1, SEP.3-5.B.2, CCC.3-5.D.1
3
16
5-PS3-1, DCI.5-LS1.C.1, SEP.3-5.B.2, CCC.3-5.E.2
2
17
5-LS2-1, DCI.5-LS2.A.1
1
18
5-LS1-1, DCI.5-LS1.C.2, CCC.3-5.E.1
2
19
5-LS2-1, DCI.5-LS2.B.1, SEP.3-5.B.2
3
20
5-LS1-1, DCI.5-LS1.C.2, SEP.3-5.G.1, CCC.3-5.E.1
3
1. A. This is incorrect. The arrows in a food chain indicate the direction of energy transfer, not of matter
transfer. The sun does not transfer matter to the grass.
B. This is incorrect because the arrows go from the sun to the grass, then to the cow; this describes a transfer
that goes the other way. In addition, matter is not transferred between the sun and grass.
C. This is correct because energy from the sun goes to the plants, which is converted to sugars, and then the
cow eats the plants and the sugars are converted to energy for the cow.
D. This is incorrect because the arrows go in the opposite direction, showing the energy coming from the sun,
to the grass, then to the cow.
2. A. This is incorrect because the bee gets its energy from the honey, which gets its energy from the nectar,
which gets its energy from the sun.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
22
Grade 5 • Assessment Guide
B. This is incorrect because the flower gets its energy from the plant, which gets its energy from the sun.
C. This is incorrect because though the plant converts energy from the sun to sugar, the original source of that
energy was the sun.
D. This is correct because the plant gets its energy from the sun. Without the sun’s energy, the flower would
not have been produced.
3. A. This is incorrect because while the temperature of the water will likely change with different amounts of
sunlight, the purpose of the investigation is to determine how the lack of energy, not the water
temperature, affects the food chain.
B. This is correct because the energy from the sun will affect how the plants and animals grow.
C. This is incorrect because plants get their energy from the sun, not from food. In addition, the measured
variable should be an outcome of the investigation, not an input to the investigation.
D. This is incorrect because the investigation should use a controlled variable, not a measured variable.
4. A.
B.
C.
D.
This is incorrect because the sun is not a producer; plants are producers.
This is correct because plants are producers and animals are consumers.
This is incorrect because the antelope is a consumer that eats other organisms in order to get energy.
This is incorrect because trees and grass are producers that change sunlight into food energy.
5. A. This is incorrect because the layers are physical structures, not a process.
B. This is correct. The diagram shows how plants take in energy, water, and carbon dioxide to make sugar
and oxygen; this is the process of photosynthesis.
C. This is incorrect because while the plant does get energy from sunlight that will also help it stay warm, the
diagram is specifically showing the process of photosynthesis.
D. This is incorrect because the diagram does not show the plant growing or moving; it shows how it
transfers light energy to chemical energy.
6. A. This is incorrect because the monarch larvae live in and feed off of the milkweed plant not the clover.
B. This is correct because the larvae of the monarch butterfly eat the milkweed plant.
C. This is incorrect because, although the adult monarch butterfly may get energy from milkweed flowers, it
does not get energy from the leaves and is only shown getting energy from the clover flower.
D. This is incorrect because the fire ant does not eat the adult monarch butterfly.
7. A. This is correct. What they changed in the experiment was if the plant was in air or in a vacuum.
B. This is incorrect because the both plants were grown in soil.
C. This is incorrect because both plants received the same volume of water.
D. This incorrect because both plants received the same number of hours of sunlight a day.
8. A. A beetle eats grass, so it should be placed in the third box, after the grass.
B. Grass is a producer that changes sunlight into food energy. It belongs in the second box, after the sun.
C. A lizard eats beetles, so it should be placed in the fourth box, after the beetle.
D. The sun provides sunlight that plants use to make food energy. It should be placed in the first box, before
the grass.
9. A. Sun belongs next to potato because potatoes get energy from the sun.
B. Chicken belongs next to coyote because coyotes are predators that eat birds and mammals.
C. Fly belongs next to fish because some fish are predators that get their energy from insects.
D. Grass belongs next to cows because cows are consumers that eat plants such as grass for energy.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
23
Grade 5 • Assessment Guide
10. Use the rubric below to evaluate total points earned for this item.
[max point: 1]
DCI - 1 Point
Claims
The student is able to develop a model to describe the movement of matter among plants, animals,
and the environment (DCI).
1 point for correctly drawing the diagram
Part 1: One point is earned for drawing 3 arrows to show the transfer of matter among plants,
animals, and the environment.
Evidence of
Mastery of
Disciplinary
Core Ideas
11. A. This statement is true. Predators consume deer, and the energy in their bodies is transferred to the predator.
B. This statement is false. Plants perform photosynthesis.
C. This statement is true. Deer eat plants that produce food energy.
12. A. Prey matches with beetle because it is an animal that is hunted by the bird.
B. Predator matches with bird because the bird is the animal in the list that hunts other animals.
C. Producer matches with leaf because it is part of a plant, and plants are producers that get their energy
from the sun.
D. Source of energy matches with sunshine because it is the original source of energy for the food chain.
13. 1C. Population is correct for the first space because a group of organisms of the same kind in an ecosystem is
a population, so each type of bird has its own population.
2B. Habitat is correct for the second space because a habitat is the place where an organism lives and finds
everything it needs to survive.
3A. Niche is correct for the third space because a niche is the role the bird plays in its habitat.
4E. To compete is correct for the fifth space. When organisms each fill a separate niche in a habitat, it reduces
the need to compete, and they can live together and still all get what they need.
14. Use the rubric below to evaluate total points earned for this item.
[max point: 3]
DCI, SEP, CCC - 3 points
Claims
The student is able to:
1. explain how organisms survive in environments where their needs are met (DCI); and
2. describe an ecosystem in terms of its components (CCC); and
3. use science explanations to describe the mechanism for natural events (SEP).
Answer Key
© Houghton Mifflin Harcourt Publishing Company
24
Grade 5 • Assessment Guide
1 point for correctly describing how the coral and fish survive in the same environment by helping
meet their needs
Evidence of
Mastery of Part 2: One point is earned for explaining how the fish and coral work together. The following, or
Disciplinary an equivalent, is acceptable.
Core Ideas
• The coral provides shelter and food for the fish, and the fish eat the plants that could harm the
coral.
Evidence of 1 point for correctly describing how overfishing could affect the coral reef
Mastery of Part 3: One point is earned for explaining how the decrease in fish could lead to overgrowth of
Science and plants and the decline of the coral. The following, or an equivalent, is acceptable.
Engineering
• If the fish were not there to eat the plants, the plants would grow a large population and hurt the
Practices
coral.
Evidence of 1 point for correctly listing the living and nonliving components of the coral ecosystem
Mastery of Part 1: One point is earned for identifying the living – coral, fish, plants –and the nonliving
Crosscutting components – light, ocean water. The following, or an equivalent, is acceptable.
Concepts
• living – coral, fish, plants; nonliving – light, water
15. Use the rubric below to evaluate total points earned for this item.
[max point: 3]
DCI, SEP, CCC - 3 points
Claims
The student is able to:
1. explain how the animals can survive only in environments in which their particular needs are
met (DCI); and
2. use range models to predict phenomena (SEP); and
3. describe the animals’ ecosystems in terms of their components and their interactions (CCC).
1 point for correctly describing how the different environments meet the needs of each animal
Evidence of Part 2: One point is earned for describing how range 2 must contain deep thickets for the cottontails
Mastery of to hide in while range 1 is made up of a variety of habitats in which the jackrabbits can survive. The
Disciplinary following, or an equivalent, is acceptable.
Core Ideas
• Range 1 contains a variety of habitats, all of which the jackrabbit can survive in, while range 2
has the deep thicket the cottontail needs to hide in.
Evidence of 1 point for correctly using the map to identify which range each animal lives in
Mastery of
Science and Part 1: One point is earned for identifying that range 1 goes with the jackrabbit and range 2 goes
Engineering with the cottontail. The following, or an equivalent, is acceptable.
Practices
• Range 1– jackrabbit; range 2 – cottontail
1 point for correctly explaining the interactions of the animals with their environments by explaining
Evidence of the role of the animals in their habitats
Mastery of
Crosscutting Part 3: One point is earned for explaining that the rabbit is a consumer and prey. The following, or
an equivalent, is acceptable.
Concepts
• The animals are consumers that eat plants, and they are food for predator animals.
16. The rabbit would need to eat 100 grams of the plant to get 200 calories. 200 divided by 2 equals 100.
17. A. This is incorrect because the outdoor plant is located in soil, and the indoor plant has no soil.
B. This is incorrect because both plants have a good source of air.
C. This is incorrect because the outdoor plant would have access to rain water; also, a lack of water would
make the plant less likely to grow well, not more likely to grow well.
D. This is correct because the outdoor plant is in direct sunlight and the indoor plant has less direct light.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
25
Grade 5 • Assessment Guide
18. A. This is correct because the weight of the sugar will equal the weight of the carbon dioxide plus the water
minus the weight of the oxygen. 2.64 + 1.08 − 1.92 = 1.80 grams
B. This is incorrect because the weight of the sugar will equal the weight of the carbon dioxide plus the water
minus the weight of the oxygen. The student has added the carbon dioxide plus the oxygen and subtracted
the water. 2.64 + 1.92 − 1.08 = 3.46 grams
C. This incorrect because the student has added the weight of the carbon dioxide and water but has not
subtracted the weight of the oxygen. 2.64 + 1.08 = 3.72
D. This is incorrect because the student has added all of the weights together, rather than recognizing that the
weight of the oxygen should be subtracted from the weight of the carbon dioxide and water. 2.64 + 1.92 +
1.08 = 5.64
19. A.
B.
C.
D.
Fox is correct for box 4 because it is a predator that hunts rabbits.
Insect is correct for box 3 because it is a consumer that eats the plants.
Plant is correct for box 2 because it is the source of the matter in this food chain.
Sunlight is correct for box 1 because it provides the energy that the plant uses to make food for consumers.
20. Use the rubric below to evaluate total points earned for this item.
[max point: 3]
DCI, SEP, CCC - 3 points
The student is able to:
1. explain how plants acquire their material for growth chiefly from air and water (DCI); and
2. support an argument with evidence from a model (SEP); and
3. explain that matter flows and can be tracked in terms of the weight of the substances before and
after a process occurs (CCC).
Claims
1 point for supporting answer with evidence from the diagram
Evidence of Part 2: One point is earned for explaining that the diagrams show both plants are healthy and
Mastery of growing, and both use air and water, but one is not in soil, indicating soil is not needed. The
Science and following response, or an equivalent, is acceptable.
Engineering
Practices
• The diagrams show both plants that look healthy. They both use air and water, even though one is not
in soil.
Evidence of 1 point for correctly identifying the two substances that are most important for the growth of the plants
Mastery of Part 1: One point is earned for explaining that plants mainly use water and air for plant growth. The
Disciplinary following response, or an equivalent, is acceptable.
Core Ideas
• water and air (or oxygen)
Evidence of 1 point for correctly explaining how the weight of the plant shows the movement of matter
Mastery of Part 3: One point is earned for explaining that when the weight increases it shows that matter is
Crosscutting moving into the plant. The following response, or an equivalent, is acceptable.
Concepts
• A plant gets heavier when matter comes into it.
Unit 4 Energy and Matter in Ecosystems
Unit 4 Pretest
Item Analysis
Item #
Key
Standards
1
C
5-LS2-1, DCI.5-LS2.B.1, CCC.3-5.D.1
1
2
C
5-LS2-1, DCI.5-LS2.A.1, CCC.3-5.D.1
1
3
D
5-LS2-1, DCI.5-LS2.B.1, CCC.3-5.D.1
2
4
B
5-LS2-1, DCI.5-LS2.A.1
1
Answer Key
© Houghton Mifflin Harcourt Publishing Company
26
DOK
Grade 5 • Assessment Guide
5
A
5-LS2-1, DCI.5-LS2.A.1, CCC.3-5.D.1
2
6
D
5-LS2-1, DCI.5-LS2.A.1, CCC.3-5.D.1
1
7
A
5-LS2-1, DCI.5-LS2.A.1
1
8
C
5-LS2-1, DCI.5-LS2.A.1, CCC.3-5.D.1
1
9
D
5-LS2-1, DCI.5-LS2.A.1, SEP.3-5.B.2
2
10
C
5-LS2-1, DCI.5-LS2.A.1, CCC.3-5.D.1
2
Unit 4 Lesson 1 Quiz
Item Analysis
Item #
Key
Standards
DOK
1
C
5-LS2-1, DCI.5-LS2.A.1
2
2
C
5-LS2-1, DCI.5-LS2.A.1, CCC.3-5.D.1
2
3
D
5-LS2-1, DCI.5-LS2.A.1
1
4
B
5-LS2-1, DCI.5-LS2.A.1, SEP.3-5.B.2
3
5
A
5-LS2-1, DCI.5-LS2.A.1
2
6
Rubric 5-LS2-1, DCI.5-LS2.B.1
3
7
Rubric 5-LS2-1, DCI.5-LS2.B.1
3
6. Use the rubric below to evaluate total points earned for this item.
NGSS Constructed Response Answer – 1 Point
Evidence Sample Answer:
of
• The mushrooms break down the leaves and use the nutrients from the leaves to grow, and put
Mastery
nutrients
7. Use the rubric below to evaluate total points earned for this item.
NGSS Constructed Response Answer – 1 Point
Evidence Sample Answer:
of
• The mushrooms will die, because the food source for the mushrooms (the leaves) are all gone.
Mastery
Unit 4 Lesson 2 Quiz
Item Analysis
Item #
Key
Standards
1
D
5-LS2-1, DCI.5-LS2.A.1, CCC.3-5.D.1
2
2
C
5-LS2-1, DCI.5-LS2.A.1
1
3
D
5-LS2-1, DCI.5-LS2.A.1
2
4
B
5-LS2-1, DCI.5-LS2.A.1, CCC.3-5.D.1
2
5
B
5-LS2-1, DCI.5-LS2.A.1
2
6
Rubric 5-LS2-1, DCI.5-LS2.A.1
2
7
Rubric 5-LS2-1, DCI.5-LS2.A.1, CCC.3-5.D.1
2
Answer Key
© Houghton Mifflin Harcourt Publishing Company
27
DOK
Grade 5 • Assessment Guide
6. Use the rubric below to evaluate total points earned for this item.
NGSS Constructed Response Answer – 1 Point
Sample Answer:
Evidence • Nonnative plants compete with the native plants, using the same resources; they can crowd out the
of
native species so that eventually the native species dies.
Mastery To receive full credit, the student must explain that oftentimes nonnative plants will out-compete the
native plants, reducing their population.
7. Use the rubric below to evaluate total points earned for this item.
NGSS Constructed Response Answer – 1 Point
Evidence
of
Mastery
Sample Answer:
• The algae could block light from getting to the bottom of the water so that the water plants would
stop growing, and then the fish wouldn’t have anything to eat, and then the ducks wouldn’t have
anything to eat.
To get full credit for this item, students must include at least two effects of the algae covering the pond.
Unit 4 Unit Test
Item Analysis
Item #
Standards
DOK
1
5-LS2-1, DCI.5-LS2.A.1
1
2
5-LS2-1, DCI.5-LS2.B.1, CCC.3-5.D.1
2
3
5-LS2-1, DCI.5-LS2.A.1
1
4
5-LS2-1, DCI.5-LS2.A.1, CCC.3-5.D.1
2
5
5-LS2-1, DCI.5-LS2.A.1, CCC.3-5.D.1
2
6
5-LS2-1, DCI.5-LS2.A.1
2
7
5-LS2-1, DCI.5-LS2.A.1, CCC.3-5.D.1
1
8
5-LS2-1, DCI.5-LS2.A.1
2
9
5-LS2-1, DCI.5-LS2.A.1, SEP.3-5.B.2
2
10
5-LS2-1, DCI.5-LS2.A.1, SEP.3-5.B.2
2
11
5-LS2-1, DCI.5-LS2.B.1, SEP.3-5.B.2
2
12
5-LS2-1, DCI.5-LS2.B.1, CCC.3-5.E.1
2
13
5-LS2-1, DCI.5-LS2.A.1, SEP.3-5.B.2, CCC.3-5.D.1
3
14
5-LS2-1, DCI.5-LS2.A.1, SEP.NOS.3-5.D.1, CCC.3-5.D.1
3
15
5-LS2-1, DCI.5-LS2.B.1, SEP.3-5.B.2, CCC.3-5.D.1
3
16
5-LS2-1, DCI.5-LS2.A.1, SEP.3-5.B.2
2
17
5-LS2-1, DCI.5-LS2.B.1, CCC.3-5.D.1
2
18
5-LS2-1, DCI.5-LS2.A.1, SEP.NOS.3-5.D.1
1
19
5-LS2-1, DCI.5-LS2.A.1, SEP.NOS.3-5.D.1
2
20
5-LS2-1, DCI.5-LS2.A.1, SEP.NOS.3-5.D.1, CCC.3-5.D.1
3
1. A. This is incorrect because the decline in the panther population shows that they have not adapted to live in
the same habitat with humans.
B. This is correct because a healthy ecosystem would be able to support the panther population as it once did,
but the ecosystem no longer provides for the needs of the panthers--which includes large areas of
undeveloped land.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
28
Grade 5 • Assessment Guide
C. This is incorrect. People have built houses, but not houses for the panthers; the changes made by the
humans are not helping the panthers.
D. This is incorrect because the panther is native to Florida and other parts of the southeast. While the panther
does not have natural predators, the humans are inadvertently killing the panther population.
2. A. This is incorrect because plants depend on sunlight for their energy and do not obtain food from animals
for energy.
B. This is incorrect because there are other dependencies between animals and plants, such as the exchange of
gases.
C. This is incorrect because plants need the waste products from animals.
D. This is correct because the plants need the carbon dioxide from animals in order to perform photosynthesis
and the animals need oxygen from plants to breathe.
3. A. This is incorrect because the python numbers are growing, not dwindling.
B. This is correct because this is an invasive species, the term scientists use to classify a nonnative species
that outcompetes the native animals.
C. This is incorrect because a native species is one that was in the Everglades, such as an alligator.
D. This is incorrect because the stem indicates that there are no predators to the python, so it is not prey.
4. A. This is correct because there are not a lot of tree roots in a grassland, but there is a lot of grass and seeds to
eat.
B. This is incorrect because the stem says that the prairie dog lives in an area where there are not a lot of tree
roots, but a forest would have many tree roots.
C. This is incorrect because a desert does not grow much grass for a prairie dog to eat.
D. This is incorrect because the ground in the tundra is frozen and would not be good for digging tunnels.
5. A. This is incorrect because the mushroom is a decomposer.
B. This is incorrect because the mushroom is a decomposer.
C. This is correct because the mushroom grows in locations where dead materials abound, and it breaks down
these dead materials into smaller parts to return to the soil.
D. This is incorrect because the mushroom decomposes dead or decaying material. Omnivores do get energy
from plants and animals, but they are able to eat the materials and hunt and gather the food.
6. A. This is incorrect. If the producers have 9,000 units, and each level up has access to 10% of the energy of
the previous level, the top predator (shark) in this pyramid will have 0.09 units. 9,000 x 0.001%
B. This is correct because the tuna will have access to 0.01% of the 9,000 units of energy.
C. This is incorrect because the mackerel would have 9 units of energy in this pyramid.
D. This is incorrect because the small fish would have 1% of the energy of the producers.
7. A. This is true. Invasive species take up all available resources in an area.
B. This is false. Invasive species have no natural predators in the new environment, which is why they
reproduce so effectively.
C. This is true. An invasive species can be plant or animals, insect, bacteria, or any other kind of living
organism.
D. This is false. Invasive species grow and reproduce much more quickly than native species.
8. A. Blue jay is an organism that belongs to the right of Caterpillar. The blue jay’s source of energy is the
caterpillar, and the population size will likely decrease because the caterpillar’s food source (oak leaves) is
reducing in number.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
29
Grade 5 • Assessment Guide
B. Caterpillar is an organism that belongs to the right of Oak Leaves. The caterpillar’s source of energy is the
oak leaves, and the population size will likely decrease because the caterpillar’s food source is reducing in
number.
C. Oak leaves are part of an organism that belongs to the right of Sun. The oak leaves’ source of energy is the
sun, and the population size will likely decrease because the fungus is spreading.
D. Increase does not belong in any cell because none of the organisms’ populations are likely to increase
from an oak tree fungus.
E. Decrease belongs in the Population Change column for all organisms. The fungus will likely hurt the oak
tree population, which would cause a decrease in every other organism in the food chain.
F. Stay the same does not belong in any cell because all of the populations would be affected by a decline in
the population of the producer in the food chain.
9. The numbers are 2, 3, 1, and 4. The correct order is sunshine enables photosynthesis, plant produces berries,
Arctic hare consumes fruits, and grey wolf consumes smaller animals.
10. A. Sea grass matches insect because insects eat algae.
B. Insect matches small fish because small fish eat insects.
C. Sunshine matches sea grass because algae need sunshine to produce food.
D. Small fish matches osprey because osprey get food energy from small fish.
11. A. This is a correct statement so should not be selected. When animals eat, they take in matter.
B. This is a correct statement so should not be selected. Decomposers break down organisms of all types to
return their matter to the soil.
C. This is a correct statement so should not be selected. All animals need water and oxygen to live--water and
oxygen are both matter.
D. This is an incorrect statement and should be selected. Plants need carbon dioxide, water, and nutrients
from the environment; these are all matter.
E. This is a correct statement so should not be selected. Grasses release oxygen as a waste product; animals
of all kinds need oxygen to live.
F. This is an incorrect statement and should be selected. Elk release carbon dioxide as a waste product;
animals do not need carbon dioxide to breathe.
G. This is a correct statement so should not be selected. Wolves and all animals release carbon dioxide as a
waste product, and plants need carbon dioxide to live and grow.
12. The student shades 10 of the 100 boxes. One-tenth of one hundred units would be available to the anchovies
(10) and one-tenth of what is available to the anchovies is available to the whale (1).
