FCAT Parent Night
March 18, 2013
Science
5th Grade
Science
Background Information
•
Development of the Sunshine State Standards (SSS) began in 1993, and the
Standards were adopted by the State Board of Education in May 1996 to
provide expectations for student achievement.
•
The FCAT was originally designed to measure the reading and
mathematics content defined by the Sunshine State Standards.
•
A test measuring the science Sunshine State Standards was added to the
FCAT in 2003.
•
The FCAT is different from other tests students take in three important ways.
1. The FCAT is the only test administered in all Florida public schools
that is directly linked to the Sunshine State Standards.
2. The FCAT is designed to represent the kinds of tasks and activities
that parents and teachers expect as part of good instruction.
3. The FCAT demands a more in-depth understanding and
application of information that is typical of many standardized tests
– they require students to analyze, synthesize, and evaluate
information and to apply strategies or procedures they have
learned.
Science
Content Tested
The FCAT Science tests assess
the achievement of the
Sunshine State Standards in
science.
Approximately the same
number of questions is used for
each of the four clusters:
• CLUSTER 1: Physical and Chemical Sciences
• CLUSTER 2: Earth and Space Science
• CLUSTER 3: Life and Environmental Sciences
• CLUSTER 4: Scientific Thinking
Science
Content Tested
•
There are 4 clusters: Physical & Chemical Sciences, Earth & Space Sciences,
Life & Environmental Sciences, and Scientific Thinking
•
Each cluster accounts for 25% of the total score.
•
Each district, school and student receives a total score and 4 cluster scores.
CLUSTER 1: Physical and Chemical …… .25%
CLUSTER 2: Earth and Science ……..….... 25%
• Strand A – The Nature of Matter
• Strand D – Processes That Shape the Earth
• Strand B – Energy
• Strand E – Earth and Space
• Strand C – Force and Motion
CLUSTER 3: Life and Environmental ….… .25%
CLUSTER 4: Scientific Thinking* ……..….... 25%
• Strand F – Processes of Life
• Strand H – The Nature of Science
• Strand G – How Living Things Interact
with Their Environment
* It should be noted that while Cluster 4 is only one strand
(Strand H), it still counts 25%. Strand H is integrated
throughout the test in all the strands.
Science Cluster 1
Physical and Chemical Sciences
• understands that matter can be described, classified, and compared
• traces the flow of energy in a system
• identifies the differences between renewable and non-renewable energy sources
• describes, predicts, and measures the types of motion and effects of forces
• identifies the types of force that act upon an object
Students who are successful are able to
• Identify the appropriate tools used for measuring length, mass, weight, volume, and
temperature;
• Identify cause-and-effect relationships in phase changes (e.g., “What happens to a solid if you
heat it up?”);
• Identify familiar forms of energy (e.g., potential, kinetic, heat, light);
• Identify the force acting on an object; and
• Recognize situations when balance and unbalance forces are present.
Science Cluster 2
Earth and Space Sciences
• understands that changes in climate, geological activity, and life-forms can be
traced and compared
• recognizes that earth’s systems change over time
• identifies the causes of the phases of the Moon and seasons
• recognizes the role of Earth in the vast universe
Students who are successful are able to
• Identify descriptions and results of earthquakes and volcanoes;
• Recognize that there is a relationship between the tilt of Earth on its axis and the seasons; and
• Relates a planet’s distance from the Sun to the length of its year
Science Cluster 3
Life and Environmental Sciences
• understands that living things are different but share similar structures
• recognizes that many characteristics of an organism are inherited
• explains the relationships and interconnectedness of all living things to their
environment
• understands that plants use carbon dioxide, minerals, and sunlight to produce food
(photosynthesis)
Students who are successful are able to
• Identify structures of familiar organisms;
• Identify structural adaptations in various organisms; and
• Recognizes that animals eat in order to obtain energy for survival.
