4th Grade Science, Standard 5.8
CPI Links Content Guide & Five Items Resource
Introduction
The following information should be used as a companion to the CPI Links. It
provides clarifications concerning the content and skills contained in the CPI Links.
Remember that instruction should be much richer than assessment and that the
examples contained herein do not represent the variety of instructional strategies
and supports necessary for meaningful teaching and learning of academic content.
The information and examples are intended to clarify the intentions of the CPI Links
so that assessment activities aligned to the links––and thus to the state standards––
can be developed or chosen appropriately for students who participate in the NJ
APA.
For each standard, you will find that this resource includes
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The Test Specifications followed by the corresponding CPIs and Links
A Glossary of terms contained in the CPI Links
Further Clarifications concerning specific content, skills, language, and/or
activity development considerations
Five Items examples that show what constitutes five items for certain links
where that may not be clear as well as the semantic intent of the link language.
How to Use This Resource
1) Review the “Steps to Developing an Entry” in Modules IV and V of the Fall
Training.
2) Remember to make your decisions regarding which CPI Link you will use to
assess your students based on the individual needs of your students. Just because a
particular link may be best for one student does not mean it is best for another,
especially given the diverse needs of the students who participate in the NJ APA.
3) Once you have selected a CPI Link, use the Glossary to look up the definitions of
any/all content vocabulary terms contained in the language of the link. This will
ensure your understanding of those terms is consistent with the understanding set
forth by the NJ DOE for the NJ APA.
4) Check the Further Clarifications section to see if there is additional information
about the CPI and/or CPI Link you have chosen that will be helpful as you choose or
design the activities you will use as the assessment evidence in your students’ APA
portfolios.
5) If the CPI Link has an asterisk at the end of the link statement, you will find an
example of that link in the Five Items section to use as a guide/reference/model.
2014-2015 NJ APA Content Guide & Five Items Resource
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4th Grade Science, Standard 5.8
4th Grade Science – Test Specifications and Links for
Standard 5.8 – Earth Science (Portfolio Entry 3)
The following are the required CPIs and Links for Standard 5.8: Earth Science. Both CPIs are
from Strand B: Atmosphere and Water. You must select a CPI Link from one of the CPIs to
develop an entry for the APA portfolio.
Science CPI Links were developed with the understanding that Standard 5.1, Scientific Processes,
is a vital part of scientific thinking yet difficult to assess out of the context of the other science
standards. As a result, some of the Matched Links for science also reference particular CPIs from
5.1. In order to successfully instruct and assess a CPI Link that references 5.1 and to address the
Essence of the CPI, you must teach the Link using the scientific process. This may occur by
teaching the content of the Link within a scientific experiment, require the child to use inquiry,
observation or interpretation of data, etc. Always review Standard 5.1 when assessing a CPI Link
that requires evidence that incorporates this process. If the scientific process is required when
assessing a CPI Link but is missing from the evidence, the entry will receive zero scores.
STRAND B: Atmosphere and Water
You MUST CHOOSE only one of the following CPIs:
CPI 5.8.4B2 Recognize that most of Earth’s surface is covered by water, and be able to
identify the characteristics of those sources of water
 Oceans
 Rivers
 Lakes
 Underground sources
 Glaciers
Essence of the CPI: Recognize that most of Earth’s surface is covered by water and
that water moves through a predictable cycle
Matched Link
Near Link
Far Link
 Label the steps of the
 Describe various water sources
 Locate
water cycle and
different
 Label the steps of the water
describe how water
water sources
cycle (precipitation, surface
changes from one step
on globes
runoff, evaporation,
to the next*
and/or maps*
condensation)*
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4th Grade Science, Standard 5.8
OR
CPI 5.8.4B3 Observe weather changes and patterns by measurable quantities such as
temperature, wind direction and speed, and amounts of precipitation
Essence of the CPI: Understand that weather can be observed and recorded (temperature,
wind direction and speed, cloud type and precipitation)
Matched Link
Near Link
Far Link
 Gather information on at  Using a thermometer, record  Identify tools and
least two different
temperature over time*
their purposes for
weather conditions
measuring weather*
 Using a rain gauge, record
directly or from various
precipitation over time
 Identify the type of
sources and illustrate the  Using a barometer, record air
precipitation likely at
change over time*
a given temperature*
pressure over time
5.1.4B1
 Identify ways wind
 Use a collection of
conditions can be measured
weather data to observe
and instruments that can be
and describe weather
used to measure these
patterns and predict
conditions
future weather
 Use a collection of weather
conditions in a specific
data to evaluate the weather
area 5.1.4B2
patterns
Please note: Always consult the Glossary and Further Clarifications sections of
this resource when working with any of these Links. Additionally, an asterisk at
the end of a Link statement denotes there is an example for that specific Link in
the Five Items section of this resource.