13. A. This is incorrect. The owl is a predator that hunts its prey; it does not feed on dead animals.
B. This is incorrect. Robins do not eat plants and animals. Robins eat only insects in the diagram.
C. This is correct. The caterpillars and mice eat the grass.
D. This is correct. The mushroom is a decomposer that gets energy from any plants and animals that die.
E. This is correct. Plants provide the base for all food webs, and having plenty of plant life benefits the whole
ecosystem.
F. This is incorrect. The owl and fox can be seen as competitors in this ecosystem since they both eat mice. A
decrease in the owl population might lead to an increase in fox population.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
30
Grade 5 • Assessment Guide
14. Use the rubric below to evaluate total points earned for this item.
[max point: 3]
DCI, SEP, CCC - 3 points
Claims
The student is able to:
1. explain how newly introduced species can damage the balance of an ecosystem (DCI); and
2. use scientific explanations to identify the mechanisms for natural events (SEP); and
3. describe a forest ecosystem in terms of its living and nonliving components and their
interactions (CCC).
1 point for correctly describing why Picture 2 is a representation of the forest ecosystem with
earthworms
Evidence of
Mastery of Part 2: One point is earned for describing that the forest floor contains small plants like ferns and
Disciplinary wildflowers in Picture 1, while Picture 2 looks empty and dead. The following response, or an
Core Ideas equivalent, is acceptable.
• because there are lots of plants growing on the forest floor in Picture 1
Evidence of 1 point for correctly identifying which picture is of the forest with earthworms
Mastery of
Science and Part 1: One point is earned for identifying Picture 2. The following response, or an equivalent, is
Engineering acceptable.
• 2
Practices
1 point for correctly describing how living and nonliving components of the forest ecosystem
Evidence of interact
Mastery of
Crosscutting Part 3: One point is earned for describing how the earthworms (living) compact the soil (nonliving)
causing erosion. The following response, or an equivalent, is acceptable.
Concepts
• The living worms compact the soil, and then the forest erodes.
15. Use the rubric below to evaluate total points earned for this item.
[max point: 3]
DCI, SEP, CCC - 3 points
Claims
The student is able to:
1. identify that matter not only cycles between plants and animals when they eat, but also from
the environment as gas and water (DCI); and
2. describe a system in terms of its interactions (CCC); and
3. predict how adding a decomposer to the web helps the health of the ecosystem (SEP).
Evidence of 1 point for correctly listing three ways in which the alligator obtains matter in this environment
Mastery of Part 1: One point is earned for identifying a food source of the alligator, air, and water. The
Disciplinary following response, or an equivalent, is acceptable.
Core Ideas
• The alligator gets matter from what it eats, and from water and air.
Evidence of 1 point for correctly describing how the plants obtain and release matter into the air
Mastery of Part 2: One point is earned for describing how plants take in gases and water from the environment
Science and and give off waste to the environment. The following response, or an equivalent, is acceptable.
Engineering
• Plants need carbon dioxide from the air, and need water to live; they give off gases and water
Practices
as waste.
1 point for correctly predicting how adding a decomposer to the web would help the organisms in
the web
Evidence of
Mastery of Part 3: One point is earned for correctly predicting how decomposers affect an environment. The
Crosscutting following response, or an equivalent, is acceptable.
Concepts
• Decomposers would break down the dead stuff and return the nutrients to the soil so that new
plants can take in the nutrients and grow.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
31
Grade 5 • Assessment Guide
16. A. This is incorrect because the diagram shows it also will eat vegetation.
B. This is correct because the diagram shows that it will eat anything it can find, including small animals,
carrion, and vegetation.
C. This is incorrect because an herbivore only eats plants.
D. This is incorrect because the raven eats dead animals and plants, but does not break down the dead
material into usable materials for plants in the soil.
17. A. This is incorrect because there are consumers in Darrell’s diagram, and consumers do not eat dead
organisms; scavengers do.
B. This is incorrect because scavengers eat dead animals or plants.
C. This is incorrect because the diagram shows producers.
D. This is correct; there are no decomposers shown in the food web. The role of the decomposer is to break
down the remains of organisms.
18. A. The squirrel belongs on the second level from the bottom of the energy pyramid, as a primary consumer
and herbivore.
B. The pine trees belong on the lowest level of the pyramid; they are producers.
C. The tree frog belongs on the third level from the bottom of the pyramid; they eat other animals but are not
apex predators.
D. The mountain lion belongs on the top of the pyramid; they are at the top of the food chain, with few or no
natural predators.
19. Use the rubric below to evaluate total points earned for this item.
[max point: 1]
SEP - 1 point
Claims
The student is able to match the scientific explanation to the mechanisms for natural events (SEP).
1 point for correctly matching the organism to the explanation of its effect on the environment
Part 1: One point is earned for drawing lines matching the animals to the correct explanation. The
following, or an equivalent, is acceptable.
Evidence of
Mastery of
Science and
Engineering
Practices
Answer Key
© Houghton Mifflin Harcourt Publishing Company
32
Grade 5 • Assessment Guide
20. Use the rubric below to evaluate total points earned for this item.
[max point: 3]
DCI, SEP, CCC - 3 points
The student is able to:
1. trace the movement of energy from the bobcat to the producers (DCI); and
2. describe the mechanisms for the movement of energy and matter through a food web (SEP);
and
3. describe an ecosystem in terms of its components and their interactions (CCC).
Claims
1 point for correctly tracing the movement of energy from the bobcat to the producers
Evidence of
Mastery of Part 2: One point is earned for describing the pathway of matter/energy between the bobcat and the
Disciplinary plants. The following response, or an equivalent, is acceptable.
Core Ideas
• The tree frog gets matter from the butterfly, which gets its matter from the producers. Without
the plants, there would be no food for any of the animals in the web.
Evidence of 1 point for correctly describing the mechanisms for natural events in terms of cycling of matter
Mastery of
Science and Part 1: One point is earned for explaining that food webs show the transfer of food and energy in an
Engineering ecosystem. The following response, or an equivalent, is acceptable.
Practices
• It shows how different organisms in a habitat depend on each other for food and energy.
1 point for correctly describing how to study the ecosystem in terms of its components and
Evidence of interactions
Mastery of
Crosscutting Part 3: One point is earned for explaining that Darrell could watch the animals and see what they
eat. The following response, or an equivalent, is acceptable.
Concepts
• He could watch the animals and see what type of food they ate.
Unit 5 Systems in Space
Unit 5 Pretest
Item Analysis
Item #
Key
Standards
1
D
5-ESS1-2, DCI.5-ESS1.B.1, SEP.NOS.3-5.D.1, CCC.3-5.B.1
2
2
A
5-ESS1-2, DCI.5-ESS1.B.1, SEP.3-5.B.2
2
3
C
5-ESS1-2, DCI.5-ESS1.B.1
1
4
C
5-ESS1-2, DCI.5-ESS1.B.1
1
5
C
5-ESS1-2, DCI.5-ESS1.B.1
1
6
C
5-ESS1-2, DCI.5-ESS1.B.1, SEP.3-5.B.2, CCC.3-5.D.1
2
7
B
5-ESS1-2, DCI.5-ESS1.B.1, SEP.NOS.3-5.D.1, CCC.3-5.B.1
1
8
B
5-ESS1-2, DCI.5-ESS1.B.1, SEP.NOS.3-5.B.1, CCC.3-5.A.2
1
9
A
5-ESS1-2, DCI.5-ESS1.B.1, CCC.3-5.B.1
1
10
D
5-ESS1-2, DCI.5-ESS1.B.1, CCC.3-5.A.1
1
Answer Key
© Houghton Mifflin Harcourt Publishing Company
33
DOK
Grade 5 • Assessment Guide
Unit 5 Lesson 1 Quiz
Item Analysis
Item #
Key
Standards
DOK
1
C
5-PS2-1, DCI.5-PS2.B.1
2
2
B
5-PS2-1, DCI.5-PS2.B.1
2
3
D
5-PS2-1, DCI.5-PS2.B.1
2
4
A
5-PS2-1, DCI.5-PS2.B.1, CCC.3-5.B.1
3
5
A
5-PS2-1, DCI.5-PS2.B.1
3
6
Rubric 5-PS2-1, DCI.5-PS2.B.1, SEP.3-5.C.1
3
7
Rubric 5-PS2-1, DCI.5-PS2.B.1, SEP.3-5.F.3
3
6. Use the rubric below to evaluate total points earned for this item.
NGSS Constructed Response Answer – 1 Point
Sample Answer:
Evidence
of
Mastery
• The student could drop objects of different weights from the same height and measure how long it
takes for them to hit the ground.
Answers will vary. To receive full credit for this test item, students must specify both a method of
investigating and a way to measure the results.
7. Use the rubric below to evaluate total points earned for this item.
NGSS Constructed Response Answer – 1 Point
Sample Answer:
Evidence
• She will come back down, because gravity will pull her down.
of
Mastery To receive full credit for this test item, students must state that she will go down because gravity pulls
down.
Unit 5 Lesson 2 Quiz
Item Analysis
Item #
Key
Standards
1
B
5-ESS1-2, DCI.5-ESS1.B.1
3
2
C
5-ESS1-2, DCI.5-ESS1.B.1
1
3
A
5-ESS1-2, DCI.5-ESS1.B.1, CCC.3-5.A.1
1
4
D
5-ESS1-2, DCI.5-ESS1.B.1
3
5
C
5-ESS1-2, DCI.5-ESS1.B.1
2
6
Rubric 5-ESS1-2, DCI.5-ESS1.B.1
2
7
Rubric 5-ESS1-2, DCI.5-ESS1.B.1
2
Answer Key
© Houghton Mifflin Harcourt Publishing Company
34
DOK
Grade 5 • Assessment Guide
6. Use the rubric below to evaluate total points earned for this item.
NGSS Constructed Response Answer – 1 Point
Sample Answer:
Evidence
of
Mastery
• Shadows change in length and direction.
• They change because Earth spins, so the sun points at objects from different angles throughout
the day.
To receive full credit for this test item, students must include that shadows change in length and/or
direction each day, and a description of why shadows change throughout the day.
7. Use the rubric below to evaluate total points earned for this item.
NGSS Constructed Response Answer – 1 Point
Sample Answer:
Evidence
• Earth’s rotation on its axis
of
Mastery To get full credit for this test item, students must identify Earth’s rotation as the reason Earth has a dayand-night cycle.
Unit 5 Lesson 3 Quiz
Item Analysis
Item #
Key
Standards
DOK
1
C
5-ESS1-2, DCI.5-ESS1.B.1
2
2
B
5-ESS1-2, DCI.5-ESS1.B.1
1
3
D
5-ESS1-2, DCI.5-ESS1.B.1, CCC.3-5.A.1
2
4
D
5-ESS1-2, DCI.5-ESS1.B.1, CCC.3-5.A.1
2
5
B
5-ESS1-2, DCI.5-ESS1.B.1
2
6
Rubric 5-ESS1-2, DCI.5-ESS1.B.1
3
7
Rubric 5-ESS1-2, DCI.5-ESS1.B.1
3
6. Use the rubric below to evaluate total points earned for this item.
NGSS Constructed Response Answer – 1 Point
Sample Answer:
Evidence
of
Mastery
• Moon phases take place because we see different parts of the moon’s lit side as it revolves
around Earth. The moon would still revolve around Earth, so we would still see its phases from
Earth. Because it would take less time for the moon to make one revolution, the cycle of moon
phases would be shorter than it is now.
To receive full credit for this test item, students must indicate that phases would still occur. They must
also indicate that a faster revolution would mean the cycle would be sped up and would take fewer days
than it does now.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
35
Grade 5 • Assessment Guide
7. Use the rubric below to evaluate total points earned for this item.
NGSS Constructed Response Answer – 1 Point
Sample Answer:
Evidence
of
Mastery
• Two or when North America is tilted toward the sun it is summer, and when it is tilted away it is
winter, so between those two is fall.
To receive full credit for this test item, students must recognize that the number position is where Earth
is when it is fall in North America, and provide an explanation for their answer.
Unit 5 Lesson 4 Quiz
Item Analysis
Item #
Key
Standards
DOK
1
B
5-ESS1-1, DCI.5-ESS1.A.1
2
2
C
5-ESS1-1, DCI.5-ESS1.A.1
1
3
C
5-ESS1-1, DCI.5-ESS1.A.1
2
4
D
5-ESS1-1, DCI.5-ESS1.A.1
1
5
A
5-ESS1-1, DCI.5-ESS1.A.1
2
6
Rubric 5-ESS1-1, DCI.5-ESS1.A.1
2
7
Rubric 5-ESS1-1, DCI.5-ESS1.A.1, SEP.3-5.G.1
2
6. Use the rubric below to evaluate total points earned for this item.
NGSS Constructed Response Answer – 1 Point
Sample Answer:
Evidence
of
Mastery
• The sun appears larger because it is closer to Charlie than the other stars, just like the car. Even
though things might be the same size and shape, the ones that are closer look bigger.
To get full credit for this item, students must include that the farther away a star is from Earth, the
dimmer (or smaller) it appears.
7. Use the rubric below to evaluate total points earned for this item.
NGSS Constructed Response Answer – 1 Point
Sample Answer:
• The closer the object to Earth, the brighter it appears. The sun is the brightest object at “very
Evidence
bright” and it is less than 1 light-year from Earth. Sirius is the next brightest star at “bright” and is
of
8.6 light-years from Earth. Betelgeuse is the least bright star in the table with an apparent
Mastery
brightness of “dim.” It is the farthest away at 642 light-years from Earth.
To get full credit for this test item, the student must correctly explain the relationship between
brightness and distance from Earth and support the answer with data from the table.
Unit 5 Unit Test
Item Analysis
Item #
Standards
DOK
1
5-PS2-1, DCI.5-PS2.B.1
1
2
5-ESS1-1, DCI.5-ESS1.A.1
2
3
5-PS2-1, DCI.5-PS2.B.1, CCC.3-5.B.1
2
4
5-ESS1-2, DCI.5-ESS1.B.1
2
Answer Key
© Houghton Mifflin Harcourt Publishing Company
36
Grade 5 • Assessment Guide
5
5-ESS1-2, DCI.5-ESS1.B.1, CCC.3-5.A.1
2
6
5-ESS1-1, DCI.5-ESS1.A.1, CCC.3-5.C.1
2
7
5-PS2-1, DCI.5-PS2.B.1
1
8
5-ESS1-1, DCI.5-ESS1.A.1
1
9
5-PS2-1, DCI.5-PS2.B.1
2
10
5-PS2-1, DCI.5-PS2.B.1, SEP.3-5.G.1
2
11
5-ESS1-2, DCI.5-ESS1.B.1
2
12
5-ESS1-2, DCI.5-ESS1.B.1, CCC.3-5.A.1
2
13
5-PS2-1, DCI.5-PS2.B.1, SEP.3-5.G.1, CCC.3-5.B.1
3
14
5-ESS1-1, DCI.5-ESS1.A.1, SEP.3-5.G.1
3
15
5-PS2-1, DCI.5-PS2.B.1
3
16
5-ESS1-2, DCI.5-ESS1.B.1
2
17
5-ESS1-1, DCI.5-ESS1.A.1
2
18
5-ESS1-2, DCI.5-ESS1.B.1
2
19
5-ESS1-2, DCI.5-ESS1.B.1, SEP.3-5.D.1
3
20
5-ESS1-2, DCI.5-ESS1.B.1, CCC.3-5.A.1
2
1. A. This is incorrect; tornados form when cool, dry air and warm, moist air meet.
B. This is incorrect; volcanoes erupt because of the movement of tectonic plates, although a student may
mistakenly assume that the tectonic plates move due to gravity.
C. This is incorrect because a rocket would have to overcome gravity to shoot into space, and a strong
propulsion force would have to be applied to the rocket.
D. This is correct; snow can be pulled by gravity down a mountain.
2. A. This is correct because the apparent brightness of stars will decrease as the distance between the star and
the observer increases. This will also affect the apparent size of the star.
B. This is incorrect because the apparent brightness of the sun is due to its proximity to Earth. If the sun
moved farther away from Earth, it would be dimmer, not brighter.
C. This is incorrect because the apparent brightness and large size of the sun is due to how close the sun is to
Earth. If the sun were farther away from Earth, then it would appear to be dimmer and smaller.
D. This is incorrect because the sun appears large to people on Earth because it is closer than any other star.
3. A. This is incorrect because it is the force of the moving current that will move the boat down the river.
B. This is incorrect because it is an applied force that pushes an arrow out of a bow at a target.
C. This is incorrect because the gopher digs using an applied force.
D. This is correct because gravity can act from a distance and hold a satellite in orbit around Earth.
4. A. This is incorrect because while Orion would be visible in February, it would not be visible in June.
B. This is incorrect because Orion is visible in the late fall and winter.
C. This is incorrect because Orion is not visible in the summer months (August), but would be visible in December.
D. This is correct because the constellation Orion is visible in the winter months.
5. A. This is incorrect because Location 2 is close to the western horizon, so would be closer to sunset time.
B. This is correct because the sun rises in the east, and the sun is just above the horizon.
C. This is incorrect because the sun would be setting in that location. It would be afternoon.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
37
Grade 5 • Assessment Guide
D. This is incorrect because at 7:00 a.m., the sun should be low on the horizon in the east, between Location 2
and 3 would be in the northern sky.
6. A. This is incorrect because star 1 is dimmer than star 2, the brightest star. Because all four stars are of the
same size and type, their apparent brightness is due to their proximity to Earth. Stars closer to Earth appear
brighter than those farther away from Earth.
B. This is correct because it appears to be the largest and brightest of the four stars. This indicates that it is
the closest of the stars.
C. This is incorrect because star 3 is dimmer than star 2, the brightest star. Because all four stars are of the
same size and type, their apparent brightness is due to their proximity to Earth. Stars farther away from
Earth appear dimmer than those closer to Earth.
D. This is incorrect because star 4 is dimmer than star 2, the brightest star. Because all four stars are of the
same size and type, their apparent brightness is due to their proximity to Earth. Stars farther away from
Earth appear dimmer than those closer to Earth.
7. A. This answer is incorrect because it represents a force that opposes the motion of the box, namely friction.
B. This answer is incorrect because it represents a force that acts perpendicular to the surface and pointing up,
namely the normal force of the floor pushing up on the box and opposing gravity.
C. This answer is incorrect because it represents the force that is moving the box from left to right, namely
the pushing force.
D. This answer is correct because it is pointing down, and the force of gravity pulls objects down toward
Earth’s center.
8. A. This is false because the sun is a star.
B. This is true because the sun is a star, and stars emit light.
C. This is false because although the sun appears larger from Earth, it is a medium-sized star.
D. This is true because the sun is the closest star to Earth.
9. Use the rubric below to evaluate total points earned for this item.
[max point: 1]
DCI - 1 Point
Claims
The student is able to apply knowledge of gravity to draw the direction of movement due to gravity (DCI).
1 point for correctly drawing the arrow and circling the descriptions of gravity
Part 1: One point is earned for drawing an arrow from the ball downward to the right, ending at the
floor, and for circling numbers 2 and 3 as being descriptions of gravity. The following response, or
an equivalent, is acceptable.
Evidence of
Mastery of
Disciplinary
Core Ideas
10. A. The example of balloons floating in the air does not support the claim. The helium in the balloons is
lighter than air, which is what causes the balloons to rise.
B. Beach balls float because of the water’s buoyancy. This floating does not disprove gravity’s pull.
C. Objects falling to the ground are direct evidence of the force of gravity acting on all objects that have any
amount of mass.
D. Balls being pulled back down to Earth’s surface is evidence that gravity acts on these balls.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
38
Grade 5 • Assessment Guide
11. A. This image is correct for the 3rd of the month. The pattern shows the 1st through the 6th as having an
increase in the amount of light being reflected from the moon from the right side of the moon.
B. This image is correct for the 24th of the month. The pattern shown the 21st through 27th shows a
decreasing amount of light reflected off the moon. The moon is mostly dark with a small sliver of white on
the left side.
C. This picture is not used because the calendar already shows the full moon on the 15th.
D. This picture is not used as the new moon is shown on the 29th.
E. This picture is not used because the third quarter moon occurred on the 21st of the month.
F. This picture goes in the calendar on the 7th of the month. The 5th through the 10th shows an increasing
amount of light being reflected off the moon. On the 7th, the right half of the moon is reflecting light,
while the other half is dark.
12. A. Cassiopeia should be classified as Seen all year because it is present in all four star maps.
B. Ursa Major should be classified as Seen all year because it is present in all four star maps.
C. Virgo should be classified as Seen some seasons because it is present in only some of the star maps.
D. Canis Minor should be classified as Seen some seasons because it is present in only some of the star maps.
E. Lyra should be classified as Seen some seasons because it is present in only some of the star maps.
13. Use the rubric below to evaluate total points earned for this item.
[max point: 3]
DCI, SEP, CCC - 3 points
The student is able to:
• explain that gravity pulls objects toward the planet’s center (DCI); and
Claims
• explain that the gravitational force exerted by Earth on objects is directed downward (SEP);
and
• explain the cause-and-effect relationships to explain the effect of gravitational force on objects (CCC).
1 point for correctly explaining that the objects falling to the ground is evidence of gravity
Evidence of
Mastery of Part 1: One point is earned for explaining that conclusion 2 as being supported by the data and
Disciplinary explaining that falling to the ground is evidence of gravity. The following response, or an equivalent,
Core Ideas is acceptable
• Conclusion 2, objects fall from up high to the ground because gravity pulls them down.
Evidence of 1 point for correctly explaining that the data do not support conclusion 3
Mastery of
Science and Part 3: One point is earned for explaining that conclusion 3 is not supported by the data. The
Engineering following response, or an equivalent, is acceptable.
Practices
• Conclusion 3, the table shows the same result in all the locations.
1 point for correctly explaining that conclusion 1 is only partially supported, and provides causeand-effect understanding of how additional support could be provided for conclusion 1
Evidence of
Mastery of Part 2: One point is earned for explaining that conclusion 1 is only partially supported. One of the
Crosscutting following responses, or an equivalent, is acceptable.
Concepts
• conclusion 1 because they did not test all objects
• conclusion 1 because objects that are held up do not fall down
Answer Key
© Houghton Mifflin Harcourt Publishing Company
39
Grade 5 • Assessment Guide
14. Use the rubric below to evaluate total points earned for this item.
[max point: 3]
DCI, SEP - 3 Points
Claims
The student is able to:
1. compare the star data to identify the likely visible brightness of a star at a given distance (DCI);
and
2. support Julia’s claim using data from the table (SEP); and
3. support their claim for the brightness using data from the table (SEP).