Science Cluster 4
Scientific Thinking
• uses scientific method and processes to solve problems
• recognizes that most natural events occur in consistent patterns
• understands the interdependence of science, technology, and society
Students who are successful are able to
• Identify and appropriate procedure and the need to control variables;
• Identify steps in the scientific method (i.e. what to do in each step of the process); and
• Identify cause-and-effect relationships in a given scientific experiment
Science
Test Item Format
•
The FCAT Science test for Grade 5 has three types of questions: multiplechoice, short-response, and extended-response.
•
The multiple –choice questions require students to choose the correct
answer from four possible choices. A correct answer is worth 1 point.
•
Answers to the short- and extended-response problems can receive full or
partial credit. Answering these questions even when not sure of the correct
answer may help get a portion of the points.
READ
INQUIRE
EXPLAIN
This symbol appears next to questions that require short written
answers. Use about 5 minutes to answer each of these questions.
A complete and correct answer to each of these questions is worth
2 points. A partially correct answer is worth 1 point.
READ
INQUIRE
EXPLAIN
This symbol appears next to questions that require longer written
answers. Use about 10 to 15 minutes to answer these questions.
A complete and correct answer to each of these questions is worth
4 points. A partially correct answer is worth 1, 2, or 3 points.
Science
Question Samples
multiple-choice
Meliss
a’s
scho
ol
rings
a bell
to
alert
stude
nts
that it
is
time
to
start
class.
Whe
n the
bell
rings,
it
vibrat
short-response
The animals shown below
live in the swampy,
wooded areas of Florida.
alligator
fly
spider
extended-response
At the park, Matthew has
collected 20 pill bugs from
under rocks, logs, boards,
and bricks. Matthew wants
to conduct an investigation
to find out if pill bugs
prefer moist areas or dry
areas.
frog
raccoon
How would the animals
shown above be
connected in a food web?
Explain your answer using
words or a labeled
diagram.
Pill bug
Design a procedure
Matthew could follow to test
whether pill bugs prefer
moist areas or dry areas.
Annually Assessed
Benchmarks
SC.A.1.2.1 The student determines that the properties of materials (e.g., density and volume)
can be compared and measured (e.g., using rulers, balances, and thermometers).
SC.A.1.2.4 The student knows that different materials are made by physically combining
substances and that different objects can be made by combining different materials.
SC.B.1.2.1 The student knows how to trace the flow of energy in a system (e.g., as in an
ecosystem).
SC.B.1.2.2 The student recognizes various forms of energy (e.g., heat, light, and electricity).
(Also assesses B.1.2.4)
SC.C.2.2.4 The student knows that the motion of an object is determined by the overall effect
of all of the forces acting on the object. (Also assesses C.2.2.2)
SC.D.1.2.4 The student knows that the surface of the Earth is in a continuous state of change as
waves, weather, and shifts of the land constantly change and produce many new
features. (Also assesses D.1.2.1, D.1.2.2, D.1.2.5)
SC.E.1.2.1 The student knows that the tilt of the Earth on its own axis as it rotates and revolves
around the sun causes changes in season, length of day, and energy available.
SC.F.1.2.3 The student knows that living things are different but share similar structures.
Annually Assessed
Benchmarks
SC.G.1.2.2 The student knows that living things compete in a climatic region with other living
things and that structural adaptations make them fit for an environment.
SC.G.1.2.3 The student knows that green plants use carbon dioxide, water, and sunlight energy
to turn minerals and nutrients into food for growth, maintenance, and reproduction.
SC.G.2.2.1 The student knows that all living things must compete for Earth’s limited resources;
organisms best adapted to compete for the available resources will be successful and pass
their adaptations (traits) to their offspring. (Also assesses B.2.2.2, B.2.2.3)
SC.H.1.2.1 The student knows that it is important to keep accurate records and descriptions to
provide information and clues on causes of discrepancies in repeated experiments.
