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ITEM SAMPLERS ARE NOT SECURE TESTMATERIALS. THIS ITEM SAMPLER TEST BOOK

MAY BE COPIED OR DUPLICATED.

Minnesota Comprehensive Assessments-Series III

24 Point

Science Item SamplerGrade 5

State of Minnesota© Copyright Minnesota Department of Education

Roseville, MN 55113-4266

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3

Science TestGeneral Directions

• This test contains two segments.

• You may write in this test book or use scratchpaper.

• All answers must be marked in this test book.

• This test has four kinds of questions.

• Answer each multiple-choice question bycircling your answer. The sample below showshow to do this.

Sample Question Answered in Test Book:

A. Apply fertilizer right before planting

What should a farmer do to prevent too muchfertilizer from being put on a field?

B. Apply fertilizer and water at the sametime

C. Measure the ammount of minerals thesoil needs

D. Measure the amount of water in thesoil


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• For some diagram questions, you will need towrite the label letters (A, B, C, etc.) in theboxes. The sample below shows how to do this.


This diagram shows the process of photosynthesis.Identify the parts of the photosynthesis process involved in this ecosystem.

Each word is labeled A, B, C, D, E, or F. Write the letter of the correct word in each empty box. Four of the words will be used.


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• For some diagram questions, you will need tocircle the word you want to select as youranswer. The samples below show how to do this.


Two characteristics of pintial ducks are listed. Identify the characteristics that are the same and different in pintail ducks.

On the diagram, circle the word you want to select. You may only circle 1 word for Same and 1 word for Different.


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• For some graphing equations, you will need towrite a “+” above each bar, where the top of the bar should be. The sample below shows how to do this.


Choose 2 different adaptations that make this duck more suited to feed on water plants than other kinds of birds.

On the diagram, circle the 2 adaptations. You may only circle 2 adaptations.


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Read the water level in the beakers. Make a graphof this data.

Write a “+” above each bar where the top of the bar should be.

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• When you finish a segment of the test, stop and check your answers. Then use the stickergiven to you to seal it. Once you seal a segment, you cannot go back to it. Eachsegment must be sealed before you move on to the next segment.

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There is no test material on this page.

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On this test, do your own best work to show whatyou know and can do.

• Do not accept help finding answers to testquestions.

• Do not give answers to other students.

• Do not tell others what is on the test.

• There may be consequences if you do notfollow directions or if you behave dishonestly.

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Segment 1You will be told when to beginthis segment.

Put

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1


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1Science Test – Segment 1

PondHistory

ITEM SAMPLER. MAY BE DUPLICATED.

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1


A teacher brings her students to observe a smallpond. They notice many kinds of animals, includingfish, snails, mussels, leeches, and ducks. The maleduck is swimming across the pond to the femaleduck sitting on her nest.

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1


1. Many organisms in this habitat have a way toprotect themselves from predators. Identify 2organisms that have coverings that protect themfrom predators.

On the diagram, circle 2 organisms you want toselect.

Cattails Mussel

Snail Leech

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1


Five years later, the teacher brings another group ofstudents to the same spot. Many changes have takenplace. The area has dried up, and the pond is nowgone. The teacher explains that the area has hadlittle rain. The teacher shows this graph to thestudents.

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1


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2. A type of snail is extinct in this area. Whichstatement explains why this may havehappened?

1,2001,000

800600400200

Number of Snails in Pond

Nu

mb

er

of

Sn

ail

s

Year0 1 2 3 4 5

A.

B.

C.

D.

It reproduced too rapidly.

It could not live near plants.

It could not adapt to new conditions.

It was eaten by too many consumers.

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1


20


1


Twenty years later, grasses are growing where thepond was. The teacher and some students dig upshells.

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1


3. The shells are sorted by shape. Sort theremaining 3 shells by shape.

Each remaining shell is labeled A, B, or C. Writethe letter of each shell in the correct group. Youmay only use each letter 1 time.

Group 1 Group 2

A.Shells

B. C.

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23


1

Snow Cave


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1


The students and their teacher are making a pile ofsnow and then digging it out to make a snow cave.The cave will be used for some investigations. Thestudents place 1 box inside the cave and 1 boxoutside the cave. Both boxes are placed upsidedown. A thermometer is placed on each box.

5040

3020

10 0

25


1


4. The air temperature is −2 degrees Celsius (28degrees Fahrenheit). Which statement correctlydescribes what happens to snow at thistemperature?

A.

B.

C.

D.

Snow starts to melt.

Snow remains frozen.

Snow changes to steam.

Snow melts and then freezes again.

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1


One cardboard box is inside the cave and the other isoutside the cave. Students place the thermometersand bottles filled with hot water on the cardboardboxes. Later, the students check the airtemperatures on their thermometers. The airtemperature readings are shown in the table.

Before

After

–2°C (28°F)

5°C (41°F)

–2°C (28°F)

–2°C (28°F)

OutsideInside

Air Temperature

5040

3020

10 0

5040

3020

10 0

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1


28


1


5. Make a graph of the air temperatures inside andoutside of the cave 30 minutes after the hotwater bottles are added.

Write a “+” above each bar where the top of thebar should be.