Evidence of 1 point for correctly predicting the visible brightness of star Y
Mastery of Part 2: One point is earned for predicting a visible brightness for star Y based on the data given in
Disciplinary the table. The following responses are acceptable.
Core Ideas
• any value between 0.08 and 0.61, for example 0.4
1 point for correctly explaining how data support the claim
Part 1: One point is earned for using data in the table to support Julia’s claim. The following
response, or an equivalent, is acceptable.
• Star W is the closest star in the table and it has the smallest visible brightness number. Star Z is
Evidence of
the farthest away, and it has the largest visible brightness number.
Mastery of
Science and 1 point for correctly explaining the logic for making the prediction
Engineering
Practices Part 3: One point is earned for using data in the table to support their claim that the visible
brightness for star Y is between 0.08 and 0.61. The following response, or an equivalent, is
acceptable.
• As you get farther away from Earth, the visible brightness number is bigger, so the brightness
would have to be between star X brightness 0.08 and star Z brightness 0.61.
15. Use the rubric below to evaluate total points earned for this item.
[max point: 3]
DCI Only - 3 Points
Claims
The student is able to explain the role of gravitational force in the movement of an object (DCI).
1 point for correctly explaining why the ball’s motion changed
Part 1: One point is earned for explaining that the ball’s motion is upward in Part A but the pull of
gravity was greater than the upward force on the ball during Part B. The following response, or an
equivalent, is acceptable.
• The ball moved upward at Part A. Gravity begins to pull down in Part B.
1 point for correctly identifying the force at Part C
Evidence of Part 2: One point is earned for identifying gravity as the force pulling down on the ball at Part C.
Mastery of
Disciplinary • gravity
Core Ideas 1 point for correctly explaining the similar pattern
Part 3: One point for explaining that the second throw will follow a similar pattern because gravity
will always pull down on objects. Only objects that have a strong enough force to overcome Earth’s
gravity will ever move out of the atmosphere. The following response, or an equivalent, is
acceptable.
• The ball will follow the same pattern. It will go upward and get to a point where gravity’s force
is stronger than the upward force, and it will come back to Earth.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
40
Grade 5 • Assessment Guide
16. A. This is incorrect because the variation of daylight hours is dependent upon the angle at which sunlight
strikes Earth, not due to proximity to the sun. In addition, Earth is not closer to the sun during the summer.
B. This is incorrect because the data give the sunrise and sunset times; they do not compare how dark it is at
any time.
C. This is correct because Earth receives more direct sunlight during the summer and subsequently allows for
a greater number of daylight hours compared with the winter.
D. This is incorrect because the number of hours in a day is determined by Earth spinning on its axis, which is
approximately 24 hours.
17. A. This statement is true because the sun is the nearest star and generates the light that allows for sunrises and
sunsets.
B. This statement is true because the sun generates light that reaches Earth. The sun appears to rise and set in
relation to Earth spinning on its axis.
C. This statement is false because the light, not heat, allows for sunrises and sunsets.
D. This statement is false because the sun is not the largest of nearby stars and maintains about the same
release of light energy every hour of every day.
E. This statement is false because Earth revolves around the sun.
18. 1B. The word fewer is correct for the first sentence. The Northern Hemisphere of Earth is tilted away from the
sun during the winter, causing the number of hours for daylight to be fewer than at any other time of the
year.
2C. The word increases is correct for this location in the sentence as long as it is matched with the
3F. December and 4E. June because the number of hours with sunlight increases from winter solstice,
December 21, through summer solstice, June 21.
The correct response could be 2D. The word decreases is correct for this location in the sentence as long
as it is matched with the 3E. June and 4F. December because the number of hours with sunlight decreases
from summer solstice, June 21, through winter solstice, December 21.
3E. The month June is correct for this location in the sentence as long as it is matched with the 2D. decreases
and 4F. December because the number of hours with sunlight decreases from summer solstice, June 21,
through winter solstice, December 21.
The correct response could be 3F. The month December is correct for this location in the sentence as long
as it is matched with the 2C. increases and 4E. June because the number of hours with sunlight increases
from winter solstice, December 21, through summer solstice, June 21.
4E. The month June is correct for this location in the sentence as long as it is matched with the 2C. increases
and 3F. December because the number of hours with sunlight decreases from summer solstice, June 21,
through winter solstice, June 21.
The correct response could be 4F. The month December is correct for this location in the sentence as long
as it is matched with the 2D. decreases and 3E. June because the number of hours with sunlight increases
from winter solstice, December 21, through summer solstice, June 21.
19. The bar for March 15 is 12 because there were 12 hours of daylight, which means there were 12 hours of
nighttime. The bar for June 15 is 8 because there were 16 hours of daylight, which means there were 8
hours of nighttime. The bar for September 15 is 11.5 because there were 12.5 hours of daylight, which
means there were 11.5 hours of nighttime.
20. 1C. Selecting 8:08 is the correct time for May sunset. The pattern from January to June shows that the sun sets
later in the day during these months. The time for May should fall between the April and June times of
7:49 and 8:24.
2E. Selecting 7:26 is the correct time for September sunset. The pattern from June to December shows that the
sun sets earlier in the day during these months. The time for September should fall between the August
and October times of 8:02 and 6:50.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
41
Grade 5 • Assessment Guide
Unit 6 Earth’s Systems
Unit 6 Pretest
Item Analysis
Item #
Key
Standards
DOK
1
B
5-ESS2-1, DCI.5-ESS2.A.1, CCC.3-5.D.1
2
2
C
5-ESS2-1, DCI.5-ESS2.A.1
1
3
D
5-ESS2-1, DCI.5-ESS2.A.1, CCC.3-5.D.1
2
4
A
5-ESS2-2, DCI.5-ESS2.C.1
1
5
D
5-ESS2-1, DCI.5-ESS2.A.1, CCC.3-5.D.1
2
6
C
5-ESS2-2, DCI.5-ESS2.C.1
1
7
D
5-ESS2-1, DCI.5-ESS2.A.1, CCC.3-5.D.1
2
8
A
5-ESS2-2, DCI.5-ESS2.C.1
2
9
C
5-ESS2-1, DCI.5-ESS2.A.1
1
10
B
5-ESS2-1, DCI.5-ESS2.A.1, SEP.3-5.B.1, CCC.3-5.D.1
2
Unit 6 Lesson 1 Quiz
Item Analysis
Item #
Key
Standards
DOK
1
C
5-ESS2-1, DCI.5-ESS2.A.1, SEP.3-5.B.1, CCC.3-5.D.1
2
2
A
5-ESS2-1, DCI.5-ESS2.A.1, SEP.3-5.B.1, CCC.3-5.D.1
2
3
D
5-ESS2-1, DCI.5-ESS2.A.1
1
4
C
5-ESS2-1, DCI.5-ESS2.A.1, CCC.3-5.D.1
2
5
B
5-ESS2-1, DCI.5-ESS2.A.1, CCC.3-5.D.1
2
6
Rubric 5-ESS2-1, DCI.5-ESS2.A.1
2
7
Rubric 5-ESS2-1, DCI.5-ESS2.A.1
2
6. Use the rubric below to evaluate total points earned for this item.
NGSS Constructed Response Answer – 1 Point
Sample Answer:
Evidence
• the living things on earth or animals
of
Mastery To receive full credit for this test item students must identify that the biosphere contains all the living
things on Earth, and identify a living thing.
7. Use the rubric below to evaluate total points earned for this item.
NGSS Constructed Response Answer – 1 Point
Sample Answer:
• The hydrosphere contains all the water on the surface of Earth, including frozen water like
Evidence
glaciers.
of
Mastery To receive full credit for this test item, students must correctly describe the hydrosphere and name a
reservoir that contains water, such as glaciers/ponds/ice caps/oceans/lakes/rivers/streams/groundwater,
etc.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
42
Grade 5 • Assessment Guide
Unit 6 Lesson 2 Quiz
Item Analysis
Item #
Key
Standards
DOK
1
D
5-ESS2-1, DCI.5-ESS2.A.1, CCC.3-5.D.1
2
2
C
5-ESS2-1, DCI.5-ESS2.A.1, SEP.3-5.B.1, CCC.3-5.D.1
2
3
A
5-ESS2-1, DCI.5-ESS2.A.1, CCC.3-5.D.1
2
4
D
5-ESS2-1, DCI.5-ESS2.A.1, CCC.3-5.D.1
2
5
B
5-ESS2-1, DCI.5-ESS2.A.1
2
6
Rubric 5-ESS2-1, DCI.5-ESS2.A.1, CCC.3-5.D.1
3
7
Rubric 5-ESS2-1, DCI.5-ESS2.A.1, CCC.3-5.D.1
3
6. Use the rubric below to evaluate total points earned for this item.
NGSS Constructed Response Answer – 1 Point
Sample Answer:
Evidence
• The waves of water in the hydrosphere are wearing away at the shore of the geosphere.
of
To receive full credit, the student should correctly describe how two Earth systems are interacting in the picture.
Mastery The biosphere and atmosphere are also shown in the image, and correctly identifying them and explaining how
they interact in the picture would also be considered correct.
7. Use the rubric below to evaluate total points earned for this item.
NGSS Constructed Response Answer – 1 Point
Sample answer:
Evidence
• Wind in the atmosphere (water in the hydrosphere/plants in the biosphere) weathers rocks, which
of
are part of the geosphere, and the broken-down rocks become part of the soil.
Mastery To get full credit for this item, students must include the interaction of two of Earth’s systems
(atmosphere/biosphere/geosphere/hydrosphere) in the formation of soil; there are many possible answers.
Unit 6 Lesson 3 Quiz
Item Analysis
Item #
Key
Standards
DOK
1
A
5-ESS2-2, DCI.5-ESS2.C.1
1
2
C
5-ESS2-2, DCI.5-ESS2.C.1
2
3
D
5-ESS2-2, DCI.5-ESS2.C.1
2
4
B
5-ESS2-2, DCI.5-ESS2.C.1
2
5
B
5-ESS2-2, DCI.5-ESS2.C.1
2
6
Rubric 5-ESS2-2, DCI.5-ESS2.C.1, CCC.3-5.C.2
3
7
Rubric 5-ESS2-2, DCI.5-ESS2.C.1
2
Answer Key
© Houghton Mifflin Harcourt Publishing Company
43
Grade 5 • Assessment Guide
6. Use the rubric below to evaluate total points earned for this item.
NGSS Constructed Response Answer – 1 Point
Sample Answer:
Evidence
• About 26 million square kilometers. I subtracted the surface area of the ocean (salt water) from
of
the total surface area of water to find how much is fresh.
Mastery To receive full credit for this test item, students must correctly find the area of the fresh water and then explain that
the ocean is salt water, so subtracting the salt water from the total water gives the area of fresh water.
7. Use the rubric below to evaluate total points earned for this item.
NGSS Constructed Response Answer – 1 Point
Sample Answer:
Evidence
• Fresh water is in the air (or in the ice); salt water is in the ocean.
of
• When the ice melts, it goes into the ocean (or when the ocean water freezes, it becomes ice).
Mastery To receive full credit for this test item, students must indicate one location of fresh water, one location
of salt water, and one way in which water moves between those locations.
Unit 6 Unit Test
Item Analysis
Item #
Standards
DOK
1
5-ESS2-2, DCI.5-ESS2.C.1, CCC.3-5.C.2
1
2
5-ESS2-1, DCI.5-ESS2.A.1, CCC.3-5.D.1
2
3
5-ESS2-2, DCI.5-ESS2.C.1
2
4
5-ESS2-1, DCI.5-ESS2.A.1, SEP.3-5.B.1, CCC.3-5.D.1
2
5
5-ESS2-2, DCI.5-ESS2.C.1
2
6
5-ESS2-2, DCI.5-ESS2.C.1, SEP.3-5.E.1
2
7
5-ESS2-1, DCI.5-ESS2.A.1
1
8
5-ESS2-2, DCI.5-ESS2.C.1
1
9
5-ESS2-1, DCI.5-ESS2.A.1, CCC.3-5.D.1
2
10
5-ESS2-2, DCI.5-ESS2.C.1
2
11
5-ESS2-2, DCI.5-ESS2.C.1, CCC.3-5.C.2
2
12
5-ESS2-2, DCI.5-ESS2.C.1, SEP.3-5.E.1, CCC.3-5.C.2
2
13
5-ESS2-2, DCI.5-ESS2.C.1, SEP.3-5.E.1
2
14
5-ESS2-2, DCI.5-ESS2.C.1, SEP.3-5.E.1, CCC.3-5.C.2
3
15
5-ESS2-1, DCI.5-ESS2.A.1, SEP.3-5.B.1, CCC.3-5.D.1
3
16
5-ESS2-1, DCI.5-ESS2.A.1, SEP.3-5.B.1
2
17
5-ESS2-1, DCI.5-ESS2.A.1
1
18
5-ESS2-1, DCI.5-ESS2.A.1, CCC.3-5.B.1
2
19
5-ESS2-1, DCI.5-ESS2.A.1, SEP.3-5.B.1
2
20
5-ESS2-1, DCI.5-ESS2.A.1, SEP.3-5.B.1, CCC.3-5.D.1
3
Answer Key
© Houghton Mifflin Harcourt Publishing Company
44
Grade 5 • Assessment Guide
1. A. This is incorrect because a foot is a measure of distance.
B. This is incorrect because a gram is a measure of weight.
C. This is correct because a kiloliter is a measure of volume.
D. This is incorrect because a kilometer is a measure of distance.
2. A. This is incorrect because plants are part of the biosphere and the ground is part of the geosphere.
B. This is incorrect because air is part of the atmosphere and does not evaporate or form clouds.
C. This is incorrect because soil is not part of the atmosphere.
D. This is correct because water is part of the hydrosphere, and when water evaporates, it goes into the
atmosphere.
3. A. This is incorrect because glaciers make up a larger percentage of fresh water than lakes.
B. This is incorrect because glaciers make up a larger percentage of fresh water than rivers.
C. This is correct because most of Earth’s fresh water is in glaciers or underground as groundwater.
D. This is incorrect because glaciers make up a larger percentage of fresh water than groundwater does.
4. A. This is incorrect because animals and plants are both part of the biosphere.
B. This is incorrect because animals are part of the biosphere and water is the hydrosphere.
C. This is incorrect because plants are part of the biosphere and the ground is part of the geosphere.
D. This is correct because plants are part of the biosphere and carbon dioxide released by plants is part of the
atmosphere.
5. A. This is correct because, of fresh surface water, 73% is ice and snow while 20% is found in lakes.
B. This is incorrect because groundwater makes up 30% of all fresh water, while surface water (of which ice
and snow is a part) is only 1.3%. In addition, the question asks for comparisons of only types of fresh
surface water, and groundwater is not surface water.
C. This is incorrect because water in rivers and wetlands make up less than 6% of fresh surface water while
lakes make up 20%.
D. This is incorrect because the volume of oceans is much greater than rivers and wetlands; also, oceans are
not fresh water.
6. A. This is incorrect because the graph does not show that almost all of the water on Earth is salt water.
B. This is incorrect because the graph does not show that almost all of the water on Earth is salt water.
C. This is correct because the graph shows 97.5% salt water and 2.5% fresh water.
D. This is incorrect because the graph does not show that almost all of the water on Earth is salt water.
7. A. Atmosphere is not used. None of the objects listed are part of the atmosphere.
B. Biosphere belongs in the first space. All living things are part of the biosphere.
C. Geosphere belongs in the second space. Rocks, soil, etc. are all part of the geosphere.
D. Hydrosphere belongs in the last space. Water in all of its forms is part of the hydrosphere.
8. A. Glaciers belongs in the Fresh Water column because glaciers are frozen water, formed from crystals that
do not offer enough room for salt.
B. Groundwater belongs in the Fresh Water column because water is filtered through the ground, removing
much of the salt and other solids.
C. Oceans belongs in the Salt Water column because rivers and streams carry pieces of rock and soil into the
ocean, allowing for a buildup of salts.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
45
Grade 5 • Assessment Guide
D. Polar icecaps belongs in the Fresh Water column because the poles are very cold, allowing water to
freeze. When water freezes, crystals do not offer enough room for salt.
E. Rivers belongs in the Fresh Water column because rivers flow and move salt downstream.
9. Use the rubric below to evaluate total points earned for this item.
[max point: 1]
DCI - 1 Point
Claims
The student is able to determine a way in which systems interact to affect Earth’s processes (DCI).
1 point for correctly circling the parts of the water cycle where the atmosphere and hydrosphere
interact
Part 1: One point is earned for circling evaporation, condensation, and precipitation. The following
response, or an equivalent, is acceptable.
Evidence of
Mastery of
Disciplinary
Core Ideas
10. The numbers are 4, 2, 3, and 1. Water in the atmosphere has the smallest amount of water of the sources given,
followed by rivers and lakes, and then ice caps and glaciers. Oceans are the largest and should be at the bottom
of the list.
11. A. Kilometers belongs in the box next to 10,000. Depths are distances, and a kilometer is a measurement of
distance that is great enough to be accurate for the very large depth of an ocean trench.
B. Centimeters is not used. A centimeter is a unit of length, but the only length given is depth of an ocean
trench. The ocean trench is much more than 10,000 centimeters deep.
C. Inches is not used. An inch is a unit of length, but the only length given is depth of an ocean trench. The
ocean trench is much more than 25,000 centimeters deep.
D. Pounds per square inch is correct for the pressure at the surface of the ocean. It is the only unit given for
pressure.
12. The value for Burt Lake should be 17,000 acres. The value for Houghton Lake should be 20,000 acres. The
value for Black Lake should be 10,000 acres.
13. 1B. Locations of Fresh Water is correct for this box. The types of water shown in the bar names are all types
of fresh water.
2D. Surface water is correct for this box because of the three types shown, surface water makes up the smallest
portion of fresh water.
3C. Ground water is correct for this box because there is less ground water than there is water in glaciers and
ice caps but more than in surface water.
4E. Glaciers and ice is correct for this box because most of the fresh water found on Earth is frozen in glaciers
and ice caps.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
46
Grade 5 • Assessment Guide
14. Use the rubric below to evaluate total points earned for this item.
[max point: 3]
DCI, SEP, CCC - 3 points
Claims
The student is able to:
1. explain that small bodies of surface water are lakes and contain fresh water (DCI); and
2. describe quantities such as area to address scientific questions (SEP); and
3. identify standard units used to measure physical quantities (CCC).
1 point for correctly explaining what type of water is in the bodies of water shown
Evidence of
Mastery of Part 3: One point is earned for explaining that because the bodies of water are small surface water
Disciplinary bodies (lakes), they are fresh water. The following response, or an equivalent, is acceptable.
Core Ideas
• They are lakes, so they are fresh water.
Evidence of 1 point for correctly identifying the body of water that matches bar 3
Mastery of
Science and Part 2: One point is earned for identifying lake D because it has the second-largest area. The
Engineering following response, or an equivalent, is acceptable.
• D, because it is the second-largest lake.
Practices
1 point for correctly identifying a unit of area
Evidence of
Mastery of
Part 1: One point is earned for identifying a unit of area. One of the following responses, or an
Crosscutting
equivalent, is acceptable.
Concepts
• acres, square kilometers, square miles
15. Use the rubric below to evaluate total points earned for this item.
[max point: 3]
DCI, SEP, CCC - 3 points
Claims
The student is able to:
1. explain how to model the biosphere (DCI); and
2. explain what the parts of the model represent (SEP); and
3. describe the interactions of the systems shown (CCC).
Evidence of 1 point for correctly explaining how they could add the biosphere to the model
Mastery of Part 1: One point is earned for explaining a way to change the model to include the biosphere. The
Disciplinary following response, or an equivalent, is acceptable.
Core Ideas
• They could put plants or animals in the sand.
Evidence of 1 point for correctly explaining what is being modeled
Mastery of
Science and Part 2: One point is earned for describing what each part of the model represents. The following
Engineering response, or an equivalent, is acceptable.
• The fan represents the wind, the water is a lake, and the sand is the land.
Practices
1 point for correctly describing the interactions of the systems
Evidence of
Mastery of Part 3: One point is earned for describing how the atmosphere, geosphere, and hydrosphere interact
Crosscutting in this model. The following response, or an equivalent, is acceptable.
Concepts
• The wind is part of the atmosphere; it blows on the water (hydrosphere), causing it to move.
The water hits the sandy shore (geosphere) and moves the sand.
16. A. This is incorrect. New landforms are created by lava flow, but both are part of the geosphere.
B. This is incorrect. Melting snowcaps are part of the hydrosphere and the hot gases are part of the
atmosphere.
C. This is incorrect. The oceans are part of the hydrosphere, and the acid rain is an interaction of the atmosphere and
hydrosphere. The organisms are part of the biosphere, but this option does not include the geosphere.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
47
Grade 5 • Assessment Guide
D. This is correct. Lava is part of the geosphere and vegetation is part of the biosphere.
17. A. This is incorrect. The air coming off the ocean is likely to be warmer at night and cooler during the day
(sea breeze, land breeze). But overall, the temperature would be likely warmer on the side away from the
ocean that does not get the rain.
B. This is correct because as the wet air from the ocean moves over the mountain the air cools, and drops
rain. The other side of the volcano is likely to be very dry; this is called a rain shadow.
C. This is incorrect because it is likely to be rainier near the ocean, which would be accompanied by clouds.
D. This is incorrect because wind speeds actually increase on the side opposite the ocean.
18. 1B. Increase is correct for the first space because the diagram shows that the volcano gives off carbon dioxide.
2D. Plants is correct for the second space because plants take in carbon dioxide and give off oxygen. Animals
do not require carbon dioxide to grow; they release it as a waste product.
3E. Fossil fuels is correct for the third space because when carbon is pressed underground for millions of years
it can form fossil fuels.
4G. Atmosphere is correct for the fourth space because carbon dioxide in the air is part of the atmosphere.
5I. Geosphere is correct for the fifth space because fossil fuels are deep underground, which is part of the
geosphere.
19. A. Collection matches with hot gases melt snow from mountains and it gathers in lakes, because collection is
the stage of the water cycle where water forms bodies on the surface of Earth.