SC.H.1.2.2 The student knows that a successful method to explore the natural world is to
observe and record, and then analyze and communicate the results. (Also assesses
H.1.2.4, H.3.2.2)
SC.H.3.2.1 The student understands that people, alone or in groups, invent new tools to solve
problems and do work that affects aspects of life outside of science. (Also assesses H.3.2.3)
SC.H.3.2.4 The student knows that through the use of science processes and knowledge,
people can solve problems, make decisions, and form new ideas.
Science
Test Preparation
• The FCAT Science
is a test of content
knowledge and its
application.
Science
Test Preparation
• Students must be able to apply
scientific concepts , vocabulary
and process skills (observation,
classification, measurement,
sequencing, using numbers,
predicting, hypothesizing,
gathering data, recording data,
analyzing data, comparing and
contrasting, formulating models,
making inferences, making
conclusions, communicating
information).
Science
Test Preparation
• Having the knowledge is not
enough. Students must be able
to apply the knowledge and
concepts in their daily lives!
Science
Helpful Testing Hints
•
Learn how to answer each
kind of question: multiplechoice, short-response, and
extended-response.
•
Read each question carefully.
Pay attention to key words
like not, but, except, always,
never, and only.
•
Answer the questions you are
sure about first. If a question
seems to difficult, skip it and
go back to it later … often
information in a later question
can be used to answer an
earlier question.
Science
Helpful Testing Hints
•
Think positively. Some questions may
seem hard, but you may be able to figure
out what to do if you reread the question
carefully.
•
Use the process of elimination to find
answers. Cross out those choices that you
know are wrong.
•
Think twice before changing an answer;
your first guess is usually the correct one.
•
Relax. Some people get nervous about
tests. It’s natural. Just do your best! 
Science
Practice Resources
•
Florida Department of Education / FCAT sample test and answer keys
http://fcat.fldoe.org/fcatitem.asp
•
FCAT Explorer Science Station / helps students learn about and practice the
skills tested on the FCAT Science
http://fcat.fldoe.org/fcatitem.asp
•
FCAT Elementary Science Dailies / practice the skills tested on the FCAT
Science
http://www.broward.k12.fl.us/ci/cs/blueprint/downloads/FCAT/Fcat_sci.pdf
•
Soaring into FCAT Science / supports files from BECON program
http://www.broward.k12.fl.us/learnresource/soaring.htm
•
Jefferson Lab / science vocabulary hangman game
http://education.jlab.org/vocabhangman/fcat_01/56.html
•
Harcourt School / practice FCAT assessments
http://www.harcourtschool.com
•
Internet 4 Classrooms / 5th grade science performance skills practice
http://www.internet4classrooms.com/skills_5th_science.htm
FCAT Explorer
Science Station
FCAT Explorer Science Station
Interactive Practice Program
FCAT-like practice on
all FCAT-tested strands
and benchmarks
Reinforces important
science concepts
Available at no cost
to all Florida
public schools
Accessible from any
computer connected
to the Internet
FCAT Explorer Science Station
Interactive Practice Program
Science vocabulary
instruction on key
terms
Instructional feedback
for every answer
choice
Remedial lessons on
every annually
assessed benchmark
FCAT Explorer Science Station
FCT-Like Practce
FCAT-like practice on all tested
strands and benchmarks
A: Nature of Matter
B: Energy
C: Force and Motion
D: Processes that Shape the Earth
E: Earth and Space
F: Processes of Life
G: How Living Things Interact with
Their Environment
 H: Scientific Thinking







215 FCAT-like practice items
 125 Multiple Choice (MC)
 45 Context Dependent (CD)
 24 Short Response (SR)
 6 Extended Response (ER)
 15 Open Response (OR)
MC item in Strand G: Life and Environmental
FCAT Explorer Science Station
Special Learning Features
Links directly to items answered incorrectly
Helps students focus on skill improvement
Displays corresponding strand