Air Temperature

Inside Outside

Before − 2°C (28°F) − 2°C (28°F)

After 5°C (41°F) − 2°C (28°F)

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1


Insidethe cave

6

4

2

0

-2

-4

Air Temperature After HotWater Bottles Are Added

Location

Tem

pera

ture

(°C

)

Outsidethe cave

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1


Students fill 4 containers with equal amounts ofwater and seal them. Two of the containers areplaced in mittens. One container with a mitten andone container without a mitten are placed in thesnow cave. One container with a mitten and onecontainer without a mitten are left outside the snowcave. One hour later, the container left outsidewithout a mitten is frozen. The other containers stillcontain liquid water.

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1


6. There is ice in the container that was left outsidewithout a mitten. If the air temperatureincreases to 10 degrees Celsius (50 degreesFahrenheit), what will happen to the ice?

A.

B.

C.

D.

It will lose mass.

It will get heavier.

It will start to boil.

It will change into a liquid.

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This is the end ofSegment 1.

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Segment 2You will be told when to beginthis segment.

Put

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2


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2

Science Test – Segment 2

Mining


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2


Mining is a common practice used to obtain differentresources. Many of the resources obtained by mininggo through different processes before they are usedby people.

7. Iron is found in the mineral hematite. What isdone to the mineral hematite to separate out theiron?

A.

B.

C.

D.

Hematite is processed.

Hematite is kept in one piece.

Hematite is found in more than one mine.

Hematite is sold for a large amount ofmoney.

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2


8. People use mined natural resources to supplyenergy to their homes. Which resource is asource of non-renewable energy?

A.

B.

C.

D.

Coal

Solar

Water

Wind

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2


A gravel pit is a location where gravel is mined.Different minerals can be found in a gravel pit.

A lower hardness number means a softer mineral.

Mineral StreakTest Luster Hardness Color

Hematite Red Metallic 6 Silver

Bauxite Lightbrown

Non-metallic 3 Brown

Gypsum White Non-metallic 2 White

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2


9. A student tests an unknown mineral. Thisunknown mineral can be scratched by hematite.What conclusion can the student make about themineral based on this test?

A.

B.

C.

D.

The mineral is bauxite.

The mineral is gypsum.

The mineral is softer than hematite.

The mineral is harder than hematite.

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2


Before this area was mined, the land looked verydifferent.

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2


10. Mining in this forested area can have positiveand negative effects on the environment.Identify the 2 possible negative effects.

Circle the 2 effects you want to choose.

Possible Effects

Pollution producedby machines

Find neededresources

Discover sourceof groundwater

Decreases natural habitat

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2


After the mining is finished, the land can be used forrecreation.

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2


11. Students go down the slide. Identify each forcethat affects the students’ motion on the slide.

Circle each force you want to choose.

Forces

Electricity

Friction

Gravity

Magnetism

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2


45


2Energy


46


2


A teacher will build an electrical circuit to light alightbulb.

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2


12. These are parts of electrical circuits. Identify the3 parts that will make a complete circuittogether.

On the diagram, circle the 3 parts you want toselect.

Light socket

+–6 Volts

Battery Wires

Lightbulband

socket

Open switch

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2


When a lightbulb is lit, it represents an energysource that produces light and heat. Thermometersare used to measure heat energy. When the lightbulbis lit, the students observe the thermometers andrecord their observations in their journals.

Time and Temperature

Time (in minutes)

TemperatureClose to

Lightbulb(in ºC)

TemperatureAway fromLightbulb

(in ºC)

0 25 25

2 27 25

4 29 25

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2


5040302010050

403020100

5040302010050

403020100

50


2


13. The data in the table show the temperature awayfrom the lightbulb and the time in minutes. Makea graph of the data.

Time and Temperature

Write a “+” on the graph to plot each data pointfrom the table.

Time (in minutes)

Temperature Close to

Lightbulb (in ºC)

Temperature Away from Lightbulb

(in ºC)

0 25 25

2 27 25

4 29 25

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2


y

0 2 41 3 5x

Temperature Away from Lightbulb

Time (in minutes)

Tem

pera

ture

(in

°C

)30292827262524

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2


The Sun also produces light and heat. Students wantto know how an energy source like the Sun affectsthe amount of water that evaporates. They placeequal amounts of water in 3 different locations. Theymeasure the temperature in each location and recordthe data in their journals.

Temperature in Three Locations

Location Air Temperature (in °C)

Window 30

Room 23

Refrigerator 5

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2


Window

Refrigerator

RoomRoom

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2


14. What causes the phase change in each of thepictures?

Each word is labeled A or B. Write the letter ofthe correct word in each empty box of thediagram. You may use each letter more thanonce.

Phase Changes

Gas Liquid

SolidLiquid

Solid

nges

Gas

B.

Heating

A.

Cooling

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2


At the end of the day, the students measure theamount of water left in each pan. They record thedata in their journals.

Temperature’s Effect on Evaporation

LocationWater

at Start(in mL)

AirTemperature

(in °C)

Waterat End(in mL)

Window 10 30 5

Room 10 23 7

Refrigerator 10 5 9

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2


Window Room Refrigerator

15. What happens when water evaporates?

A.

B.

C.

D.

The water gets hotter.

The water changes color.

The water changes into a gas.

The water changes into a solid.

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This is the end ofSegment 2.

Put

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here

Grade 5

24 point

1106189 ISD155591 2 3 4 5 A B C D E Printed in the USA

Science Item Sampler

ITEM SAMPLERS ARE NOT SECURE TESTMATERIALS. THIS ITEM SAMPLER TESTBOOK MAY BE COPIED OR DUPLICATED.

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