B. Condensation matches with sulfur gas from the eruption rises into clouds. Clouds are formed when water
vapor condenses in the atmosphere.
C. Precipitation matches with acidic rain falls to the ground, because rain is precipitation.
20. Use the rubric below to evaluate total points earned for this item.
[max point: 3]
DCI, SEP, CCC - 3 points
Claims
The student is able to:
1. explain how Earth’s systems interact to affect Earth’s surface materials and processes (DCI); and
2. identify what scientific principle is being modeled (SEP); and
3. explain the components and interactions within the geosphere (CCC).
1 point for correctly explaining how the hydrosphere affects the geosphere in the model
Part 3: One point is earned for describing how water affects the geosphere in the rock cycle. One of
Evidence of the following responses, or an equivalent, is acceptable.
Mastery of
• The water cools the lava to form rock.
Disciplinary
• The water breaks down the side of the volcano to create sediments.
Core Ideas
• The water presses down on the sediments to form sedimentary rock.
• Water breaks down the rock and erodes it.
Evidence of 1 point for correctly identifying what is being modeled in the diagram
Mastery of Part 1: One point is earned for identifying the rock cycle. One of the following responses, or an
Science and equivalent, is acceptable.
Engineering
• it shows how different types of rocks are made
Practices
• the rock cycle
1 point for correctly explaining how the parts of the geosphere interact to make a cycle
Evidence of Part 2: One point is earned for explaining the rock cycle. The following response, or an equivalent,
Mastery of is acceptable.
Crosscutting
• Rock breaks down by weathering and is then pressed together to form sedimentary rock. With
Concepts
heat and pressure, the sedimentary rock becomes metamorphic rock. When sedimentary rock or
metamorphic rock is melted, it can become igneous rock.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
48
Grade 5 • Assessment Guide
Unit 7 Earth and Human Activities
Unit 7 Pretest
Item Analysis
Item #
Key
Standards
DOK
1
B
5-ESS3-1, DCI.5-ESS3.C.1
1
2
A
5-ESS3-1, DCI.5-ESS3.C.1
1
3
B
5-ESS3-1, DCI.5-ESS3.C.1
1
4
C
5-ESS3-1, DCI.5-ESS3.C.1
1
5
D
5-ESS3-1, DCI.5-ESS3.C.1
1
6
C
5-ESS3-1, DCI.5-ESS3.C.1
1
7
A
5-ESS3-1, DCI.5-ESS3.C.1
2
8
D
5-ESS3-1, DCI.5-ESS3.C.1
1
9
D
5-ESS3-1, DCI.5-ESS3.C.1
1
10
B
5-ESS3-1, DCI.5-ESS3.C.1
1
Unit 7 Lesson 1 Quiz
Item Analysis
Item #
Key
Standards
DOK
1
B
5-ESS3-1, DCI.5-ESS3.C.1
2
2
B
5-ESS3-1, DCI.5-ESS3.C.1
2
3
A
5-ESS3-1, DCI.5-ESS3.C.1
2
4
C
5-ESS3-1, DCI.5-ESS3.C.1, CCC.3-5.D.1
2
5
D
5-ESS3-1, DCI.5-ESS3.C.1
2
6
Rubric 5-ESS3-1, DCI.5-ESS3.C.1
2
7
Rubric 5-ESS3-1, DCI.5-ESS3.C.1
3
6. Use the rubric below to evaluate total points earned for this item.
NGSS Constructed Response Answer – 1 Point
Sample Answer:
Evidence
of
Mastery
• People pollute rivers where fish live with fertilizer; rivers are part of the hydrosphere.
• People make smog, which hurts birds; the smog is in the atmosphere.
To receive full credit for this item, students must include at least two examples of ways people can
negatively affect animal habitat, and include the correct Earth sphere that is affected.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
49
Grade 5 • Assessment Guide
7. Use the rubric below to evaluate total points earned for this item.
NGSS Constructed Response Answer – 1 Point
Sample Answer:
Evidence
of
Mastery
• The population has increased. More people mean more pollution, more competition for
resources, and more habitat destruction. The populations of many native species have likely
decreased because of this increase in population.
To receive full credit for this test item, students must indicate understanding that population has
increased and that an increase in human population negatively affects native species through pollution
and habitat destruction.
Unit 7 Lesson 2 Quiz
Item Analysis
Item #
Key
Standards
DOK
1
C
5-ESS3-1, DCI.5-ESS3.C.1
2
2
D
5-ESS3-1, DCI.5-ESS3.C.1
2
3
B
5-ESS3-1, DCI.5-ESS3.C.1
2
4
C
5-ESS3-1, DCI.5-ESS3.C.1
3
5
A
5-ESS3-1, DCI.5-ESS3.C.1, SEP.3-5.H.1, CCC.3-5.D.1
2
6
Rubric 5-ESS3-1, DCI.5-ESS3.C.1
3
7
Rubric 5-ESS3-1, DCI.5-ESS3.C.1
3
6. Use the rubric below to evaluate total points earned for this item.
NGSS Constructed Response Answer – 1 Point
Sample Answer:
Evidence
of
Mastery
• Tasha can set the thermostat to a higher temperature so that the air conditioning will run less
often.
To receive full credit for this test item, students must indicate that Tasha should set the thermostat to a
higher temperature so that the air conditioning will turn on more infrequently.
7. Use the rubric below to evaluate total points earned for this item.
NGSS Constructed Response Answer – 1 Point
Sample Answers:
Evidence
of
Mastery
• People could recycle glass and paper in containers so those items can be made into new products.
• People could reuse paper by writing on both sides of the paper.
• People could reuse a plastic water bottle by refilling it with water from the sink.
To receive full credit for this test item, students must include three specific ways that they could recycle
or reuse some of the materials in the table to reduce the amount of trash.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
50
Grade 5 • Assessment Guide
Unit 7 Unit Test
Item Analysis
Item #
Standards
DOK
1
5-ESS3-1, DCI.5-ESS3.C.1
1
2
5-ESS3-1, DCI.5-ESS3.C.1, CCC.3-5.D.1
2
3
5-ESS3-1, DCI.5-ESS3.C.1, SEP.3-5.H.1
2
4
5-ESS3-1, DCI.5-ESS3.C.1, SEP.3-5.H.1
2
5
5-ESS3-1, DCI.5-ESS3.C.1, SEP.3-5.H.1
2
6
5-ESS3-1, DCI.5-ESS3.C.1, SEP.3-5.H.1
2
7
5-ESS3-1, DCI.5-ESS3.C.1
1
8
5-ESS3-1, DCI.5-ESS3.C.1, SEP.3-5.H.1
2
9
5-ESS3-1, DCI.5-ESS3.C.1, CCC.NOS.3-5.C.1
2
10
5-ESS3-1, DCI.5-ESS3.C.1
1
11
5-ESS3-1, DCI.5-ESS3.C.1, CCC.NOS.3-5.C.1
2
12
5-ESS3-1, DCI.5-ESS3.C.1, CCC.3-5.D.1
3
13
5-ESS3-1, DCI.5-ESS3.C.1, CCC.3-5.D.1
2
14
5-ESS3-1, DCI.5-ESS3.C.1, CCC.3-5.D.1
2
15
5-ESS3-1, DCI.5-ESS3.C.1, SEP.3-5.H.1, CCC.3-5.D.1
3
16
5-ESS3-1, DCI.5-ESS3.C.1
1
17
5-ESS3-1, DCI.5-ESS3.C.1, CCC.NOS.3-5.C.1
2
18
5-ESS3-1, DCI.5-ESS3.C.1, SEP.3-5.H.1
2
19
5-ESS3-1, DCI.5-ESS3.C.1, SEP.3-5.H.1, CCC.NOS.3-5.C.1
3
20
5-ESS3-1, DCI.5-ESS3.C.1
2
1. A. This is correct because aluminum is a natural resource and by recycling aluminum, less is mined from the
Earth.
B. This is incorrect because building roads requires the mining of rock material and other natural resources
from one location for use in another location.
C. This is incorrect because plastic is made from oil, a natural resource. By using plastic bottles, people are
using natural resources rather than protecting them.
D. This is incorrect because the cans and plastic, which are made from natural resources, end up in a landfill
instead of being recycled.
2. A. This is incorrect because containing the trash does not reduce the amount of trash.
B. This is correct because the decay products can leach out of the landfill and affect the land around the
landfill if measures are not taken to contain it.
C. This is incorrect because the rate of decomposition is not changed by containing the trash.
D. This is incorrect because there is no indication that the products of decomposition are usable; the
decomposition products of some trash are, but they will be contaminated with the toxins that are
contained.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
51
Grade 5 • Assessment Guide
3. A. This is incorrect because the changes listed will not reduce the air pollution due to cars.
B. This is incorrect because the purpose of the fences, tunnels and bridges is to ensure the animals do not get
run over while still allowing them to cross from one side of the road to the other. Trapping the animals in
smaller spaces would not likely help the environment.
C. This is correct because the animals will be kept from running into the highway where they are likely to be
struck by fast-moving cars.
D. This is incorrect because fences and tunnels would not lessen runoff from the highways.
4. A. This is incorrect because these lists can vary by town and are nearly impossible to memorize, so her
parents would not be the best source. It would be best for her to go directly to a brochure that has all of the
information she needs documented.
B. This is incorrect because textbooks contain factual information, but would not have the specific
information that she is looking for regarding her city’s recycling and composting programs.
C. This is correct because each city may do its composting and recycling differently, and going directly to the
organization that is doing the work will provide the best results for this question.
D. This is incorrect because there could be lots of incorrect information on the internet. Going directly to the
city department doing the composting and recycling will yield the best results for this situation.
5. A. This is correct because the water would filter down into the ground instead of running off into waterways
through storm sewers.
B. This is incorrect because the process of making pavement actually adds pollution to the air.
C. This is incorrect because dark pavement absorbs more heat than smaller pieces of rock that air can
circulate around.
D. This is incorrect because water can flow through the pieces of sediment and rock and fill up the water
table, not remove water from it.
6. A. This is incorrect because making the city prettier is not an issue in need of environmental research.
B. This is incorrect because animals like deer are not going to be able to access a roof, as is mentioned in
some of the titles.
C. This is incorrect because the buildings he is researching still require many materials to build. They need to
have a roof made of boards, metal, and/or cement under the plants.
D. This is correct because it appears he is researching green roofs and a benefit of green roofs is that they
help reduce the heat island effect and increase the number of plants that take in carbon dioxide.
7. A. This picture belongs in the Renewable column. The picture shows wind turbines. Wind is a renewable
resource.
B. This picture belongs in the Nonrenewable column because it shows mining for coal, which is a
nonrenewable resource.
C. This picture belongs in the Renewable column because it shows a person cutting down a tree. Trees are
renewable resources.
8. A. This response is not used. An oil company’s brochure is likely to be biased.
B. This response is not used. A friend’s mom is not the most reliable resource for using trees for paper
because the mom may be biased.
C. This response matches using trees for paper because the research is done by an independent company and
followed scientific protocols to do the research on the forests, which contain trees that can be used for
paper.
D. This response matches oil spills because it contains many raw data from different locations and over a long
period of time.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
52
Grade 5 • Assessment Guide
E. This response matches burning coal for energy because government websites contain data and conclusions
supported by peer-reviewed research. Using coal for energy is another way of saying using fossil fuels for
power.
9. A. This is incorrect because tree growth is not directly related to the information the scientists are gathering.
B. This is incorrect because tree usage is not directly related to the information the scientists are gathering.
C. This is correct because burning trees releases gases that pollute the air, which is an environmental worry.
D. This is incorrect because the objects used for cutting down trees are not directly related to the information
the scientists are gathering.
E. This is correct because the loss of trees correlates to an increase in the amounts of carbon dioxide in the
air.
10. Circling the pictures on the top left and the bottom left are correct. The top left picture shows a student turning
water off while brushing his teeth. The bottom left picture shows items collected for recycling.
11. 1B. Chemicals pollute streams is correct because the chemicals released by the plane eventually make their
way to the streams from the air or in rain runoff from the land and pollute the water.
2D. The chemicals flow downstream is correct because the chemicals move with the current once they reach
the stream.
3I. Farmers plant trees to absorb some chemicals is correct because the trees take up some of the dissolved
chemicals in their roots, which helps prevent all of the toxins from reaching the stream.
4J. Chemicals hurt fish is correct because the chemicals are not a natural part of the environment, and the
chemicals can make the fish sick or kill them.
12. Use the rubric below to evaluate total points earned for this item.
[max point: 1]
CCC - 1 point
Claims
The student is able to match questions that can be answered with the empirical evidence needed to
answer them (CCC).
1 point for correctly matching the questions to the empirical evidence needed
Part 1: One point is earned for drawing lines to match all of the questions to the correct empirical
evidence. The following, or an equivalent, is acceptable.
Evidence of
Mastery of
Crosscutting
Concepts
Answer Key
© Houghton Mifflin Harcourt Publishing Company
53
Grade 5 • Assessment Guide
13. A. This response belongs in the top box. It is the first step in how the human activity affects the ecosystem.
B. This sentence belongs in the box third from the top. After pollutants condense in the atmosphere, acidic
rain falls to the ground.
C. This response belongs in either of the boxes at the bottom, either on the left or on right. This is one of the
ways that the whole ecosystem is affected by acid rain.
D. This response belongs in the box second from the top. Pollutants from the burning of fossil fuels condense
with water vapor in the atmosphere to form acid rain.
E. This response belongs in either of the boxes at the bottom, either on the left or on right. This is one of the
ways that the whole ecosystem is affected by acid rain.
14. Use the rubric below to evaluate total points earned for this item.
[max point: 2]
DCI, CCC - 2 Points
Claims
The student is able to:
1. identify how the paper industry affects the land (DCI); and
2. explain how removing one component of the ecosystem affects other components (SEP).
Evidence of 1 point for correctly identifying the natural resource used in making paper
Mastery of Part 1: One point is earned for identifying trees as the natural resource used in making paper. The
Disciplinary following response, or an equivalent, is acceptable.
Core Ideas
• trees
1 point for correctly explaining how the removal of trees from the environment affects the ecosystem
Evidence of Part 2: One point is earned for demonstrating an understanding of the forest ecosystem interactions
Mastery of and explaining how the loss of trees affects other components of the system. The following
Crosscutting response, or an equivalent, is acceptable.
Concepts
• Removing trees from the ecosystem means fewer habitats for animals, so the animals die or
move to other places.
15. Use the rubric below to evaluate total points earned for this item.
[max point: 3]
DCI, SEP, CCC - 3 points
Claims
The student is able to:
1. explain how communities are doing things to help protect Earth’s resources (DCI); and
2. explain why it’s important to obtain and combine information from books and/or other reliable
media to find a solution to a design problem (SEP); and
3. describe an ecosystem in terms of interactions (CCC).
1 point for correctly explaining how using wind energy instead of coal will help protect Earth
Evidence of
Mastery of Part 2: One point is earned for explaining that wind energy produces less pollution or does not
Disciplinary require use of fossil fuels. The following response, or an equivalent, is acceptable.
• Wind energy is a renewable resource and will help decrease the use of a nonrenewable resource
Core Ideas
for electricity.
1 point for correctly explaining the importance of researching solutions to the design problem
Evidence of
Mastery of Part 1: One point is earned for explaining that doing research prior to choosing a solution can save
Science and time and money and can result in a better solution. The following response, or an equivalent, is
Engineering acceptable.
Practices
• The engineer should do research because it will save time and money and because the
community wants a turbine that will fit their criteria and constraints.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
54
Grade 5 • Assessment Guide
1 point for correctly describing how building the housing development will likely affect the local
ecosystem
Evidence of Part 3: One point is earned for describing a situation where land is taken from a natural habitat to
Mastery of create a habitat for humans, affecting the plants and animals that originally lived there. The
Crosscutting following response, or an equivalent, is acceptable.
Concepts
• They are building in a wetland, so the area contains water and plants. Building there could
pollute the water with runoff and will likely destroy the plants that provide food and a habitat
for some animals.
16. A. This is incorrect because human activities do not directly cause cold weather.
B. This is incorrect because human activities do not directly cause rainfall.
C. This is incorrect because fertilizers help flowering plants grow well, which is a benefit to bees.
D. This is correct because bees rely on crops to live. Removing the crops removes bees habitat.
17. A. This is incorrect because the stem indicates that the farmer wants to use the pesticide, so the harmful
insects must affect the crop that the farmer has.
B. This is incorrect because the passage indicates that the pesticide should be used on cloudy, not rainy, days.
C. This is incorrect because the passage indicates that the liquid form is best to use to protect the honeybees.
D. This is correct because the farmer’s goals are to get rid of the unwanted insects, so knowing the
effectiveness of the pesticide will help determine if it will get rid of these insects. In addition, the passage
indicates that pesticides that break down quickly will be better for the honeybees.
18. Crop rotation and the crop that lures the harmful insects are the two ideas that should be circled. Neither of
these ideas would hurt the honeybees. Using the nets could hurt the honeybees by not allowing them to get
pollen. Releasing the predators could hurt the honeybees because the honeybees could also be eaten.
19. A. This is incorrect because applying the pesticide in the evening would not make it less likely to enter the
water supply. The diagram shows that rain moves the pesticides into the water supply, and it is equally or
more likely to rain at night than during the day.
B. This is incorrect because this might make it more likely for rain to wash the pesticides into the water
supply; cloudy conditions are a good indicator that it may rain soon.
C. This is correct because the less pesticide used, the less that can enter the water supply.
D. This is correct because pesticides that break down quickly will not stick around to enter the water supply.
The diagram indicates it can take years to get to the groundwater, so if it breaks down quickly it would be
less likely to affect the water supply.
E. This is incorrect because the beekeepers can use this information to put up protective barriers around their
bees, but people cannot put up protective barriers to the water supply to keep the pesticides out, so
warning them will not help.
F. This is incorrect because the pesticides are equally likely to be washed into the water supply at any point
in the plant’s growth.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
55
Grade 5 • Assessment Guide
20. Use the rubric below to evaluate total points earned for this item.
[max point: 2]
DCI Only - 2 Points
Claims
The student is able to describe how human activities in agriculture have effects on the land and water
(DCI).
2 points for correctly describing how the diagram shows the pesticide use gets moved through the
water cycle
Evidence of
Mastery of Part 1: Two points are earned for describing how rain washes the pesticides off the plants and into
Disciplinary the rivers and soil. The water then moves through the soil into groundwater. The following response,
Core Ideas or an equivalent, is acceptable.
• When it rains the pesticide is washed off the crops and into the soil and rivers. Then the water
filters through the soil and into groundwater.
Mid-Year Test A
Item Analysis
Item #
Standards
DOK
1
5-PS1-2, DCI.5-PS1.B.2, SEP.3-5.E.1
1
2
5-PS1-1, DCI.5-PS1.A.1
2
3
5-PS1-3, DCI.5-PS1.A.3
1
4
3-5-ETS1-2, DCI.3-5-ETS1.B.3, CCC.STSE.3-5.B.1
2
5
5-PS1-3, DCI.5-PS1.A.3, CCC.3-5.C.2
2
6
5-PS1-2, DCI.5-PS1.A.2, SEP.3-5.E.1
2
7
5-PS1-2, DCI.5-PS1.B.2
2
8
5-PS1-2, DCI.5-PS1.A.2
1
9
5-PS1-4, DCI.5-PS1.B.1, SEP.3-5.C.1
2
10
5-PS1-1, DCI.5-PS1.A.1, CCC.3-5.C.1
2
11
5-PS3-1, DCI.5-LS1.C.1
2
12
3-5-ETS1-1, DCI.3-5-ETS1.A.1
2
13
5-PS3-1, DCI.5-LS1.C.1, CCC.3-5.E.2
2
14
5-PS1-2, DCI.5-PS1.B.2, CCC.NOS.3-5.A.1
2
15
5-PS1-1, DCI.5-PS1.A.1, CCC.3-5.C.1
2
16
5-PS1-2, DCI.5-PS1.B.2, CCC.3-5.C.2
2
17
3-5-ETS1-3, DCI.3-5-ETS1.C.1, SEP.3-5.C.1
2
18
5-PS1-4, DCI.5-PS1.B.1, SEP.3-5.C.1
2
19
5-PS1-4, DCI.5-PS1.B.1, CCC.3-5.B.1
2
20
5-PS1-4, DCI.5-PS1.B.1
2
21
3-5-ETS1-3, DCI.3-5-ETS1.B.4
2
22
3-5-ETS1-3, DCI.3-5-ETS1.B.4, SEP.3-5.C.1
3
23
5-PS1-3, DCI.5-PS1.A.3, SEP.3-5.C.2
2
24
5-PS1-4, DCI.5-PS1.B.1, CCC.3-5.B.1
3
25
3-5-ETS1-1, DCI.3-5-ETS1.A.1, SEP.3-5.A.2
2
26
5-PS1-2, DCI.5-PS1.A.2, CCC.NOS.3-5.A.1
2
Answer Key
© Houghton Mifflin Harcourt Publishing Company
56
Grade 5 • Assessment Guide
27
5-PS1-4, DCI.5-PS1.B.1, CCC.3-5.B.1
2
28
3-5-ETS1-3, DCI.3-5-ETS1.A.1
2
29
5-LS1-1, DCI.5-LS1.C.2
2
30
3-5-ETS1-3, DCI.3-5-ETS1.C.1
3
31
5-PS1-1, DCI.5-PS1.A.1
3
32
3-5-ETS1-2, DCI.3-5-ETS1.B.3, SEP.3-5.F.4
3
33
5-LS1-1, DCI.5-LS1.C.2, SEP.3-5.C.2
3
34
5-PS1-1, DCI.5-PS1.A.1, SEP.3-5.B.2
3
35
3-5-ETS1-1, DCI.3-5-ETS1.A.1, CCC.STSE.3-5.B.2
3
36
5-PS1-3, DCI.5-PS1.A.3, SEP.3-5.C.2, CCC.3-5.C.2
3
37
3-5-ETS1-2, DCI.3-5-ETS1.B.2
3
38
5-LS1-1, DCI.5-LS1.C.2, SEP.3-5.C.2, CCC.3-5.B.1
3
39
3-5-ETS1-2, DCI.3-5-ETS1.B.3, CCC.STSE.3-5.B.1
3
40
5-LS1-1, DCI.5-LS1.C.2, CCC.3-5.E.1
3
1. A. This is incorrect because a ruler would be used to measure the dimensions of an object like its height or length.
B. This is incorrect because beakers are used to measure volume rather than weight.
C. This is incorrect because a thermometer is used to measure temperature, not weight.
D. This is correct because electronic scales are used to measure the weight of an object.
2. A. This is incorrect because the water is in gas form, and the particles are moving freely and not bound
together at all.
