Grade 5 Science Curriculum
Study Unit: Earth and Beyond
Sample Assessments
Appendix A - Sedimentary Rock Layers and Fossils
Assessment 1:
According to the picture below, which layer of sedimentary rock is the oldest?
A. Layer 4
B. Layer 3
C. Layer 2
D. Layer 1
An unusual type of fossil clam is found in rock layers high in the Swiss Alps. The same
type of fossil clam is also found in the Rocky Mountains of North America. From this,
scientists conclude that
A. Glaciers carried the fossils up the mountains
B. The Rocky Mountains and the Swiss Alps are both volcanic in origin
C. Clams once lived in mountains, but have since evolved into sea-dwelling creatures
D. The layers of rocks in which the fossils were found are from the same geologic age
Assessment 2: (Use Geology Box Lesson)
Collect the labeled drawings and paragraphs.
Provide your own drawing of a cup with layers and ask the students to describe the series
of events that led to the formation of the cup, just as they did with their own cups.
Appendix B - Soil Erosion
Assessment 1:
On steep slopes along the sides of new roads, highway department workers often grow
plants to prevent the soil from being eroded. Describe two ways that these plants keep the
soil from eroding.
Assessment 2:
Clear cutting is a logging practice where heavy machinery is used to cut down everything
in a plot of land and the removal of only the commercially valuable wood. It is common
for all of the undergrowth to be destroyed in the process. In some states loggers are
required to leave a 100 yard boundary of uncut timber between a clear cut and a stream.
Explain why this regulation is important to the health of a forest ecosystem.
Why is removing all of the trees and undergrowth along a stream harmful to the health of
the streams ecosystem?
Landslides
Assessment 1:
Use the Landslide Events (http://landslides.usgs.gov/recent/) site to locate recent
landslide activity.
Choose one of the more recent landslides and report on it here.
Where did the landslide happen?
When did it happen?
Why did it happen?
Could something have been done to prevent this from happening?
Extra Credit
Locate a landslide near your home and create a poster depicting the information listed
above.
Planning a Hillside Garden Activity Sheet
Assessment 1:
Materials:
9 x 13 foil baking sheets (two per group)
Alfalfa seeds (one teaspoon per group)
Two small ground cover plant starts per group
Watering cans with sprinkler heads
A variety of small rocks or gravel, about two cups for each group
Using only the materials listed above, draw a diagram of your garden that you feel will
best keep the soil in place.
Erosion Test:
Amount of soil/plant runoff (with water) _______________________
Amount of soil/plant runoff (without water) ____________________
Assessment 2:
Soil erosion can be caused by many factors. This experiment dealt only with water,
vegetation, and the slope of the land. By effectively placing plants, shrubs, trees, and
rocks on a slope, soil erosion can be managed.
To evaluate the students’ new knowledge, give each student a new garden plan sheet and
have them design their garden again. Have students label at least four sections of the plan
with numbers and then write a summary as to how each area will be affected by rainfall.
Appendix C - Increasing the Human Population in a Region
Assessment 1:
You are considering the purchase of a home on the Jersey Shore. The realtor
representing the property owner claims that you do not need to worry about hurricanes in
NJ, so the fact that you cannot buy flood or storm insurance is not a problem. Is she
correct? Explain your claim citing evidence and your reasoning.
Assessment 2:
An unusual type of fossil clam is found in rock layers high in the Swiss Alps. The same
type of fossil clam is also found in the Rocky Mountains of North America. From this,
scientists conclude that:
A.
B.
C.
D.
glaciers carried the fossils up the mountains
the Rocky Mountains and the Swiss Alps are both volcanic in origin
clams once lived in mountains, but have since evolved into sea-dwelling creatures
the layers of rocks in which the fossils were found are from the same geologic age
Appendix D - Properties of Earth Materials
Assessment 1:
Use hand samples of igneous, metamorphic, and sedimentary rocks and classify them by
each family, within each family, and by characteristics.
Describe the various origins of each family of rocks using the observed characteristics in
the above activity.
Assessment 2:
Create a model of the rock cycle that integrates the various forms of mechanical and
chemical weathering.
Assessment 3:
Draw a model of the rock cycle that demonstrates the mechanisms behind how each
family of rock can eventually become a different kind of rock. Identify the strengths and
limitations of the model.
Appendix E - Physical Properties of Sedimentary, Igneous, or Metamorphic Rocks:
Assessment 1:
After a volcano erupts, new types of rock can form. Explain how this happens.
Assessment 2:
Gneiss (see image) may be confused with schist, but is closer to granite in composition:
more feldspar, less mica. It often has a warped or wavy appearance.
Describe the processes that were the likely caused the formation of the new rock.
Appendix F – Tectonic Conditions
Assessment 1:
The picture below shows how a type of rock forms at the bottom of the ocean. What type
of rock is this?
A.
Lava
B.
Igneous
C.
Sedimentary
D.
Metamorphic
Appendix G – Chemical properties of soil samples:
Assessment 1:
Compare and contrast large scale commercial farming practices with those implemented
by organic farmers.
Assessment 2:
On steep slopes along the sides of new roads, highway department workers often grow
plants to prevent soil from being eroded. Describe two ways that these plants keep the
soil from eroding.
Appendix H – Chemical and physical mechanisms:
Assessment 1:
All of the following are examples of erosion EXCEPT:
A. The wind in the desert blows sand against a rock.
B. A glacier picks up boulders as it moves.
C. A flood washes over a riverbank, and the water carries small soil particles
downstream.
D. An icy winter causes the pavement in a road to crack.
(NAEP)
Assessment 2:
The picture below can be used to show how sandstone can form along the edge of a large
lake.
Draw and write on the picture to show and explain the two main processes of sandstone
formation.
Appendix I - Using maps and satellite images to detect deposition and erosion:
Assessment 1:
The map below is a satellite image of Gateway National Recreation Area, located at
Sandy Hook, NJ.
Based on your understanding of erosion and deposition.
1. Explain how the “sandy hook” was created.
2. Where did the material probably come from and how did it get there?
http://www.thecoolroom.org/data/data_codar.htm
Appendix J - Global winds and surface currents:
Assessment 1:
Cape Horn is located at the southernmost point of land associated with South America. It
is one of the most dangerous places in the world to sail a ship.
1. Illustrate the probable direction of prevailing winds and currents near Cape Horn.
2. Using your understanding of global wind patterns and ocean currents, explain why
the seas around Cape Horn are so dangerous.
Appendix K - Health of ecosystems:
Assessment 1:
1. Describe two of the hidden costs of purchasing a peach grown in California rather
than in New Jersey.
2. Identify and explain two ways in which a city could reduce the use of artificial
fertilizers on the grass in a community park.
Appendix L- Investigating local or global environmental issues:
Assessment 1:

Investigate the cost (water usage and/or carbon footprint) of a can of soda, bottle of
water, or other common product. Create a multimedia presentation to share the
findings with peers.

Investigate the origins of your favorite fruits and vegetables. What are the potential
benefits and drawbacks of buying locally (within 100 miles) grown produce?

Interview at least one farmer, gardener, horticulturist, nursery employee, agricultural
extension agent, or other people involved in agriculture. Ask questions about: the
types of crops grown; any chemicals or pesticides used and for what purpose; their
application and precautions; and if any alternatives to these chemicals exist. After the
interviews, compile the information into a graphic organizer. Each group investigates
one or two chemicals to determine what the chemical is usually used for, who
typically uses it, if it requires a license for use, how long it persists in the
environment, if it is approved by the EPA, if alternatives exist, and if there are
consequences related to over use of this chemical.
Groups create podcasts of the information they gathered and share it with the
community. In the podcasts, they discuss if the chemical is harmful to the
environment, if any farmers are using alternatives, if a gardener/farmer can be
successful without pesticides, what might happen if some of these chemicals were to
wash into streams, lakes or groundwater, what impacts t pesticide use might have on
fish, wildlife or humans and how people can reduce the harmful impacts of pesticides.
 Note: Each year, about three billion pounds of pesticides are used in the United
States. Pesticides are beneficial because they can improve crop yields
significantly by controlling weeds, insects and plant disease. Farmers are by far
the largest users of pesticides, and some could not remain in business without
them. Because pesticides are designed to kill living organisms, they can cause
serious health and environmental problems if not used properly. Some pesticides
stay in the environment for long periods of time.