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4th Grade Science, Standard 5.8
Glossary – 5.8
Glossary – 5.8
Anemometer – weather tool used to measure wind
speed
anemometer
Barometer – weather tool used to measure and track changes in air
pressure to predict movement of weather
barometer
Condensation - the process by which water vapor in the air becomes liquid water
Evaporation - the process by which liquid water becomes water vapor; in the water
cycle this process moves water from Earth’s surface to the atmosphere
Glacier - a large body of ice moving slowly down a slope or valley; fresh water
source
Lake - man-made or naturally occurring large body of fresh water
Ocean - a large body of saltwater that covers most of Earth’s surface; the entire
ocean is classified by geographic location into the Pacific Ocean, the Atlantic Ocean,
the Indian Ocean, and the Arctic Ocean
Precipitation - water released from clouds in the form of rain, freezing rain, sleet,
snow, or hail
Rain gauge – weather tool used to measure the amount of rainfall
River - a large body of fresh water that flows from its source into a
lake or ocean
rain gauge
Surface runoff - precipitation that falls on saturated or impervious ground and
flows overland downhill
Thermometer – weather tool used to measures air or water
temperature
thermometer
Underground sources - naturally occurring aquifers and man-made
wells that hold and store water
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4th Grade Science, Standard 5.8
Glossary – 5.8

Water Cycle - the
continuous movement of
water from the
atmosphere to Earth’s
surface and back into the
atmosphere

Water evaporates from
lakes, oceans, and rivers
on the surface of earth.

The water vapor rises
and cools, condensing
or freezing to form
clouds.

The water in the clouds falls back to Earth’s surface as precipitation.
 The rain or melted snow flows downhill as surface runoff to lower elevations.
 Precipitation collects in the oceans, rivers, lakes, soil, and porous layers of rock.
 Roots of plants may absorb the water in the soil.
 Much of it flows back into the ocean.
(NJ ASK Test Specifications for Science) Source: US Geological Survey
http://usgs.gov/watercycle.html
Water sources – oceans, lakes, rivers, streams, glaciers, and precipitation
Wind vane – weather tool used to determine wind
direction
wind vane
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4th Grade Science, Standard 5.8
Further Clarifications - 5.8
Further Clarifications – 5.8
The Water Cycle
The four required steps of the water cycle are evaporation, condensation,
precipitation, and surface runoff.
Scientific Processes
The two Matched Links for 5.8.4B3 reference particular CPIs from Standard
5.1: Scientific Processes. While Standard 5.1 is not assessed for APA
purposes, those two Matched Links reference 5.1 because those skills relate
to Scientific Processes. Scientific processes are a vital part of scientific
thinking yet difficult to assess without also assessing understanding of
science content. Therefore, Scientific Processes are to be assessed in the
context of those two Matched Links.
CPI
5.8.4B2
Link
Matched Link
Label the steps of the water
cycle and describe how
water changes from one
step to the next*
Near Link Bullet 2
Label the steps of the water
cycle (precipitation, surface
runoff, evaporation,
condensation)*
5.8.4B3
Clarification
Remember, the required steps of the water
cycle are precipitation, surface runoff,
evaporation, and condensation.
For the Matched Link, the “five items” are
constituted by labeling the four required
steps (one item each) then describing how
water changes from one step to the next
(additional items).
For the Near Link, the first four items are
constituted by labeling precipitation,
surface runoff, evaporation, and
condensation. The fifth item may include a
label for accumulation, groundwater, soil,
ocean/lake/river, the sun, clouds, or plants.
Near Link Bullet 1
Describe various water
sources
An example for this link would be to
describe a glacier as “a large body of ice
moving slowly down a slope or valley.” See
the 4th Grade Standard 5.8 Glossary for
definitions of additional water sources.
Both Matched Links
Gathering or using a collection of weather
data addresses the referenced 5.1 CPI and
may include information from personal
weather observations, TV meteorological
forecasts and reports, online weather data,
weather information from a telephone
application, etc.
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4th Grade Science, Standard 5.8
Five Items Examples - 5.8
Five Items Examples
The Five Items examples are samples of activities that may be used as
models when choosing or developing activities for the APA.
They include specific considerations and guidelines that if not followed
will likely result in unscorable codes.