B. This is incorrect because the water in a refrigerator is in its liquid state, and the particles are loosely bound
together.
C. This is incorrect because the water is in a liquid form, so the particles are loosely bound together.
D. This is correct because the water is in a solid state, and the particles will be closer together than in the gas state.
3. A. Color belongs in the Properties That Help column because rock color can be used to compare to other
known rocks, assisting in identifying the unknown rock.
B. Hardness belongs in the Properties That Help column because different rocks have different hardnesses. It
is a useful characteristic for identifying the type of rock.
C. Weight belongs in the Properties That Do Not Help column because the weight of a rock could be different
depending on the size of the rock sample. This property could not assist in identifying the unknown rock.
D. Temperature belongs in the Properties That Do Not Help column because the amount of heat contained in
a rock is determined by its environment, not its innate properties.
E. Volume belongs in the Properties That Do Not Help column because the amount of space a mineral takes
up is determined by the sample size, not its innate properties.
4. A. This Would Be Nice but Is Not Needed because the color of the package is not going to make a difference
in how likely a doctor would be to administer it when needed.
B. This Reduces Risk for People because people are likely to be protected against the illness for a longer
period of time if the pill lasts longer.
C. This Reduces Risk for People because some side effects are a risk, so fewer of them would be a reduction in risk.
5. The coldest temperature on the list is 0 °F, so this should be at the top. Next is 0 °C, which is equal to 32 °F.
200 °F is next coldest because water is liquid at that temperature; 200 °C is the hottest because water is
gaseous at that temperature.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
57
Grade 5 • Assessment Guide
6. The weight of a substance does not change when it melts. At each phase change, the weight is 18 g.
7. A. This is incorrect because the particles of a gas do have mass and must be considered when thinking about
conservation of mass in a chemical reaction.
B. This is correct because a chemical reaction causes the particles of matter to rearrange but does not create
or destroy particles.
C. This is incorrect because in a chemical reaction, particles of matter are not created or destroyed.
D. This is incorrect because the states of matter of the products and reactants are not related to the
conservation of matter in the reaction.
8. A. This is incorrect because mass is conserved, and the 20 g of sugar and 150 g of water are both present in
the beaker after the sugar is dissolved.
B. This is incorrect because the sugar is still present even though it cannot be seen.
C. This is correct because the total mass of the water and sugar is the same even after the sugar dissolves, and
150 g + 20 g is 170 g.
D. This is incorrect because the total mass of the water and sugar do not increase when they combine.
9. A. The weight of the iron was the same for both samples. Diane measured out 100 g of iron for each sample.
B. The weight of the rusty iron changed because it is a product of the reaction. The text says that the weight
after reacting with vinegar was more than after reacting with water.
C. The type of liquid the iron was mixed with changed because she mixed one sample with water and one
sample with vinegar.
D. The temperature before and after heating was the same. The text says they were both heated to 100
degrees; it is assumed they all started at room temperature.
10. A. This is incorrect because although the sugar particles cannot be seen after stirring, they are still present in
the mixture. Stirring causes solid sugar particles to dissolve in water, not to evaporate into a gas.
B. This is incorrect because although the solid sugar particles cannot be seen after stirring, they are still
present in the mixture. The sugar particles dissolve in the water, but do not turn into water particles.
C. This is incorrect because although the solid sugar particles cannot be seen after stirring, they are still
present in the mixture. Heat would be required to melt the solid sugar into a liquid.
D. This is correct because the sugar is a solid composed of individual particles that are too small to be seen.
Stirring causes the solid sugar particles to dissolve, or spread out, in the liquid water.
11. A. This is incorrect because food does provide energy the body needs for muscle movement.
B. This is incorrect because energy for growth is one of the things the body needs food for.
C. This is incorrect because food does provide nutrients that animals use for growth and repair.
D. This is correct because food is not stored in the stomach.
12. A. Design A is correct because it will hold 32 pairs of shoes, is not taller than 70 cm, has a tray to collect the
mud and water, and takes less than 4 hours to build.
A. Design B is incorrect because it does not have a tray to collect mud and water and it takes more than 4
hours to build.
C. Design C is incorrect because it does not have a tray to collect mud and water and is more than 75 cm tall.
D. Design D is incorrect because it will hold only 25 pairs of shoes.
E. Design E is correct because it will hold exactly 30 shoes, is slightly less than 70 cm in height, has a tray to
collect mud and water, and takes less than 4 hours to build.
F. Design F is correct because it will hold slightly more than 30 pairs of shoes, is slightly less than 70 cm in
height, has a tray to collect mud and water, and takes less than 4 hours to build.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
58
Grade 5 • Assessment Guide
13. Use the rubric below to evaluate total points earned for this item.
[max point: 3]
DCI, CCC - 3 Points
Claims
The student is able to:
1. explain why the blackbird needs to eat (DCI); and
2. describe how energy is transferred from the sun to the blackbird (CCC).
1 point for correctly explaining why the blackbird needs to eat
Evidence of
Mastery of Part 1: One point is earned for explaining that the blackbird gets the energy it needs to grow and
Disciplinary move around by eating food, such as the beetle. The following response, or an equivalent, is
Core Ideas acceptable.
• The blackbird needs to eat so it can get energy.
2 points for correctly explaining the transfer of energy from the sun to the blackbird
Evidence of
Mastery of
Crosscutting
Concepts
Part 2: Two points are earned for explaining that energy from the sun is transferred to the grass,
which the grass uses to grow. When the beetle eats grass, the energy is transferred from the grass to
the beetle. Finally, this energy is transferred to the blackbird when it eats the beetle. The following
response, or an equivalent, is acceptable.
• The grass gets energy from the sun. The beetle eats the grass and gets a part of the beetle’s
energy. When the blackbird eats the beetle, it gets a part of that energy.
14. A. 5 grams of solid butter belongs in the Start column of row 1. The end of the experiment was 5 g of liquid
butter. The start of the experiment must have been 5 g of solid butter.
B. 10 grams of solid butter does not belong in any row. Mass does not change, so the amount of butter cannot
be greater at the start than at the end of the experiment.
C. 100 grams of liquid water belongs the Start column of row 3. The end of the experiment was 100 g of ice.
The start of the experiment must have been 100 g of liquid water.
D. 100 grams of powder Z does not belong in any row. The reactants at the start of experiment 2 had a total
mass of 125 g. Mass does not change, so the amount of powder Z cannot be less than 125 g.
E. 125 grams of liquid water does not belong in any row. Mass does not change, so the amount of water
cannot be greater at the start than at the end of the experiment.
F. 125 grams of powder Z belongs in the End column of row 2. At the end of the experiment are the reactants
for a chemical reaction, 100 g of metal X and 25 g of gas Y. Mass does not change, so the new product,
powder Z, must equal the total mass of the two reactants.
G. Physical change, cooling belongs in the Type of Change column for row 3. Experiment 3 describes
solidification, a physical change due to the absence of heat.
H. Physical change, heating belongs in the Type of Change column for row 1. Experiment 1 describes
melting, a physical change due to the presence of heat.
I. Chemical change does not belong in any cell. The only chemical change is for experiment 2, when two
substances combined to make a new, third substance.
J. The pattern is The amount of matter stayed the same. The mass stayed the same for the start and end of
each experiment.
K. There is no pattern that supports this sentence. Mass does not change, regardless of a physical change or a
chemical change.
15. Use the rubric below to evaluate total points earned for this item.
[max point: 2]
DCI, CCC - 2 Points
Claims
The student is able to:
1. explain that the particles in matter are too small to be directly observed (DCI); and
2. explain how the arrangement of particles in matter is related to the properties of the matter that
can be observed (CCC).
Answer Key
© Houghton Mifflin Harcourt Publishing Company
59
Grade 5 • Assessment Guide
Evidence of 1 point for correctly explaining that the particles in matter are too small to be directly observed
Mastery of Part 2: One point is earned for explaining that the particles in matter are too small to be directly
Disciplinary observed. The following response, or an equivalent, is acceptable.
Core Ideas
• The particles in air are too small to be seen.
1 point for correctly explaining why the student cannot see the particles
Evidence of
Mastery of Part 1: One point is earned for explaining that the number of particles of air in a balloon is
Crosscutting responsible for the changing size of the balloon. The following response, or an equivalent, is
acceptable.
Concepts
• The size of the balloon changes because the number of air particles in the balloon increases.
16. 1B. Milliliters is correct because centimeters are the metric unit of measurement for length, and Gus is
measuring the volume of a liquid.
2C. Weight in grams is correct because grams are the correct unit of measurement associated with a balance scale.
3G. Both beakers are correct because both beakers were part of step 3. Selecting beaker 2 would have a large
portion of the weight but would exclude the weight of beaker 1.
4J. The same as is correct because matter is not created or destroyed. All matter follows the conservation of mass.
17. A. This is correct because Sophia should use the same materials on each model. The only difference between
the models should be the color of the paint.
B. This is correct because Sophia should use the same tool for measuring on each model. Because she cannot
place the same thermometer in each model at the same time, she should instead use the same brand/type of
thermometer for each model.
C. This is correct because Sophia should expose the three models to the same conditions. She needs to make
sure that a difference in temperature is due to the color of the paint and not the weather condition that one
model could have been exposed to that is different from another model.
D. This is correct because Sophia should expose the three models to the amount of time outside. She needs to
make sure that a difference in temperature is due to the color of the paint and not the length of time one
model had versus another model.
E. This is incorrect because each model should be equal in all materials. Adding more paint to one model
may keep that model from getting hotter. Sophia needs to make sure that a difference in temperature is due
to the color of the paint and not to the amount of paint.
F. This is incorrect because each model should be tested at the same time under the same conditions. Placing
the models outside at different times of the day may result in a model being exposed to a greater amount of
sunlight, which can affect the temperature inside the model. Sophia needs to make sure that a difference in
temperature is due to the color of the paint and not the time of day.
18. A. This is incorrect because the beaker held the chemicals; it remained the same throughout the experiment.
The cabbage juice is an indicator of an acid or base; it was not a variable in the investigation.
B. This is incorrect because the cabbage juice is an indicator of an acid or base; it was not a variable in the
investigation.
C. This is correct because the antacid and vinegar were the things being tested, the things that were changed
in the investigation.
D. This is incorrect because the beaker held the chemicals; it remained the same throughout the experiment.
19. A. The cabbage juice turned green belongs with The cabbage juice is added to the antacid tablet because the
antacid tablet is a base.
B. A different substance was made belongs with Antacid tablets are added to the vinegar because bubbles
formed indicating that a different substance was made.
C. The vinegar stayed clear is not used because it was not an outcome of any of the actions listed in the item.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
60
Grade 5 • Assessment Guide
D. The cabbage juice turned yellow belongs with The cabbage juice is added to the vinegar because vinegar
is an acid, and cabbage juice turns yellow in acids.
20. Use the rubric below to evaluate total points earned for this item.
[max point: 2]
DCI Only - 2 Points
Claims
The student is able to:
1. identify the formation of a new substance (DCI); and
2. identify the evidence of a chemical change (DCI).
1 point for correctly identifying the substances that combined
Part 1: One point is earned for identifying that an antacid tablet and vinegar combined to form a new
Evidence of substance. The following response, or an equivalent, is acceptable.
Mastery of 1 point for correctly identifying the evidence of a chemical change
Disciplinary
Core Ideas Part 2: One point is earned for identifying that bubbles appeared when the two chemicals combined.
Alternatively, one point is earned for identifying that the indicator (cabbage juice) remained purple
when dropped in the new substance. The following response, or an equivalent, is acceptable.
• Bubbles appeared in the water. Or, the cabbage juice stayed purple; it did not change color.
21. A. This is incorrect because the cabbage juice is an indicator; there is no need to make new or more cabbage
juice.
B. This is incorrect because a color change often indicates a chemical change, not a physical change. In this
experiment, the color change was due to the cabbage juice changing color to indicate the presence of an
acid, base, or neutral substance.
C. This is incorrect because the cabbage juice can be added to any individual substance and change color rather
than combining two substances together to show a color change. In addition, the two substances combined
generated a neutral substance, meaning that the cabbage juice would not have changed much in color.
D. This is correct because the vinegar and antacid tablet combined to generate a new substance, as proof by
the bubbling and by the acid vinegar and basic antacid becoming a neutral substance.
22. A. Variable belongs in the Baking Soda column. This is what was changed between the two experiments.
B. Indicates a chemical change occurred belongs with Bubbles Form because it was the outcome mixing the
acid and the base. Releasing a gas is often indicative of a chemical reaction.
C. The thing that changes because variable was added belongs in the Bubbles Form column. The bubbles
form because baking soda was added to the vinegar.
D. The thing that is different between Ashley’s and Miguel’s experiments belongs in the Baking Soda column.
Ashley and Miguel both used vinegar, but Miguel used baking soda instead of antacid tablets.
23. The bar for ice should be at the grid line marked 0 ºC. The bar for cooking fat should be at the grid line marked
30 ºC and butter at the grid line marked 40 ºC. The bar for chocolate should be at the grid line marked 35 ºC.
The bar for candle wax should be at the grid line marked 55 ºC.
24. A. This answer is incorrect because if there is more calcite, there is more material to react with the vinegar,
which causes more bubbles.
B. This answer is correct because a greater amount of calcite will react with the vinegar, causing more bubbles.
C. This answer is incorrect because the reaction of calcite with vinegar produces bubbles, so a rock with
calcite will have bubbles.
D. This answer is incorrect because for the reaction of calcite with vinegar, the effect of the reaction is
bubbles of gas produced by the chemical reaction; in this reaction, there is no color change.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
61
Grade 5 • Assessment Guide
25. The correct response is to buy the pieces already cut from the very light balsa wood that comes in a package of
20. This is the only option that meets the criterion of being lightweight, and satisfies the constraints of costing
less than $10.00, and allowing her to finish in 30 minutes.
26. Use the rubric below to evaluate total points earned for this item.
[max point: 2]
DCI, SEP - 2 Points
Claims
The student is able to:
1. understand that the amount of matter before and after a change is the same (DCI); and
2. explain the pattern that total weight was conserved any time a substance is heated, cooled, or
mixed with another substance (CCC).
Evidence of 1 point for correctly making connections between the weight of matter before and after a change
Mastery of Part 1: One point is earned for identifying the weight of substances before and after a change is the
Disciplinary same. The following response, or an equivalent, is acceptable.
Core Ideas
• The weight stayed the same.
1 point for correctly explaining the pattern
Evidence of Part 2: One point is earned for explaining the pattern that total weight is conserved whether the
Mastery of substance is heated, cooled, or mixed with other substances. The following response, or an
Science and equivalent, is acceptable.
Engineering
• The total mass was the same before and after heating, cooling, and mixing. The weight of sugar
Practices
was 25 grams. The weight of the water was 120 grams. When they were mixed, the total weight
was 145 grams. No extra weight was added or removed.
27. A. Rust forms matches the unpainted metal and water row. This is correct because when an unsealed metal is
exposed to water, rust will form on the metal with water over time.
B. Gas forms and is released matches the baking soda and vinegar row. This is correct because when vinegar
(an acidic liquid) is mixed with baking powder, carbon dioxide forms and is released.
C. The solid dissolves in the liquid matches the salt and water row. This is correct because salt will dissolve
in the water.
D. The liquids separate into layers matches the oil and water row. This is correct because oil and water will
not mix together but will separate into layers.
28. A. This is incorrect because then the seeds would get wet in the rain.
B. This is incorrect because one of the requirements is that the materials be reused, so he should not buy a
new bottle to make the feeder.
C. This is correct because one of the requirements is to hold many seeds, and the current feeder holds only a
medium amount of seeds.
D. This is incorrect because one of the requirements is to hold many seeds; a smaller bottle would hold fewer
seeds.
E. This is correct because the current feeder does not have any place for the birds to land to eat their food.
F. This is incorrect because one of the requirements is to protect the seeds from weather and to keep the seeds
in. If the holes were larger, the seeds would fall out and be more likely to get wet.
29. 1B. Selecting amount of water is correct because this was the variable, the only thing different, between the
two plants.
2F. Selecting plant 2 is taller than plant 1 because it was given more water is correct because plant 2 grew
taller and also had more water.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
62
Grade 5 • Assessment Guide
30. Use the rubric below to evaluate total points earned for this item.
[max point: 2]
DCI Only - 2 Points
Claims
The student is able to:
1. explain which design best solves the stated problem based on the criteria and constraints given
(DCI); and
2. explain why another design is not the best design (DCI).
1 point for explaining which design best meets Jeff’s needs
Part 1: One point is earned for explaining that design C is the best solution. The following response,
or an equivalent, is acceptable.
• Design C is the best solution. It holds all the water Jeff needs, it adds water when the dish is
Evidence of
empty, and it takes one hour to build.
Mastery of
Disciplinary 1 point for explaining why another design is not the best solution
Core Ideas
Part 2: One point is earned for explaining why another design is not the best solution. The following
response, or an equivalent, is acceptable.
• Design A is not the best solution because it holds only 1 L of water and does not add water
when the dish is empty. It also takes the longest to build.
31. A. It is correct to select the first and third column because neither gases nor liquids have a definite shape.
B. It is correct to select the second column because the picture shows a solid, in which the particles have little
energy and are tightly packed together.
C. It is correct to select the second column because the particles of a solid are tightly packed, allowing for
little movement or energy.
D. It is correct to select the first column because the picture shows a gas, in which the particles move freely
and have the most energy of the three states of matter.
32. 1B. No belongs in the last row for design A. Only one of four requirements has a score of 6 or higher, which
means that the majority of the factors for design A do not meet Liza’s needs.
2A. Yes belongs in the last row for design B. Four of four requirements have a score of 6 or higher, which
means that the majority of the factors for design B meet Liza’s needs.
3B. No belongs in the last row for design C. Only one of four requirements has a score of 6 or higher, which
means that the majority of the factors for design C do not meet Liza’s needs.
4B. No belongs in the last row for design D. Three of four requirements have a score of 6 or higher; however,
since design B has a score of 6 or higher for all four requirements, design B meets more of Liza’s
requirements than design D does.
33. A. This is incorrect because lettuce 1 and lettuce 3 were grown in soil but did not grow after two months.
B. This is incorrect because lettuce 2 and lettuce 4 were also given water and did grow, while lettuce 3 did
not receive water and did not grow.
C. This is incorrect because lettuce 1 did not show any growth. Just because the plant is the first with any
recorded measurements does not mean that the conditions in which the plant grew were all that was needed.
D. This is correct because lettuce 2 and lettuce 4 were the only plants that grew and have the commonality of
being given water and air.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
63
Grade 5 • Assessment Guide
34. A. This is correct because the particles in a solid will have little energy or movement.
B. This is correct because the particles in a solid will be packed together tightly.
C. This is incorrect because the particles of a liquid or gas would bump into the walls of the container.
D. This is incorrect because the particles of a solid will stay close together. The particles will not move away
from each other.
35. Use the rubric below to evaluate total points earned for this item.
[max point: 1]
CCC - 1 point
Claims
The student is able to recognize that people’s needs and wants change over time, as do their
demands for new and improved technologies (CCC).
1 point for correctly circling numbers 3 and 4 as new technologies
Part 1: One point is earned for circling number 3. Numbers 1 and 2 describe a technology that
already exists, stoplights and digital watches. The following response, or an equivalent, is
acceptable.
Evidence of
Mastery of
Crosscutting
Concepts
36. 1A. Less than 4 is correct for the hardness for mineral 1 because the penny did scratch it.
2D. Graphite is correct for Mineral 1 because the properties of mineral 1 match the properties of graphite listed
in the table. Graphite can be black and has a hardness of 1 or 2, which is less than 4.
3B. Greater than 4 is correct for the hardness of mineral 2 is because the penny did not scratch it.
4F. Quartz is correct for Mineral 2 because the properties of mineral 2 match the properties of quartz listed in
the table. Quartz can be white and has a hardness of 7, which is greater than 4.
37. For this item it is correct to select 1, 2, and 4 because they are relevant to improving the wagon to meet the
criteria of holding a person and having wheels that work well in the sand.
38. A. This is incorrect because plant 2 did not have air, and it had very little growth.
B. This is incorrect because plant 1 had fast growth, and it was grown in soil.
C. This is correct because plant 4, which did not have soil but had water and air, grew quickly.
D. This is correct because plant 3, which did not get water, had very little growth.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
64
Grade 5 • Assessment Guide
39. A. People like the look belongs in row 2, under the Why People Want It column. Other than appearance, there
is no value to this design.
B. Helps animals walk belongs in row 1, under the How Design Helps Animals column. A wheelchair design
can help a paralyzed dog move on its own, similar to a person in a wheelchair.
C. Helps animals get water belongs in row 4, under the How Design Helps Animals column. A design that
prevents water in a trough from freezing can help cattle get water.
D. Helps owners of animals belongs in rows 1 and 4, under the Why People Want It column. Designs 1 and 4
help animals and, therefore, help the owners of animals.
E. Helps scientists study animals belongs in row 3, under the Why People Want It column. Design 3 does not
directly help animals. However, it allows scientists to collect data that can be used to help the endangered
bird population, possibly preventing the extinction of a particular bird.
F. Does not directly help animals belongs in rows 2 and 3, under the How Design Helps Animals column.
Designs 2 and 3 do not directly help animals, though there is value in design 3 because it helps scientists
who will then help people better understand the birds and their needs.
G. Design idea 1 meets the engineer’s criteria and constraints because it costs less than $160, helps animals,
and is needed by people.
H. Design idea 2 does not meet the engineer’s criteria and constraints because it does not directly or indirectly
help animals.
I. Design idea 3 meets the engineer’s criteria and constraints because it costs less than $160 and is needed by
people. This design indirectly helps animals because it assists scientists, who then educate the public about
how to prevent endangered birds from becoming extinct.
J. Design idea 4 does not meet the engineer’s criteria and constraints because it costs more than $160.
40. A. This is incorrect because the plants gained weight, some of which came from water. In addition, the pots
were plastic and could not absorb water.
B. This is correct because the plants gained some weight while the soil lost some weight.
C. This is incorrect because weight is not created nor destroyed. The difference in the weight is due to some
other cause that was not measured in this investigation (matter taken in as water and air).
D. This is correct because the plants gained more weight than the soil lost, so something other than the soil
was responsible for the change in weight (intake of air and water).
Mid-Year Test B
Item Analysis
Item #
Standards
DOK
1
5-PS1-2, DCI.5-PS1.B.2, SEP.3-5.E.1
1
2
5-PS1-1, DCI.5-PS1.A.1
2
3
5-PS1-3, DCI.5-PS1.A.3
1
4
3-5-ETS1-2, DCI.3-5-ETS1.B.3, CCC.STSE.3-5.B.1
2
5
5-PS1-3, DCI.5-PS1.A.3, CCC.3-5.C.2
2
6
5-PS1-2, DCI.5-PS1.A.2, SEP.3-5.E.1
2
7
5-PS1-2, DCI.5-PS1.B.2
2
8
5-PS1-2, DCI.5-PS1.A.2
1
9
5-PS1-4, DCI.5-PS1.B.1, SEP.3-5.C.1
2
10
5-PS1-1, DCI.5-PS1.A.1, CCC.3-5.C.1
2
11
5-PS3-1, DCI.5-LS1.C.1
2
12
3-5-ETS1-1, DCI.3-5-ETS1.A.1
2
Answer Key
© Houghton Mifflin Harcourt Publishing Company
65
Grade 5 • Assessment Guide
13
5-PS3-1, DCI.5-LS1.C.1, CCC.3-5.E.2
2
14
5-PS1-2, DCI.5-PS1.B.2, CCC.NOS.3-5.A.1
2
15
5-PS1-1, DCI.5-PS1.A.1, CCC.3-5.C.1
2
16
5-PS1-2, DCI.5-PS1.B.2, CCC.3-5.C.2
2
17
3-5-ETS1-3, DCI.3-5-ETS1.C.1, SEP.3-5.C.1
2
18
5-PS1-4, DCI.5-PS1.B.1, SEP.3-5.C.1
2
19
5-PS1-4, DCI.5-PS1.B.1, CCC.3-5.B.1
2
20
5-PS1-4, DCI.5-PS1.B.1
2
21
3-5-ETS1-3, DCI.3-5-ETS1.B.4
2
22
3-5-ETS1-3, DCI.3-5-ETS1.B.4, SEP.3-5.C.1
3
23
5-PS1-3, DCI.5-PS1.A.3, SEP.3-5.C.2
2
24
5-PS1-4, DCI.5-PS1.B.1, CCC.3-5.B.1
3
25
3-5-ETS1-1, DCI.3-5-ETS1.A.1, SEP.3-5.A.2
2
26
5-PS1-2, DCI.5-PS1.A.2, CCC.NOS.3-5.A.1
2
27
5-PS1-4, DCI.5-PS1.B.1, CCC.3-5.B.1
2
28
3-5-ETS1-3, DCI.3-5-ETS1.A.1
2
29
5-LS1-1, DCI.5-LS1.C.2
2
30
3-5-ETS1-3, DCI.3-5-ETS1.C.1
3
31
5-PS1-1, DCI.5-PS1.A.1
3
32
3-5-ETS1-2, DCI.3-5-ETS1.B.3, SEP.3-5.F.4
3
33
5-LS1-1, DCI.5-LS1.C.2, SEP.3-5.C.2
3
34
5-PS1-1, DCI.5-PS1.A.1, SEP.3-5.B.2
3
35
3-5-ETS1-1, DCI.3-5-ETS1.A.1, CCC.STSE.3-5.B.2
3
36
5-PS1-3, DCI.5-PS1.A.3, SEP.3-5.C.2, CCC.3-5.C.2
3
37
3-5-ETS1-2, DCI.3-5-ETS1.B.2
3
38
5-LS1-1, DCI.5-LS1.C.2, SEP.3-5.C.2, CCC.3-5.B.1
3
39
3-5-ETS1-2, DCI.3-5-ETS1.B.3, CCC.STSE.3-5.B.1
3
40
5-LS1-1, DCI.5-LS1.C.2, CCC.3-5.E.1
3
1. A. This is incorrect because beakers are used to measure volume rather than weight.
B. This is incorrect because a thermometer is used to measure temperature, not weight.
C. This is correct because electronic scales are used to measure the weight of an object.
2. A. This is incorrect because the water is in gas form, and the particles are moving freely and not bound
together at all.
B. This is incorrect because the water in a refrigerator is in its liquid state, and the particles are loosely bound
together.
C. This is incorrect because the water is in a solid state, and the particles will be closer together than in the gas state.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
66
Grade 5 • Assessment Guide
3. A. Color belongs in the Properties That Help column because rock color can be used to compare to other
known rocks, assisting in identifying the unknown rock.
B. Hardness belongs in the Properties That Help column because different rocks have different hardnesses. It
is a useful characteristic for identifying the type of rock.
C. Weight belongs in the Properties That Do Not Help column because the weight of a rock could be
different depending on the size of the rock sample. This property could not assist in identifying the
unknown rock.
D. Temperature belongs in the Properties That Do Not Help column because its environment, not its innate
properties, determines the amount of heat contained in a rock.
4. A. This Would Be Nice but Is Not Needed because the color of the package is not going to make a difference
in how likely a doctor would be to administer it when needed.
B. This Reduces Risk for People because people are likely to be protected against the illness for a longer
period of time if the pill lasts longer.
C. This Reduces Risk for People because some side effects are a risk, so fewer of them would be a reduction
in risk.
5. The coldest temperature on the list is 0 °F, so this should be at top. Next is 0 °C, which is equal to 32 °F.
200 °F is next coldest because water is liquid at that temperature; 200 °C is the hottest because water is
gaseous at that temperature.
6. The weight of a substance does not change when it melts. At each phase change, the weight is 18 g.
7. A. This is incorrect because the particles of a gas do have mass and must be considered when thinking about
conservation of mass in a chemical reaction.
B. This is correct because a chemical reaction causes the particles of matter to rearrange but does not create
or destroy particles.
C. This is incorrect because in a chemical reaction, particles of matter are not created or destroyed.
8. A. This is incorrect because mass is conserved, and the 20 g of sugar and 150 g of water are both present in
the beaker after the sugar is dissolved.
B. This is incorrect because the sugar is still present even though it cannot be seen.
C. This is correct because the total mass of the water and sugar is the same even after the sugar dissolves, and
150 g + 20 g is 170 g.
9. A. The weight of the iron was the same for both samples. Diane measured out 100 g of iron for each sample.
B. The weight of the rusty iron changed because it is a product of the reaction. The text says that the weight
after reacting with vinegar was more than after reacting with water.
C. The type of liquid the iron was mixed with changed because she mixed one sample with water and one
sample with vinegar.
D. The temperature before and after heating was the same. The text says they were both heated to 100
degrees; it is assumed they all started at room temperature.
10. A. This is incorrect because although the sugar particles cannot be seen after stirring, they are still present in
the mixture. Stirring causes solid sugar particles to dissolve in water, not to evaporate into a gas.
B. This is incorrect because although the solid sugar particles cannot be seen after stirring, they are still
present in the mixture. The sugar particles dissolve in the water, but do not turn into water particles.
C. This is correct because the sugar is a solid composed of individual particles that are too small to be seen.
Stirring causes the solid sugar particles to dissolve, or spread out, in the liquid water.
11. A. This is incorrect because energy for growth is one of the things for which the body needs food.
B. This is incorrect because food does provide nutrients that animals use for growth and repair.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
67
Grade 5 • Assessment Guide
C. This is correct because food is not stored in the stomach.
12. A. Design A is correct because it will hold 32 pairs of shoes, is not taller than 70 cm, has a tray to collect the
mud and water, and takes less than 4 hours to build.
B. Design B is incorrect because it does not have a tray to collect mud and water and it takes more than 4
hours to build.
C. Design C is incorrect because it does not have a tray to collect mud and water and is more than 75 cm tall.
D. Design D is incorrect because it will hold only 25 pairs of shoes.
E. Design E is correct because it will hold exactly 30 shoes, is slightly less than 70 cm in height, has a tray to
collect mud and water, and takes less than 4 hours to build.
F. Design F is correct because it will hold slightly more than 30 pairs of shoes, is slightly less than 70 cm in
height, has a tray to collect mud and water, and takes less than 4 hours to build.
13. Use the rubric below to evaluate total points earned for this item.
[max point: 3]
DCI, CCC - 3 Points
Claims
The student is able to:
1. explain why the blackbird needs to eat (DCI); and
2. describe how energy is transferred from the sun to the blackbird (CCC).
1 point for correctly explaining why the blackbird needs to eat
Evidence of
Mastery of Part 1: One point is earned for explaining that the blackbird gets the energy it needs to grow and
Disciplinary move around by eating food, such as the beetle. The following response, or an equivalent, is
Core Ideas acceptable.
• The blackbird needs to eat so it can get energy.
2 points for correctly explaining the transfer of energy from the sun to the blackbird
Evidence of
Mastery of
Crosscutting
Concepts
Part 2: Two points are earned for explaining that energy from the sun is transferred to the grass,
which the grass uses to grow. When the beetle eats grass, the energy is transferred from the grass to
the beetle. Finally, this energy is transferred to the blackbird when it eats the beetle. The following
response, or an equivalent, is acceptable.
• The grass gets energy from the sun. The beetle eats the grass and gets a part of the beetle’s
energy. When the blackbird eats the beetle, it gets a part of that energy.
14. A. 5 grams of solid butter belongs in the Start column of row 1. The end of the experiment was 5 g of liquid
butter. The start of the experiment must have been 5 g of solid butter.
B. 100 grams of liquid water belongs the Start column of row 3. The end of the experiment was 100 g of ice.
The start of the experiment must have been 100 g of liquid water.
C. 125 grams of powder Z belongs in the End column of row 2. At the end of the experiment are the reactants
for a chemical reaction, 100 g of metal X and 25 g of gas Y. Mass does not change, so the new product,
powder Z, must equal the total mass of the two reactants.
D. Physical change, cooling belongs in the Type of Change column for row 3. Experiment 3 describes
solidification, a physical change due to the absence of heat.
E. Physical change, heating belongs in the Type of Change column for row 1. Experiment 1 describes
melting, a physical change due to the presence of heat.
F. The pattern is The amount of matter stayed the same. The mass stayed the same for the start and end of
each experiment.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
68
Grade 5 • Assessment Guide
15. Use the rubric below to evaluate total points earned for this item.
[max point: 2]
DCI, CCC - 2 Points
Claims
The student is able to:
1. explain that the particles in matter are too small to be directly observed; (DCI) and
2. explain how the arrangement of particles in matter is related to the properties of the matter that
can be observed (CCC).
Evidence of 1 point for correctly explaining that the particles in matter are too small to be directly observed
Mastery of Part 1: One point is earned for explaining that the particles in matter are too small to be directly
Disciplinary observed. The following response, or an equivalent, is acceptable.
Core Ideas
• The particles in air are too small to be seen.
1 point for correctly explaining why the student cannot see the particles
Evidence of
Mastery of Part 1: One point is earned for explaining that the number of particles of air in a balloon is
Crosscutting responsible for the changing size of the balloon. The following response, or an equivalent, is
acceptable.
Concepts
• The size of the balloon changes because the number of air particles in the balloon increases.
16. 1B. Milliliters is correct because centimeters are the metric unit of measurement for length, and Gus is
measuring the volume of a liquid.
2C. Weight in grams is correct because grams are the correct unit of measurement associated with a balance scale.
3G. Both beakers is correct because both beakers were part of step 3. Selecting beaker 2 would have a large
portion of the weight but would exclude the weight of beaker 1.
4J. The same as is correct because matter is not created or destroyed. All matter follows the conservation of mass.
17. A. This is correct because Sophia should use the same materials on each model. The only difference between
the models should be the color of the paint.
B. This is correct because Sophia should expose the three models to the amount of time outside. She needs to
make sure that a difference in temperature is due to the color of the paint and not the length of time one
model had versus another model.
C. This is incorrect because each model should be equal in all materials. Adding more paint to one model
may keep that model from getting hotter. Sophia needs to make sure that a difference in temperature is due
to the color of the paint and not to the amount of paint.
D. This is incorrect because each model should be tested at the same time under the same conditions. Placing
the models outside at different times of the day may result in a model being exposed to a greater amount of
sunlight, which can affect the temperature inside the model. Sophia needs to make sure that a difference in
temperature is due to the color of the paint and not to the time of day.
18. A. This is incorrect because the cabbage juice is an indicator of an acid or base; it was not a variable in the
investigation.
B. This is correct because the antacid and vinegar were the things being tested, the things that were changed
in the investigation.
C. This is incorrect because the beaker held the chemicals; it remained the same throughout the experiment.
19. A. The cabbage juice turned green belongs with The cabbage juice is added to the antacid tablet because the
antacid tablet is a base.
B. A different substance was made belongs with Antacid tablets are added to the vinegar because bubbles
formed indicating that a different substance was made.
C. The vinegar stayed clear is not used because it was not an outcome of any of the actions listed in the item.
D. The cabbage juice turned yellow belongs with The cabbage juice is added to the vinegar because vinegar
is an acid, and cabbage juice turns yellow in acids.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
69
Grade 5 • Assessment Guide
20. Use the rubric below to evaluate total points earned for this item.
[max point: 2]
DCI Only - 2 Points
Claims
The student is able to:
1. identify the formation of a new substance (DCI); and
2. identify the evidence of a chemical change (DCI).
1 point for correctly identifying the substances that combined
Part 1: One point is earned for identifying that an antacid tablet and vinegar combined to form a
new substance. The following response, or an equivalent, is acceptable.
Evidence of
• antacid tablets and vinegar
Mastery of
Disciplinary 1 point for correctly identifying the evidence of a chemical change
Core Ideas Part 2: One point is earned for identifying that bubbles appeared when the two chemicals
combined. Or, one point is earned for identifying that the indicator (cabbage juice) remained purple
when dropped in the new substance. The following response, or an equivalent, is acceptable.
• Bubbles appeared in the water. The cabbage juice stayed purple; it did not change color.
21. A. This is incorrect because a color change often indicates a chemical change, not a physical change. In this
experiment, the color change was due to the cabbage juice changing color to indicate the presence of an
acid, base, or neutral substance.
B. This is incorrect because the cabbage juice can be added to any individual substance and change color rather
than combining two substances together to show a color change. In addition, the two substances combined
generated a neutral substance, meaning that the cabbage juice would not have changed much in color.
C. This is correct because the vinegar and antacid tablet combined to generate a new substance, as proof by
the bubbling and by the acid vinegar and basic antacid becoming a neutral substance.
22. A. Variable belongs in the Baking Soda column. This is what was changed between the two experiments.
B. Indicates a chemical change occurred belongs with Bubbles Form because it was the outcome mixing the
acid and the base. Releasing a gas is often indicative of a chemical reaction.
C. The thing that changes because variable was added belongs in the Bubbles Form column. The bubbles
form because baking soda was added to the vinegar.
D. The thing that is different between Ashley’s and Miguel’s experiments belongs in the Baking Soda column.
Ashley and Miguel both used vinegar, but Miguel used baking soda instead of antacid tablets.
23. The bar for ice should be at 0 ºC. The bar for butter should be at 40 ºC. The bar for chocolate should be at
35 ºC. The bar for candle wax should be at 55 ºC.
24. A. This answer is incorrect because if there is more calcite, there is more material to react with the vinegar,
which causes more bubbles.
B. This answer is correct because a greater amount of calcite will react with the vinegar, causing more bubbles.
C. This answer is incorrect because the reaction of calcite with vinegar produces bubbles, so a rock with
calcite will have bubbles.
25. The correct response is to buy the pieces already cut from the very light balsa wood that comes in a package of
20. This is the only option that meets the criterion of being lightweight, and satisfies the constraints of costing
less than $10.00, and allowing her to finish in 30 minutes.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
70
Grade 5 • Assessment Guide
26. Use the rubric below to evaluate total points earned for this item.
[max point: 2]
DCI, CCC - 2 Points
Claims
The student is able to:
1. understand that the amount of matter before and after a change is the same (DCI); and
2. explain the pattern that total weight was conserved any time a substance is heated, cooled, or
mixed with another substance (CCC).
Evidence of 1 point for correctly making connections between the weight of matter before and after a change
Mastery of Part 1: One point is earned for identifying the weight of substances before and after a change is the
Disciplinary same. The following response, or an equivalent, is acceptable.
Core Ideas
• The weight stayed the same.
1 point for correctly explaining the pattern
Part 2: One point is earned for explaining the pattern that total weight is conserved whether the
Evidence of substance is heated, cooled, or mixed with other substances. The following response, or an
Crosscutting equivalent, is acceptable.
Concepts
• The total mass was the same before and after heating, cooling, and mixing. The weight of sugar
was 25 grams. The weight of the water was 120 grams. When they were mixed, the total weight
was 145 grams. No extra weight was added or removed.
27. A. Gas forms and is released matches the baking soda and vinegar row. This is correct because when vinegar
(an acidic liquid) is mixed with baking powder, carbon dioxide forms and is released.
B. The solid dissolves in the liquid matches the salt and water row. This is correct because salt will dissolve
in the water.
C. The liquids separate into layers matches the oil and water row. This is correct because oil and water will
not mix together but will separate into layers.
28. A. This is incorrect because one of the requirements is that the materials be reused, so he should not buy a
new bottle to make the feeder.
B. This is correct because one of the requirements is to hold many seeds, and the current feeder holds only a
medium amount of seeds.
C. This is incorrect because one of the requirements is to hold many seeds; a smaller bottle would hold fewer seeds.
D. This is correct because the current feeder does not have any place for the birds to land to eat their food.
29. 1B. Selecting amount of water is correct because this was the variable, the only thing different, between the
two plants.
2F. Selecting plant 2 is taller than plant 1 because it was given more water is correct because plant 2 grew
taller and also had more water.
30. Use the rubric below to evaluate total points earned for this item.
[max point: 2]
DCI Only - 2 Points
Claims
The student is able to determine which design best solves the stated problem based on the criteria
and constraints given (DCI).
2 points for explaining which design best meets Jeff’s needs
Evidence of
Mastery of Part 1: Two points are earned for explaining that design C is the best solution. The following
Disciplinary response, or an equivalent, is acceptable.
Core Ideas
• Design C is the best solution. It holds all the water Jeff needs, it adds water when the dish is
empty, and it takes one hour to build.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
71
Grade 5 • Assessment Guide
31. A. It is correct to select the first and third column because neither gases nor liquids have a definite shape.
B. It is correct to select the second column because the particles of a solid are tightly packed, allowing for
little movement or energy.
C. It is correct to select the first column because the picture shows a gas, in which the particles move freely
and have the most energy of the three states of matter.
32. 1B. No belongs in the last row for design A. Only one of four requirements has a score of 6 or higher, which
means that the majority of the factors for design A do not meet Liza’s needs.
2A. Yes belongs in the last row for design B. Four of four requirements have a score of 6 or higher, which
means that the majority of the factors for design B meet Liza’s needs.
3B. No belongs in the last row for design C. Only one of four requirements has a score of 6 or higher, which
means that the majority of the factors for design C do not meet Liza’s needs.
4B. No belongs in the last row for design D. Three of four requirements have a score of 6 or higher; however,
since design B has a score of 6 or higher for all four requirements, design B meets more of Liza’s
requirements than design D does.
33. A. This is incorrect because lettuce 1 and lettuce 3 were grown in soil but did not grow after two months.
B. This is incorrect because lettuce 1 did not show any growth. Just because the plant is the first with any
recorded measurements does not mean that the conditions in which the plant grew were all that was
needed.
C. This is correct because lettuce 2 and lettuce 4 were the only plants that grew and have the commonality of
being given water and air.
34. A. This is correct because the particles in a solid will have little energy or movement.
B. This is correct because the particles in a solid will be packed together tightly.
C. This is incorrect because the particles of a liquid or gas would bump into the walls of the container.
35. Use the rubric below to evaluate total points earned for this item.
[max point: 1]
CCC - 1 point
Claims
The student is able to recognize that people’s needs and wants change over time, as do their
demands for new and improved technologies (CCC).
1 point for correctly circling numbers 3 and 4 as new technologies
Part 1: One point is earned for circling number 3. Numbers 1 and 2 describe a technology that
already exists, stoplights and digital watches. The following response, or an equivalent, is
acceptable.
Evidence of
Mastery of
Crosscutting
Concepts
36. 1A. Less than 4 is correct for the hardness for mineral 1 because the penny did scratch it.
2D. Graphite is correct for Mineral 1 because the properties of mineral 1 match the properties of graphite listed
in the table. Graphite can be black and has a hardness of 1 or 2, which is less than 4.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
72
Grade 5 • Assessment Guide
3B. Greater than 4 is correct for the hardness of mineral 2 is because the penny did not scratch it.
4F. Quartz is correct for Mineral 2 because the properties of mineral 2 match the properties of quartz listed in
the table. Quartz can be white and has a hardness of 7, which is greater than 4.
37. For this item it is correct to select 1, 2, and 4 because they are relevant to improving the wagon to meet the
criteria of holding a person and having wheels that work well in the sand.
38. A. This is incorrect because plant 1 had fast growth, and it was grown in soil.
B. This is correct because plant 4, which did not have soil but had water and air, grew quickly.
C. This is correct because plant 3, which did not get water, had very little growth.
39. A. People like the look belongs in row 2, under the Why People Want it column. Other than appearance, there
is no value to this design.
B. Helps animals walk belongs in row 1, under the How Design Helps Animals column. A wheelchair design
can help a paralyzed dog move on its own, similar to a person in a wheelchair.
C. Helps animals get water belongs in row 4, under the How Design Helps Animals column. A design that
prevents water in a trough from freezing can help cattle get water.
D. Helps owners of animals belongs in rows 1 and 4, under the Why People Want it column. Designs 1 and 4
help animals and, therefore, help the owners of animals.
E. Helps scientists study animals belongs in row 3, under the Why People Want it column. Design 3 does not
directly help animals. However, it allows scientists to collect data that can be used to help the endangered
bird population, possibly preventing the extinction of a particular bird.