However, they do not show the required markings for
performance (+/-) or independence (I, V, G, M, P),
nor do they include student names and collection dates.
They are sample activities, not sample evidence.
Evidence must include all of the requirements of the
Universal Scoring Rules.
2014-2015 NJ APA Content Guide & Five Items Resource
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4th Grade Science, Standard 5.8
Five Items Examples – 5.8
CPI: 5.8.4B2: Recognize that most of Earth’s surface is covered by water, and be able to identify the
characteristics of those sources of water (oceans, rivers, lakes, underground sources, glaciers)
Essence of the CPI: Recognize that most of Earth’s surface is covered by water and that water moves
through a predictable cycle
Matched Link (This is the only Matched Link for this CPI): “Label the steps of the
water cycle and describe how water changes from one step to the next*”
Important Considerations for this Link:
 The four required steps of the water cycle are evaporation, condensation, precipitation, and
surface runoff.
 Five items are constituted by labeling the four required steps (one item each) then describing
how water changes from one step to the next (additional items).
Directions to the student: Label each of the numbered steps of the water cycle then
use your word strips to create descriptions of how water changes from one step to
the next.
This example
constitutes ten items.
First, the student
labeled the required
steps of the water
cycle (evaporation,
condensation,
precipitation, and
surface runoff) as well
as accumulation for
five items. Then the
student described how
water changes from
one step to the next for
an additional five
items and a total of
ten.
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4th Grade Science, Standard 5.8
Five Items Examples – 5.8
CPI: 5.8.4B2: Recognize that most of Earth’s surface is covered by water, and be able to identify the
characteristics of those sources of water (oceans, rivers, lakes, underground sources, glaciers)
Essence of the CPI: Recognize that most of Earth’s surface is covered by water and that water moves
through a predictable cycle
Near Link, Bullet 2: “Label the steps of the water cycle (precipitation, surface
runoff, evaporation, condensation)*”
Important Considerations for this Link:
 The four required steps of the water cycle are evaporation, condensation, precipitation, and
surface runoff.
 The fifth item may include a label for accumulation, groundwater, soil, ocean/lake/river, the
sun, clouds, or plants.
Directions to the student: Using the SMARTboard, drag and drop the terms provided
in the answer bank to label the parts of the water cycle.
This example constitutes five items.
The student labeled the four required steps of the water cycle (precipitation,
surface runoff, evaporation, and condensation) as well as accumulation.
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4th Grade Science, Standard 5.8
Five Items Examples – 5.8
CPI: 5.8.4B2: Recognize that most of Earth’s surface is covered by water, and be able to identify the
characteristics of those sources of water (oceans, rivers, lakes, underground sources, glaciers)
Essence of the CPI: Recognize that most of Earth’s surface is covered by water and that water moves
through a predictable cycle
Far Link (This is the only Far Link for this CPI): “Locate different water sources on
globes and/or maps*”
Important Considerations for this Link:
 This is a science skill, not a geography skill. Therefore, realize that this link is not asking the
student to identify specific locations (e.g., The Atlantic Ocean, Lake Michigan, the Ohio River,
etc.). Rather, the link intends for the student to simply find water sources on globes and/or
maps.
 While several water sources are mentioned in the CPI itself and are defined in the Glossary for
4th Grade Standard 5.8 (oceans, rivers, lakes, underground sources, glaciers), this link does not
require the student to locate all of those different types of water sources.
 Globes and/or maps must be used when assessing this link. Photographs of water sources are
not acceptable.
Directions to the student: 1) Locate and highlight two lakes on the map of Minnesota
and label them each with an L. 2) Then locate and highlight two rivers on the map of
Minnesota and label them each with an R. 3) Locate and highlight an ocean on the
world map. Label it with an O.
This example constitutes five items.
Each water source identified is an item.
In this case, the student identified two lakes, two rivers, and one
ocean for a total of five items.
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4th Grade Science, Standard 5.8
Five Items Examples – 5.8
CPI: 5.8.4B3: Observe weather changes and patterns by measurable quantities such as temperature,
wind direction and speed, and amounts of precipitation
Essence of the CPI: Understand that weather can be observed and recorded (temperature, wind
directions and speed, cloud type and precipitation)
Matched Link, Bullet 1: “Gather information on at least two different weather
conditions directly or from various sources and illustrate the change over time*
4.1.4B1”
Important Considerations for this Link:
 Gathering weather data addresses the referenced 5.1 CPI and may include information from
personal weather observations, TV meteorological forecasts and reports, online weather data,
weather information from a telephone application, etc.
 Be advised that the information below is an explanation of an example rather than an actual
example. Actual student work is always required.