F. Does not directly help animals belongs in rows 2 and 3, under the How Design Helps Animals column.
Designs 2 and 3 do not directly help animals, though there is value in design 3 because it helps scientists
who will then help people better understand the birds and their needs.
G. Design idea 1 meets the engineer’s criteria and constraints because it costs less than $160, helps animals,
and is needed by people.
H. Design idea 2 does not meet the engineer’s criteria and constraints because it does not directly or indirectly
help animals.
I. Design idea 3 meets the engineer’s criteria and constraints because it costs less than $160 and is needed by
people. This design indirectly helps animals because it assists scientists, who then educate the public about
how to prevent endangered birds from becoming extinct.
J. Design idea 4 does not meet the engineer’s criteria and constraints because it costs more than $160.
40. A. This is correct because the plants gained some weight while the soil lost some weight.
B. This is incorrect because weight is not created or destroyed. The difference in the weight is due to some
other cause that was not measured in this investigation (matter taken in as water and air).
C. This is correct because the plants gained more weight than the soil lost, so something other than the soil
was responsible for the change in weight (intake of air and water).
End-of-Year Test A
Item Analysis
Item #
Standards
DOK
1
5-ESS3-1, DCI.5-ESS3.C.1, CCC.NOS.3-5.C.1
2
2
5-ESS1-1, DCI.5-ESS1.A.1, CCC.3-5.C.1
1
3
5-LS2-1, DCI.5-LS2.B.1
1
4
5-LS2-1, DCI.5-LS2.B.1, CCC.3-5.D.1
2
5
5-LS2-1, DCI.5-LS2.A.1, SEP.3-5.B.2
2
Answer Key
© Houghton Mifflin Harcourt Publishing Company
73
Grade 5 • Assessment Guide
6
5-ESS3-1, DCI.5-ESS3.C.1
2
7
5-ESS3-1, DCI.5-ESS3.C.1
2
8
5-ESS2-2, DCI.5-ESS2.C.1, CCC.3-5.C.2
1
9
5-ESS1-1, DCI.5-ESS1.A.1
2
10
5-PS2-1, DCI.5-PS2.B.1, CCC.3-5.B.1
2
11
5-ESS2-2, DCI.5-ESS2.C.1, SEP.3-5.E.1
2
12
5-LS2-1, DCI.5-LS2.B.1, SEP.3-5.B.2
2
13
5-PS2-1, DCI.5-PS2.B.1, SEP.3-5.G.1
2
14
5-PS2-1, DCI.5-PS2.B.1, CCC.3-5.B.1
2
15
5-LS2-1, DCI.5-LS2.A.1, CCC.3-5.D.1
2
16
5-ESS3-1, DCI.5-ESS3.C.1, CCC.3-5.D.1
2
17
5-LS2-1, DCI.5-LS2.A.1
2
18
5-ESS1-1, DCI.5-ESS1.A.1
1
19
5-ESS1-2, DCI.5-ESS1.B.1, CCC.3-5.A.1
3
20
5-ESS1-2, DCI.5-ESS1.A.1
1
21
5-ESS1-1, DCI.5-ESS1.A.1, CCC.3-5.C.1
2
22
5-ESS1-1, DCI.5-ESS1.A.1, SEP.3-5.G.1
2
23
5-ESS1-2, DCI.5-ESS1.B.1, SEP.3-5.D.1
2
24
5-ESS1-2, DCI.5-ESS1.B.1
2
25
5-LS2-1, DCI.5-LS2.A.1, SEP.3-5.B.2
2
26
5-ESS2-2, DCI.5-ESS2.C.1, SEP.3-5.E.1
2
27
5-LS2-1, DCI.5-LS2.B.1, SEP.3-5.B.2
2
28
5-LS2-1, DCI.5-LS2.A.1
2
29
5-ESS1-2, DCI.5-ESS1.B.1, SEP.3-5.D.1
2
30
5-LS2-1, DCI.5-LS2.B.1
3
31
5-ESS2-1, DCI.5-ESS2.A.1, SEP.3-5.B.1
3
32
5-ESS2-1, DCI.5-ESS2.A.1
3
33
5-LS2-1, DCI.5-LS2.A.1, SEP.NOS.3-5.D.1
3
34
5-ESS3-1, DCI.5-ESS3.C.1, SEP.3-5.H.1
3
35
5-ESS1-1, DCI.5-ESS1.A.1, SEP.3-5.G.1
3
36
5-ESS2-2, DCI.5-ESS2.C.1
3
37
5-LS2-1, DCI.5-LS2.B.1, CCC.3-5.D.1
3
38
5-ESS2-1, DCI.5-ESS2.A.1, CCC.3-5.D.1
3
39
5-ESS2-1, DCI.5-ESS2.A.1
3
40
5-ESS1-2, DCI.5-ESS1.B.1, CCC.3-5.A.1
3
1. A. This is incorrect because knowing what can be done with carbon dioxide would not help answer the
question of how much of it is formed in each process.
B. This is incorrect because what the sun and coal are made of do not answer the question of how much
carbon dioxide is emitted in the process.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
74
Grade 5 • Assessment Guide
C. This is correct because the question is how much difference there is between the two processes in how
much carbon dioxide is emitted, so first they would need to know amounts for each process.
D. This is incorrect because the scientist is not studying the overall effect on greenhouse gases, just the
impact on carbon dioxide.
2. A. This is incorrect because the sun only looks the largest because it is the closest.
B. This is correct because our star, the sun, appears brighter and larger because it is closer to Earth compared
to other stars.
C. This is incorrect. Statement 2 is incorrect because our star, the sun, only appears to be brightest because it
is the closest star. Statement 3 is incorrect because the sun is the same brightness regardless of the time of
year.
D. This is incorrect because statement 3 is incorrect. The sun is the same brightness regardless of time of
year.
3. Use the rubric below to evaluate total points earned for this item.
[max point: 1]
DCI - 1 Point
Claims
The student is able to identify the location of matter as it cycles through an ecosystem (DCI).
1 point for correctly identifying the location of matter that is a gas
Part 1: One point is earned for circling the number 2 to indicate the location of matter in the form of
a gas. The following response, or an equivalent, is acceptable.
Evidence of
Mastery of
Disciplinary
Core Ideas
4. A. This is incorrect because the hawk does not get any matter from the deer.
B. This is incorrect because the amount of matter in an animal does not depend on who eats it.
C. This is incorrect because the arrows point to the organisms that receive the matter, not the other way around.
D. This is correct because the food web shows the transfer of energy and matter from the deer and rabbit to
the coyote, while the hawk gets energy and matter only from the rabbit.
5. A. The hawk belongs in the topmost box because a hawk is a carnivore, getting its energy by eating mice and
grasshoppers.
B. The frog does not belong in the food web. The stem does not indicate that the frog is part of this food web.
C. The plant goes into the bottom position with an arrow pointing to the mouse because plants are the initial
organism from which energy from the sun is transferred. The mouse gets energy from eating the plant.
D. The arrow with the head pointing to 12 o’clock goes into the space between the grass and the grasshopper
because energy flows from the grass to the grasshopper. The grasshopper gets energy from eating the plant.
E. The arrow with the head pointing to 6 o’clock is not used because there is no organism given that eats the
grasshopper and is eaten by the mouse. The grasshopper gets energy from the plant, so the arrow should
point from the plant to the grasshopper.
6. A. Recycling plastic belongs in Helps the Environment because recycling helps reduce waste in landfills and
reduces the need for more fossil fuels to be mined as raw materials for making plastics.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
75
Grade 5 • Assessment Guide
B. Burning fossil fuels belongs in Hurts the Environment. Mining fossil fuels can hurt the environment, and
burning the fuels releases harmful gases into the atmosphere.
C. Planting more trees belongs in Helps the Environment because this creates habitat for animals, is helpful
as a carbon sink, and provides oxygen for animals.
D. Spraying chemicals to kill insects belongs in Hurts the Environment because insects are part of a food
chain that will also be affected by the chemicals. The chemicals could also kill unintended organisms.
7. A. Remove the nonnative fish is correct because it will help reduce competition for food with the local fish.
B. Make more parks is incorrect because it does not help the fish. It may actually contribute to the pollution
because people may throw trash into the river.
C. Offer recycling is correct because it may reduce the amount of chemicals poured into the sewer, which can
run into the river.
D. Keep industries from putting chemicals into the river is correct because it can reduce the amount of
pollution in the river.
8. A. This is correct because kiloliters are used for large volumes.
B. This is incorrect because milliliters are typically used to measure small volumes.
C. This is incorrect because kilometer is a unit for distance, not volume.
D. This is incorrect because centimeters are used to measure a small distance.
9. The apparent brightness of the star is related to the distance the star is away from Earth. The order of least
bright to brightest is star C, star A, star E, star B, and star D.
10. A. Water flows downhill belongs in the Gravity column because it is gravity that causes water to flow downhill.
B. Parachutes slow a skydiver’s fall belongs in the Other Force column because a parachute increases the
drag on a falling person to slow his or her fall, which is an example of friction.
C. Heavy objects are hard to lift belongs in the Gravity column because of the difficulty of overcoming the
effect of gravity on objects.
D. Walking upstairs is harder than walking down the stairs belongs in the Gravity column because a person is
moving in a direction opposite of the force of gravity.
E. The brakes on a bike get hot when used for a long time belongs in Other Force column because friction
between the brake pad and the wheel is what causes the brakes to get hot.
F. A box moves more easily across a wood floor than across a carpeted floor belongs in the Other Force
column because a box moving across carpet encounters more friction than it does on wood, causing the
box to move more slowly.
11. The bar for Atmosphere should be at number 13. The bar for Rivers should be at number 2. The bar for Swamp
Water should be at number 11. The bar for Treated Water should be at number 1.
12. A. From food belongs in the Mouse column because animals get matter from the food they eat, plants do not
eat food, they make their own.
B. From water belongs in the Grass and Mouse columns because both plants and animals get oxygen and
hydrogen (matter) from the water they take in or drink.
C. From the sun is not used. Only energy, not matter, is transferred to the plant from the sun.
D. From gases in the air belongs in the Grass and Mouse columns because both plants and animals get matter
from the air--plants get carbon dioxide and some water from the air, and humans get oxygen from the air.
E. From nutrients in the ground belongs in the Grass column because grass uses its roots to take in nutrients
(matter) from the ground.
13. The actions listed in numbers 2 and 5 are not caused by gravity. Number 2 is caused by magnetic forces around
Earth. Number 5 is caused by electrical forces colliding with particles in the atmosphere.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
76
Grade 5 • Assessment Guide
14. A. Gravitational force does act on the car; the forward motion of the car is caused mainly by acceleration.
B. During an avalanche, gravity pulls a mass of snow from a higher elevation to a lower one.
C. When a firework explodes, pieces of the firework return to the ground due to the force of gravity.
D. A thrown ball arcs toward the ground due to the force of gravity.
E. Air is more buoyant than water, so it floats upward to the surface. This buoyancy is due to the relative
density of air and water, not gravity.
15. 1B. Decomposer is correct for the first box. Mushrooms are decomposers that break down living and onceliving matter.
2F. Producer is correct for the second box. Grass is a producer that gets its energy from the sun.
3A. Consumer is correct for the third box. The bobcat is a consumer; it gets matter by eating other organisms.
4E. Matter is correct for the fourth box. Water and nutrients are examples of matter that move through an
ecosystem.
5C. Energy is correct for the fifth box. This model shows one path that matter and energy can take through a food chain.
16. A. This sentence belongs in the bottom box because the increase in rainwater decreases the salinity of the
river, killing some plants and animals and affecting the total amount of food available to other consumers
in the river ecosystem.
B. This sentence belongs in the second box from the top because a large amount of rainfall cannot soak into
the ground due to the pavement. Instead, it is carried away from the shopping mall by the drainage system.
C. This sentence belongs in the third box from the top because the drainage system carries the rainwater from
the shopping mall to the river.
17. 1C. Producer is correct because producers transform energy from sunlight into sugars that the plant uses for
growth and repair.
2H. Sunlight is correct because producers change the sun’s energy into food.
3E. Consumers is correct because consumers cannot generate their own food energy. They must consume, or
eat, other organisms in order to get energy.
4J. Energy from matter is correct because consumers eat food, which is matter, in order to gain energy for
growth and repair.
5D. Sun is correct because producers and consumers would be unable to generate or attain any energy if the
sun did not provide energy to plants.
18. A. This is incorrect because the sun appears larger because it is closer to Earth.
B. This is incorrect because stars vary greatly in their distance from Earth.
C. This is correct because the sun is much closer to Earth than all of the other stars in the passage. This is
what makes the sun appear brighter and larger than the other stars.
D. This is incorrect because the sun appears much brighter than other stars because it is closer to Earth.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
77
Grade 5 • Assessment Guide
19. Use the rubric below to evaluate total points earned for this item.
[max point: 3]
DCI, CCC - 3 Points
Claims
The student is able to:
1. identify the stars visible at different times of year (DCI); and
2. use patterns to explain data (CCC).
1 point for correctly identifying the stars visible all year
Evidence of
Part 1: One point is earned for identifying that star A, our sun, is visible from Earth all year long.
Mastery of
One of the following responses, or an equivalent, is acceptable.
Disciplinary
• star A
Core Ideas
• the sun
2 points for correctly explaining the role of Earth’s revolution in the view of stars from Earth
Evidence of
Mastery of Part 2: Two points are earned for explaining that the motion of Earth around the sun causes a pattern of
Crosscutting different stars visible at different times of year. The following response, or an equivalent, is acceptable.
Concepts
• As Earth moves around the sun, different parts of the sky are visible and different groups of
stars are visible.
20. The star that appears the brightest from Earth is our sun, star A. The farther away from Earth the stars are, the
less bright they appear to people on Earth. The brightest to dullest stars are in this order: star A, star B, star D,
star C, and star E.
21. A. This is incorrect. Although the color of the star can be associated with the size of the star, blue stars are
actually larger supergiant stars, while yellow stars such as star A are much smaller in comparison.
B. This is incorrect because star A is our sun and is not a supergiant. Our star is a medium-sized star that
appears larger than the other stars only because it is closer to the person on Earth viewing it and the other
stars.
C. This is incorrect because the age of the star does not affect the approximate size of the star when viewed
from Earth.
D. This is correct because Star A is closest to Earth. It only appears larger due to point of view, the proximity
of the star to people on Earth.
22. Star A does represent the sun in Billy’s model, and is in the middle of the model. Earth revolves around the
sun, which is supported by statements 1 and 2. Light from our sun takes only 8 minutes to travel to Earth
compared with the second-closest star to Earth, which is light years away. Statement 6 supports this fact.
23. The bar for star B should be at 50, star C at 250, star D at 150, and star E at 600.
24. A. The tree with no shadow is not used because at all times during the day the tree has a shadow.
B. The tree with a medium-length shadow cast to the left goes in the 9:00 a.m. box. The tree’s shadow at 9:00 in
the morning will be shorter than it is earlier in the morning. It will be about the same length as it is around 3:00
in the afternoon. The shadow will be cast in the opposite direction of how it is cast in the afternoon.
C. The tree with a long shadow cast to the right goes in the 6:00 p.m. box. The tree’s shadow at 6:00 in the
afternoon will have a long shadow and it will be cast in the same direction as it was at 3:00 in the afternoon.
D. The tree with a long shadow cast to the left goes in the 6:00 a.m. box. The tree’s shadow at 6:00 in the
morning will have a long shadow and it will be cast in the direction that is opposite of the direction it is
cast in the afternoon.
25. A. This is correct because the arrow from the pine tree (plant) goes to the vole.
B. This is incorrect because matter is not transferred from the sun to plants, energy is.
C. This is incorrect because there are no arrows pointing from the pine tree to the hawk.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
78
Grade 5 • Assessment Guide
D. This is correct because the food of almost any kind of animal can be traced back to plants. In this case, the
plants support the vole, which supports the hawk.
26. Use the rubric below to evaluate total points earned for this item.
[max point: 1]
SEP - 1 point
Claims
The student is able to identify a graph that supports data associated with the amounts and
percentages of fresh water on Earth (SEP).
1 point for identifying the correct graph
Part 1: One point is earned for identifying that Graph B shows the amount of frozen fresh water on
Earth that is drinkable. The following response, or an equivalent, is acceptable.
Evidence of
Mastery of
Science and
Engineering
Practices
27. A. At location A, small organisms take in materials and release waste into the soil that is used by plants.
B. At location B, the pig takes in material from the environment.
C. At location C, the plant takes in material from the air.
28. A. This is incorrect because pondweed is a producer, not a decomposer.
B. This is incorrect because the mayfly nymph and the dragonfly nymph are consumers that eat pondweed,
which is a producer, not a decomposer.
C. This is correct because the brown trout eats the mayfly nymph and the dragonfly nymph.
D. This is incorrect because the mayfly nymph and the dragonfly nymph are food for the brown trout, not
predators.
29. The bar for 10 a.m. is at 10 cm. The bar for 11 a.m. is at 8 cm. The bar for 12 noon is at 7 cm. The bar for 1
p.m. is at 5 cm.
30. A. The cow eating leaves and getting gas is incorrect because though the cow may eat the leaves, this action
puts solid matter, not gas, into the cow.
B. The leaves decomposing is correct because leaves break down into carbon molecules that are absorbed
into the ground.
C. The cow releasing oxygen is incorrect because the cow releases carbon dioxide, not oxygen, into the air.
D. The cow releasing carbon dioxide is correct because through respiration, cows release carbon dioxide gas
into the atmosphere.
E. The tree releasing oxygen is correct because through photosynthesis, plants release oxygen gas into the
atmosphere, and animals breathe oxygen.
F. The cow eating leaves and getting gas is incorrect because though the cow may eat the leaves on the tree,
this action puts solid matter, not gas, into the cow.
31. A. Models 1 and 2 show the geosphere because they both show the ground.
B. Neither model is missing the atmosphere. Model 1 shows clouds, and Model 2 shows the sky, which are
both parts of the atmosphere.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
79
Grade 5 • Assessment Guide
C. Model 2 is more complete because it shows the biosphere, and Model 1 does not.
D. Model 2 shows that the atmosphere is affected by the biosphere because it shows that trees (biosphere)
give off oxygen (atmosphere).
E. Model 1 shows clouds, which are water (hydrosphere) in the atmosphere.
32. Use the rubric below to evaluate total points earned for this item.
[max point: 3]
DCI Only - 3 Points
Claims
The student is able to explain the relationship between Earth systems (DCI).
1 point for correctly identifying the part that is the geosphere
Part 1: One point is earned for identifying that the geosphere is the land, sea arch. The following
response, or an equivalent, is acceptable.
• The boulder is part of the geosphere.
Evidence of 1 point for correctly describing the role of the hydrosphere
Mastery of Part 2: One point is earned for describing that the hydrosphere is the ocean water that repeatedly hits the
Disciplinary land, wearing away the rock to form an arch. The following response, or an equivalent, is acceptable.
Core Ideas
• The hydrosphere is water (waves) that break apart the land.
1 point for correctly describing the role of the atmosphere
Part 3: One point is earned for describing that rain forms in the atmosphere and then falls to the
geosphere. The following response, or an equivalent, is acceptable.
• The atmosphere is where the rain is made. The rain falls to the ground and ocean.
33. A. This sentence belongs in the True column. The food web shows that the young fish eat only phytoplankton.
B.
This sentence in the True column. The food web shows that the young fish and the mussels both eat the
phytoplankton.
C. This sentence belongs in the False column. The food web shows the opposite to be true. The young fish
and the mussels eat the phytoplankton.
D. This sentence belongs in the False column. The food web shows that the only food source for the young
fish is the phytoplankton. Organisms do not suddenly change their diet especially from only eating plants
to eating large mollusks, this would require different mouth parts or other adaptations that do not occur on
short biological time scales.
34. A. Big Hill’s Guide to Recycling is a correct selection because the author is a local authority on recycling.
B. The I Buy Used Car Tires ad is an incorrect selection because it is a commercial advertisement for a
person who collects rubber tires, not plastic.
C. 10 Facts About Recycling Plastic is a correct selection because the author is a federal authority on
recycling plastic
D. Sara’s Recyclables is an incorrect selection because the author is not an authority and the source is not about plastic.
E. Recycle and Reuse is a correct selection because the author is a state authority on recycling plastic.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
80
Grade 5 • Assessment Guide
35. Use the rubric below to evaluate total points earned for this item.
[max point: 3]
DCI, SEP - 3 Points
Claims
The student is able to:
1. identify which star is our sun, based on data (DCI); and
2. describe how data do or do not support a claim regarding distance and brightness of stars (SEP).
1 point for correctly listing the accurate star data
Evidence of
Part 1: One point is earned for listing stars B, C, and D as those with correct claims about brightness
Mastery of
based on distance. Any one of the following responses, or an equivalent, is acceptable.
Disciplinary
• stars B, C, D
Core Ideas
• the middle three stars
1 point for explaining whether star A is the farthest away from Earth
Part 2: One point is earned for explaining that star A is not the farthest away because it takes light
only 8 minutes to reach Earth. The following response, or an equivalent, is acceptable.
• Star A is not the farthest away. Star E is. Star A is closest to Earth because light reaches Earth
Evidence of
the fastest, only 8 minutes.
Mastery of
Science and 1 point for explaining whether star E is our sun
Engineering
Part 3: One point is earned for explaining that star E is not our sun because it is the farthest away. It
Practices
is not possible for the star farthest away to be the brightest. The following response, or an equivalent,
is acceptable.
• Star E is not our sun. It is the farthest away from Earth. The farther away from Earth a star is,
the dimmer it is.
36. A. This statement is Not Supported by the Graph. Icecaps and glaciers are made from fresh water.
B. This statement is Supported by the Graph. Most of Earth’s fresh water is found in its frozen form in
icecaps and glaciers. However, the greatest quantity of liquid fresh water is found in the ground.
C. This statement is Not Supported by the Graph. There is much more salt water on Earth than there is fresh
water.
D. This statement is Supported by the Graph. According to the graphs, only 3% of Earth’s water is fresh. Of
that 3%, only 0.3% is available as surface water, such as what is found in lakes, swamps, and rivers.
37. Use the rubric below to evaluate total points earned for this item.
[max point: 4]
DCI, CCC - 3 Points
Claims
The student is able to:
1. identify the location of matter within an ecosystem (DCI); and
2. describe how the organisms and other components in the food web illustrate the movement of
matter (CCC).
Evidence of 1 point for identifying where matter gets back into the ground
Mastery of Part 3: One point is earned for identifying that decomposers break matter down and return it to the
Disciplinary ground. The following response, or an equivalent, is acceptable.
Core Ideas
• The decomposers put the matter into the ground.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
81
Grade 5 • Assessment Guide
1 point for describing the purpose of the arrows
Part 1: One point is earned for explaining that the arrows represent the movement of matter. The
following response, or an equivalent, is acceptable.
• The arrows show the direction that matter moves.
Evidence of
Mastery of 1 point for describing the movement of matter
Crosscutting
Part 2: One point is earned for describing that matter moves from producers through the consumers
Concepts
and then on to the decomposers. The following response, or an equivalent, is acceptable.
• Matter goes from producers to consumers to the decomposers. The consumers eat the producers
and get matter. The consumers also eat other consumers to get matter. When the organisms die,
decomposers get the matter and move it to the ground.
38. A. This is true because living things make up the biosphere, and water makes up the hydrosphere.
B. This is true because gases, such as oxygen, make up the atmosphere, and living things (biosphere) use the
gases.
C. This is false because snails are not a part of the hydrosphere; they are part of the biosphere.
D. This is true because rocks are part of the geosphere and provide shelter for living things in the biosphere.
39. A. Atmosphere belongs in Location 1, Location 2, Location 3, and Location 4. All of the locations shown are
above ground, so all are interacting with the atmosphere.
B. Biosphere belongs in Location 2 and Location 3. Grass is part of the biosphere, and both locations 2 and 3
show grass.
C. Geosphere belongs in Location 2, Location 3, and Location 4. The geosphere is the ground beneath the
grass in locations 2 and 3. Location 4 shows exposed geosphere (rock or soil).
D. Hydrosphere belongs in Location 1 and Location 2. The hydrosphere is shown by the cloud in location 1.
In location 2 it is raining.
40. A. This is incorrect because the sun’s position during the day is related to Earth’s rotation on its axis, not its
revolution around the sun.
B. This is correct because as the sun seems to move across the sky, the length and direction of shadows
change.
C. This is correct because the changing position of the sun in the sky is what causes the change in size and
direction of shadows.
D. This is incorrect because shadows occur due to the movement of the sun throughout the day, not just at
sunrise and sunset.
E. This is incorrect because the sun appears to move across the sky and casts shadows during the winter, too.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
82
Grade 5 • Assessment Guide
End-of-Year Test B
Item Analysis
Item #
Standards
DOK
1
5-ESS3-1, DCI.5-ESS3.C.1, CCC.NOS.3-5.C.1
2
2
5-ESS1-1, DCI.5-ESS1.A.1, CCC.3-5.C.1
1
3
5-LS2-1, DCI.5-LS2.B.1
1
4
5-LS2-1, DCI.5-LS2.B.1, CCC.3-5.D.1
2
5
5-LS2-1, DCI.5-LS2.A.1, SEP.3-5.B.2
2
6
5-ESS3-1, DCI.5-ESS3.C.1
2
7
5-ESS3-1, DCI.5-ESS3.C.1
2
8
5-ESS2-2, DCI.5-ESS2.C.1, CCC.3-5.C.2
1
9
5-ESS1-1, DCI.5-ESS1.A.1
2
10
5-PS2-1, DCI.5-PS2.B.1, CCC.3-5.B.1
2
11
5-ESS2-2, DCI.5-ESS2.C.1, SEP.3-5.E.1
2
12
5-LS2-1, DCI.5-LS2.B.1, SEP.3-5.B.2
2
13
5-PS2-1, DCI.5-PS2.B.1, SEP.3-5.G.1
2
14
5-PS2-1, DCI.5-PS2.B.1, CCC.3-5.B.1
2
15
5-LS2-1, DCI.5-LS2.A.1, CCC.3-5.D.1
2
16
5-ESS3-1, DCI.5-ESS3.C.1, CCC.3-5.D.1
2
17
5-LS2-1, DCI.5-LS2.A.1
2
18
5-ESS1-1, DCI.5-ESS1.A.1
1
19
5-ESS1-2, DCI.5-ESS1.B.1, CCC.3-5.A.1
3
20
5-ESS1-2, DCI.5-ESS1.A.1
1
21
5-ESS1-1, DCI.5-ESS1.A.1, CCC.3-5.C.1
2
22
5-ESS1-1, DCI.5-ESS1.A.1, SEP.3-5.G.1
2
23
5-ESS1-2, DCI.5-ESS1.B.1, SEP.3-5.D.1
2
24
5-ESS1-2, DCI.5-ESS1.B.1
2
25
5-LS2-1, DCI.5-LS2.A.1, SEP.3-5.B.2
2
26
5-ESS2-2, DCI.5-ESS2.C.1, SEP.3-5.E.1
2
27
5-LS2-1, DCI.5-LS2.B.1, SEP.3-5.B.2
2
28
5-LS2-1, DCI.5-LS2.A.1
2
29
5-ESS1-2, DCI.5-ESS1.B.1, SEP.3-5.D.1
2
30
5-LS2-1, DCI.5-LS2.B.1
3
31
5-ESS2-1, DCI.5-ESS2.A.1, SEP.3-5.B.1
3
32
5-ESS2-1, DCI.5-ESS2.A.1
3
33
5-LS2-1, DCI.5-LS2.A.1, SEP.NOS.3-5.D.1
3
34
5-ESS3-1, DCI.5-ESS3.C.1, SEP.3-5.H.1
3
35
5-ESS1-1, DCI.5-ESS1.A.1, SEP.3-5.G.1
3
36
5-ESS2-2, DCI.5-ESS2.C.1
3
37
5-LS2-1, DCI.5-LS2.B.1, CCC.3-5.D.1
3
Answer Key
© Houghton Mifflin Harcourt Publishing Company
83
Grade 5 • Assessment Guide
38
5-ESS2-1, DCI.5-ESS2.A.1, CCC.3-5.D.1
3
39
5-ESS2-1, DCI.5-ESS2.A.1
3
40
5-ESS1-2, DCI.5-ESS1.B.1, CCC.3-5.A.1
3
1. A. This is incorrect because knowing what can be done with carbon dioxide would not help answer the
question of how much of it is formed in each process.
B. This is incorrect because what the sun and coal are made of do not answer the question of how much
carbon dioxide is emitted in the process.
C. This is correct because the question is how much difference there is between the two processes in how
much carbon dioxide is emitted, so first they would need to know amounts for each process.
2. A. This is incorrect because the sun only looks the largest because it is the closest.
B. This is correct because our star, the sun, appears brighter and larger because it is closer to Earth compared
to other stars.
C. This is incorrect. Statement 2 is incorrect because our star, the sun, only appears to be brightest because it is the
closest star. Statement 3 is incorrect because the sun is the same brightness regardless of the time of year.
3. Use the rubric below to evaluate total points earned for this item.
[max point: 1]
DCI - 1 Point
Claims
The student is able to identify the location of matter as it cycles through an ecosystem (DCI).
1 point for correctly identifying the location of matter that is a gas
Part 1: One point is earned for circling the number 2 to indicate the location of matter in the form of
a gas. The following response, or an equivalent, is acceptable.
Evidence of
Mastery of
Disciplinary
Core Ideas
4. A. This is incorrect because the hawk does not get any matter from the deer.
B. This is incorrect because the arrows point to the organisms that receive the matter, not the other way
around.
C. This is correct because the food web shows the transfer of energy and matter from the deer and rabbit to
the coyote, while the hawk gets energy and matter only from the rabbit.
5. A. The hawk belongs in the topmost box because a hawk is a carnivore, getting its energy by eating mice and
grasshoppers.
B. The frog does not belong in the food web. The stem does not indicate that the frog is part of this food web.
C. The plant goes into the bottom position with an arrow pointing to the mouse because plants are the initial
organism from which energy from the sun is transferred. The mouse gets energy from eating the plant.
D. The arrow with the head pointing to 12 o’clock goes into the space between the grass and the grasshopper
because energy flows from the grass to the grasshopper. The grasshopper gets energy from eating the plant.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
84
Grade 5 • Assessment Guide
E. The arrow with the head pointing to 6 o’clock is not used because there is no organism given that eats the
grasshopper and is eaten by the mouse. The grasshopper gets energy from the plant, so the arrow should
point from the plant to the grasshopper.
6. A. Recycling plastic belongs in Helps the Environment because recycling helps reduce waste in landfills and
reduces the need for more fossil fuels to be mined as raw materials for making plastics.
B. Burning fossil fuels belongs in Hurts the Environment. Mining fossil fuels can hurt the environment, and
burning the fuels releases harmful gases into the atmosphere.
C. Spraying chemicals to kill insects belongs in Hurts the Environment because insects are part of a food
chain that will also be affected by the chemicals. The chemicals could also kill unintended organisms.
7. A. Remove the nonnative fish is correct because it will help reduce competition for food with the local fish.
B. Make more parks is incorrect because it does not help the fish. It may actually contribute to the pollution
because people may throw trash into the river.
C. Keep industries from putting chemicals into the river is correct because it can reduce the amount of
pollution in the river.
8. A. This is correct because kiloliters are used for large volumes.
B. This is incorrect because milliliters are typically used to measure small volumes.
C. This is incorrect because centimeters are used to measure a small distance.
9. The apparent brightness of the star is related to the distance the star is away from Earth. The order of least
bright to brightest is star C, star A, star D, and star B.
10. A. Water flows downhill belongs in the Gravity column because it is gravity that causes water to flow downhill.
B. Parachutes slow a skydiver belongs in the Other Force column because a parachute increases the drag on
a falling person to slow his or her fall, which is an example of friction.
C. The brakes on a bike get hot when used for a long time belongs in Other Force column because friction
between the brake pad and the wheel is what causes the brakes to get hot.
11. The bar for Atmosphere should be at number 13. The bar for Rivers should be at number 2. The bar for Swamp
Water should be at number 11.
12. A. From food belongs in the Mouse column because animals get matter from the food they eat, plants do not
eat food, they make their own.
B. From water belongs in the Grass and Mouse columns because both plants and animals get oxygen and
hydrogen (matter) from the water they take in or drink.
C. From the sun is not used. Only energy, not matter, is transferred to the plant from the sun.
D. From gases in the air belongs in the Grass and Mouse columns because both plants and animals get matter
from the air--plants get carbon dioxide and some water from the air, and humans get oxygen from the air.
E. From nutrients in the ground belongs in the Grass column because grass uses its roots to take in nutrients
(matter) from the ground.
13. The actions listed in numbers 2 and 5 are not caused by gravity. Number 2 is caused by magnetic forces around
Earth. Number 5 is caused by electrical forces from colliding particles in the atmosphere.
14. A. Gravitational force does act on the car; the forward motion of the car is caused mainly by acceleration.
B. During an avalanche, gravity pulls a mass of snow from a higher elevation to a lower one.
C. A thrown ball arcs toward the ground due to the force of gravity.
15. 1B. Decomposer is correct for the first box. Mushrooms are decomposers that break down living and onceliving matter.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
85
Grade 5 • Assessment Guide
2C. Producer is correct for the second box. Grass is a producer that gets its energy from the sun.
3A. Consumer is correct for the third box. The bobcat is a consumer; it gets matter by eating other organisms.
16. A. This sentence belongs in the bottom box because the increase in rainwater decreases the salinity of the
river, killing some plants and animals and affecting the total amount of food available to other consumers
in the river ecosystem.
B. This sentence belongs in the second box from the top because a large amount of rainfall cannot soak into
the ground due to the pavement. Instead, it is carried away from the shopping mall by the drainage system.
C. This sentence belongs in the third box from the top because the drainage system carries the rainwater from
the shopping mall to the river.
17. 1B. Producer is correct because producers transform energy from sunlight into sugars that the plant uses for
growth and repair.
2D. Sunlight is correct because producers change the sun’s energy into food.
3A. Consumers is correct because consumers cannot generate their own food energy. They must consume, or
eat, other organisms in order to get energy.
18. A. This is incorrect because the sun appears larger because it is closer to Earth.
B. This is incorrect because stars vary greatly in their distance from Earth.
C. This is correct because the sun is much closer to Earth than all of the other stars in the passage. This is
what makes the sun appear brighter and larger than the other stars.
19. Use the rubric below to evaluate total points earned for this item.
[max point: 3]
DCI, CCC - 3 Points
Claims
The student is able to:
1. identify the stars visible at different times of year (DCI); and
2. use patterns to explain data (CCC).
1 point for correctly identifying the stars visible all year
Evidence of
Mastery of Part 1: One point is earned for identifying that star A, our sun, is visible from Earth all year long.
Disciplinary Any one of the following responses, or an equivalent, is acceptable.
Core Ideas
• star A
• the sun
2 points for correctly explaining the role of Earth’s revolution in the view of stars from Earth
Evidence of Part 2: Two points are earned for explaining that the motion of Earth around the sun causes a
Mastery of pattern of different stars visible at different times of year. The following response, or an equivalent,
Crosscutting is acceptable.
Concepts
• As Earth moves around the sun, different parts of the sky are visible, so different groups of
stars are visible.
20. The star that appears the brightest from Earth is our sun, star A. The farther away from Earth the stars are, the
less bright they appear to people on Earth. The brightest to dullest stars are in this order: star A, star B, star D,
star C, and star E.
21. A. This is incorrect. Although the color of the star can be associated with the size of the star, blue stars are
actually larger supergiant stars, while yellow stars such as star A are much smaller in comparison.
B. This is incorrect because the age of the star does not affect the approximate size of the star when viewed
from Earth.
C. This is correct because Star A is closest to Earth. It only appears larger due to point of view, the proximity
of the star to people on Earth.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
86
Grade 5 • Assessment Guide
22. Star A does represent the sun in Billy’s model, and is in the middle of the model. Earth revolves around the
sun, which is supported by statements 1 and 2. Light from our sun takes only 8 minutes to travel to Earth
compared with the second-closest star to Earth, which is light years away. Statement 6 supports this fact.
23. The bar for star B should be at 50. The bar for star E should be at 600.
24. A. The tree with no shadow is not used because at all times during the day the tree has a shadow.
B. The tree with a medium-length shadow cast to the left goes in the 9:00 a.m. box. The tree’s shadow at 9:00
in the morning will be shorter than it is earlier in the morning. It will be about the same length as it is
around 3:00 in the afternoon. The shadow will be cast in the opposite direction of how it is cast in the
afternoon.
C. The tree with a long shadow cast to the right goes in the 6:00 p.m. box. The tree’s shadow at 6:00 in the
afternoon will have a long shadow and it will be cast in the same direction as it was at 3:00 in the
afternoon.
D. The tree with a long shadow cast to the left goes in the 6:00 a.m. box. The tree’s shadow at 6:00 in the
morning will have a long shadow and it will be cast in the direction that is opposite of the direction it is
cast in the afternoon.
25. A. This is correct because the arrow from the pine tree (plant) goes to the vole.
B. This is incorrect because there are no arrows pointing from the pine tree to the hawk.
C. This is correct because the food of almost any kind of animal can be traced back to plants. In this case, the
plants support the vole, which supports the hawk.
26. Use the rubric below to evaluate total points earned for this item.
[max point: 1]
SEP - 1 point
Claims
The student is able to identify a graph that supports data associated with the amounts and
percentages of fresh water on Earth (SEP).
1 point for identifying the correct graph
Part 1: One point is earned for identifying that Graph B shows the amount of frozen fresh water on
Earth that is drinkable. The following response, or an equivalent, is acceptable.
Evidence of
Mastery of
Science and
Engineering
Practices
27. A. At location A, small organisms take in materials and release waste into the soil that is used by plants.
B. At location B, the pig takes in material from the environment.
C. At location C, the plant takes in material from the air.
28. A. This is incorrect because pondweed is a producer, not a decomposer.
B. This is incorrect because the mayfly nymph and the dragonfly nymph are consumers that eat pondweed,
which is a producer, not a decomposer.
C. This is correct because the brown trout eats the mayfly nymph and the dragonfly nymph.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
87
Grade 5 • Assessment Guide
29. The bar for 10 a.m. is at 10 cm. The bar for 11 a.m. is at 8 cm. The bar for 12 noon is at 7 cm. The bar for 1
p.m. is at 5 cm.
30. A. The cow eating leaves and getting gas is incorrect because though the cow may eat the leaves, this action
puts solid matter, not gas, into the cow.
B. The cow releasing oxygen is incorrect because the cow releases carbon dioxide, not oxygen, into the air.
C. The cow releasing carbon dioxide is correct because through respiration, cows release carbon dioxide gas
into the atmosphere.
D. The tree releasing oxygen is correct because through photosynthesis, plants release oxygen gas into the
atmosphere, and animals breathe oxygen.
E. The cow eating leaves and getting gas is incorrect because though the cow may eat the leaves on the tree,
this action puts solid matter, not gas, into the cow.
31. A. Model 2 is more complete because it shows the biosphere, and Model 1 does not.
B. Model 2 shows that the atmosphere is affected by the biosphere because it shows that trees (biosphere)
give off oxygen (atmosphere).
C. Model 1 shows clouds, which are water (hydrosphere) in the atmosphere.
32. Use the rubric below to evaluate total points earned for this item.
[max point: 3]
DCI Only - 3 Points
Claims
The student is able to explain the relationship between Earth systems (DCI).
1 point for correctly identifying the part that is the geosphere
Part 1: One point is earned for identifying that the geosphere is the land, sea arch. The following
response, or an equivalent, is acceptable.
Evidence of
• The boulder is part of the geosphere.
Mastery of
Disciplinary 2 point for correctly describing the role of the hydrosphere
Core Ideas Part 2: Two points are earned for describing that the hydrosphere is the ocean water that repeatedly
hits the land, wearing away the rock to form an arch. The following response, or an equivalent, is
acceptable.
• The hydrosphere is water (waves) that break apart the land.
33. A. This sentence belongs in the True column. The food web shows that the young fish eat only
phytoplankton.
B. This sentence belongs in the False column. The food web shows that the only food source for the young
fish is the phytoplankton. Organisms do not suddenly change their diet especially from only eating plants
to eating large mollusks, this would require different mouth parts or other adaptations that do not occur on
short biological time scales.
34. A. The I Buy Used Car Tires ad is an incorrect selection because it is a commercial advertisement for a
person who collects rubber tires, not plastic.
B. 10 Facts About Recycling Plastic is a correct selection because the author is a federal authority on
recycling plastic
C. Sara’s Recyclables is an incorrect selection because the author is not an authority and the source is not
about plastic.
D. Recycle and Reuse is a correct selection because the author is a state authority on recycling plastic.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
88
Grade 5 • Assessment Guide
35. Use the rubric below to evaluate total points earned for this item.
[max point: 3]
DCI, SEP - 3 Points
Claims
The student is able to:
1. compare star data to describe differences between the stars (DCI); and
2. describe how data do or do not support a claim regarding distance and brightness of stars (SEP).
2 points for correctly listing the accurate star data
Evidence of
Part 1: Two points are earned for listing stars B, C, and D as those with correct claims about
Mastery of
brightness based on distance. Any one of the following responses, or an equivalent, is acceptable.
Disciplinary
• stars B, C, D
Core Ideas
• the middle three stars
Evidence of 1 point for explaining whether star A is the farthest away from Earth
Mastery of Part 2: One point is earned for explaining that star A is not the farthest away because it takes light
Science and only 8 minutes to reach Earth. The following response, or an equivalent, is acceptable.
Engineering
• Star E is not our sun. It is the farthest away from Earth. The farther away from Earth a star is,
Practices
the dimmer it is.
36. A. This statement is Not Supported by the Graph. Icecaps and glaciers are made from fresh water.
B. This statement is Supported by the Graph. Most of Earth’s fresh water is found in its frozen form in
icecaps and glaciers. But the greatest quantity of liquid fresh water is found in the ground.
C. This statement is Not Supported by the Graph. There is much more salt water on Earth than there is
fresh water.
37. Use the rubric below to evaluate total points earned for this item.
[max point: 3]
DCI, CCC - 3 Points
Claims
The student is able to:
1. identify the location of matter within an ecosystem (DCI); and
2. describe how the organisms and other components in the food web illustrate the movement of
matter (CCC).
Evidence of 2 points for identifying where matter gets back into the ground
Mastery of Part 2: Two points are earned for identifying that decomposers break matter down and return it to
Disciplinary the ground. The following response, or an equivalent, is acceptable.
Core Ideas
• The decomposers put the matter into the ground.
Evidence of 1 point for describing the purpose of the arrows
Mastery of Part 1: One point is earned for explaining that the arrows represent the movement of matter. The
Crosscutting following response, or an equivalent, is acceptable.
Concepts
• The arrows show the direction that matter moves.
38. A. This is true because living things make up the biosphere, and water makes up the hydrosphere.
B. This is false because snails are not a part of the hydrosphere; they are part of the biosphere.
C. This is true because rocks are part of the geosphere and provide shelter for living things in the biosphere.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
89
Grade 5 • Assessment Guide
39. A. Atmosphere belongs in Location 1, Location 2, Location 3, and Location 4. All of the locations shown are
above ground, so all are interacting with the atmosphere.
B. Biosphere belongs in Location 2 and Location 3. Grass is part of the biosphere, and both locations 2 and 3
show grass.
C. Geosphere belongs in Location 2, Location 3, and Location 4. The geosphere is the ground beneath the
grass in locations 2 and 3. Location 4 shows exposed geosphere (rock or soil).
D. Hydrosphere belongs in Location 1 and Location 2. The hydrosphere is shown by the cloud in location 1.
In location 2 it is raining.
40. A. This is incorrect because the sun’s position during the day is related to Earth’s rotation on its axis, not its
revolution around the sun.
B. This is correct because as the sun seems to move across the sky, the length and direction of shadows
change.
C. This is correct because the changing position of the sun in the sky is what causes the change in size and
direction of shadows.
D. This is incorrect because shadows occur due to the movement of the sun throughout the day, not just at
sunrise and sunset.
Answer Key
© Houghton Mifflin Harcourt Publishing Company
90
Grade 5 • Assessment Guide