Gathering/recording average wind speed for Newark, NJ from January to June using
an online source would constitute one item.
Gathering/recording average precipitation for Newark, NJ from January to June
using an online source would constitute one item.
An illustration for wind speed and an illustration for precipitation would constitute
two or more items. (It is acceptable to score individual parts of the illustrations as
multiple items.)
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4th Grade Science, Standard 5.8
Five Items Examples – 5.8
CPI: 5.8.4B3: Observe weather changes and patterns by measurable quantities such as temperature,
wind direction and speed, and amounts of precipitation
Essence of the CPI: Understand that weather can be observed and recorded (temperature, wind
directions and speed, cloud type and precipitation)
Near Link, Bullet 1: “Using a thermometer, record temperature over time*”
Important Considerations for this Link:
 Thermometers used for this link are not required to show both Fahrenheit and Celsius degrees.
 If using a thermometer that shows both Fahrenheit and Celsius degrees, it is acceptable to
cover up one or the other as a support for the student (if needed).
 Since the purpose of this link is to record temperature over time, the recorded temperatures
should use the same scale (either all Fahrenheit or all Celsius).
 “Over time” must be a wide enough span to show a change.
 To clarify this example, the student used an actual thermometer each day to determine the
temperature and then record the day’s temperature in the chart. The teacher took a
photograph of the thermometer each day and included each photo in the chart for the student’s
reference and for the benefit of a reviewer.
Note: The same kind of activity shown below could be used for the second Near Link: “Using a rain gauge,
record precipitation over time” (Bullet 2) and for the third Near Link: “Using a barometer, record air
pressure over time”—the teacher could take a photo of the instrument each day and have the student
record the measurement in a chart as was done in this example.
Directions to the student: Record the temperature each day by reading the outside thermometer and
completing the chart. (The teacher took a picture of the thermometer as soon as the student recorded
his answer for the student to include in his answer.)
This example constitutes
five items.
The student recorded the
temperature for five days.
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4th Grade Science, Standard 5.8
Five Items Examples – 5.8
CPI: 5.8.4B3: Observe weather changes and patterns by measurable quantities such as temperature,
wind direction and speed, and amounts of precipitation
Essence of the CPI: Understand that weather can be observed and recorded (temperature, wind
directions and speed, cloud type and precipitation)
Far Link, Bullet 1: “Identify tools and their purposes for measuring weather*”
Important Considerations for this Link:
 This link has two skills: 1) identify the tool and 2) identify the tool’s purpose. Therefore, the
requirement is to identify the tool and then tell for what that tool is used.
 In the example below, the student was shown photographs of five different tools. The student
used red word strips to paste the tool names on their corresponding photographs. Then the
student used green word strips to paste the tool purposes on their corresponding photographs.
 While this example uses photographs of tools, it would certainly be appropriate to provide the
student with the actual tools. However, photographs of those tools would need to be included
in the evidence so that the student could review his/her work and to make it apparent to
reviewers which tools were used.
Directions to the student: Using the red labels, paste the name of each tool on the correct
photograph. Then using the green labels, paste the purposed of each tool on the correct
photograph.
This example constitutes five
items.
The student was presented with five
tools.
Each tool name/purpose pairing is an
item.
There is a difference between the
number of items and the way a teacher
may choose to grade an activity.
Although each name/purpose pairing is
an item, it is acceptable to grade each
response separately (i.e., the student gets
one point for naming the tool and
another point for identifying the tool’s
purpose). It is also acceptable to grade
each name/purpose pairing holistically
(i.e., in order to be counted correct the
student is must get both the name and
the purpose correct). Whichever way a
teacher chooses, it must be consistent in
both the initial and final activities to
prevent artificially inflating and deflating
the student’s score.
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4th Grade Science, Standard 5.8
Five Items Examples – 5.8
CPI: 5.8.4B3: Observe weather changes and patterns by measurable quantities such as temperature,
wind direction and speed, and amounts of precipitation
Essence of the CPI: Understand that weather can be observed and recorded (temperature, wind
directions and speed, cloud type and precipitation)
Far Link, Bullet 2: “Identify the type of precipitation likely at a given temperature*”
Important Considerations for this Link:
 It is acceptable to use Fahrenheit only, Celsius only, or (as in the example below) both
Fahrenheit and Celsius.
Directions to the student: For each temperature, paste the label that tells which type
of precipitation is likely.
This example
constitutes five
items.
There are five given
temperatures and
therefore five
opportunities for
the student to
identify the type of
precipitation likely
at each of those
temperatures.
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