Science
MSA Review Packet
2012
Aligned with the Maryland State Curriculum
Grade 5
Copyright July 30, 2012
Prince George’s County Public Schools
PGIN 7690-1609
Board of Education of Prince George’s County, Maryland
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
BOARD OF EDUCATION
OF
PRINCE GEORGE’S COUNTY, MARYLAND
Verjeana M. Jacobs, Esq., Chair
Peggy Higgins, LCSW – C, Vice-Chair
Donna Hathaway Beck
Rosalind A. Johnson
Amber P. Waller
Patricia Eubanks
Carolyn M. Boston
Henry P. Armwood, Jr.
Edward Burroughs, III
Shabnam Ahmed, Student Board Member
William R. Hite, Jr., Ed.D., Superintendent of Schools
A. Duane Arbogast, Ed.D., Chief Academic Officer
Gladys Whitehead, Ph.D., Director, Curriculum and Instruction
Kara Miley-Libby, Ed.D., Coordinating Supervisor, Academic Programs
Godfrey Rangasammy, Science Supervisor
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
Acknowledgements
Prince George’s County Public Schools wishes to thank the following professionals who worked on
the 2011-2012 Curriculum Framework Progress Guides for Science:
Science Office
Godfrey Rangasammy
Daria Valentine
Traci Walkup-Belton
Elementary School Curriculum Writing Team
In addition, appreciation is given to the editors and Curriculum Writing Center Staff for their
assistance and hard work.
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
Table of Contents
Summary ....................................................................................................................................................................... 7
Improving Reading Stamina .............................................................................................................................................. 9
TIPS FOR TEACHING RESPONSES TO BCRs: DO’s and DON’Ts .................................................................................. 11
Healthy Habits Can Give Test-Takers an Edge ................................................................................................................. 12
1.A.1.c ......................................................................................................................................................................... 13
1.A.1.f .......................................................................................................................................................................... 14
1.A.1.g ......................................................................................................................................................................... 19
1.C.1.a ......................................................................................................................................................................... 22
2.A.2.c ......................................................................................................................................................................... 26
2.A.3.c ......................................................................................................................................................................... 29
2.D.1.b ......................................................................................................................................................................... 30
2.D.2.b ......................................................................................................................................................................... 34
3.A.1.d ......................................................................................................................................................................... 37
3.B.2.b ......................................................................................................................................................................... 38
3.B.2.c ......................................................................................................................................................................... 42
3.E.1.a ......................................................................................................................................................................... 48
3.E.1.b ......................................................................................................................................................................... 52
4.B.1.b ......................................................................................................................................................................... 53
4.C.1.a ......................................................................................................................................................................... 56
4.D.1.a ......................................................................................................................................................................... 60
6.A.1.a ......................................................................................................................................................................... 64
6.A.1.b ......................................................................................................................................................................... 66
6.A.1.c ......................................................................................................................................................................... 68
6.B.2.a ......................................................................................................................................................................... 70
6.B.2.b ......................................................................................................................................................................... 73
6.B.2.c ......................................................................................................................................................................... 78
Teacher Answer Key ................................................................................................................................................... 80
Brief Constructed Response (BCR) Rubric .................................................................................................................. 80
Brief Constructed Response (BCR) Samples: Student Responses ............................................................................... 81
CURRICULUM GUIDE EVALUATION FORM ................................................................................................................... 87
Summary
The purpose of the Science MSA Review Packet is to better prepare our students for
Science MSA. This tool can be used in many ways including:
• Homework
• Whole Class Review
• Individual Assignment
• Cooperative Group Activities
• Pre-Assessment for in Class Data Collection
• Promote Laboratory Investigations, Demos and Hands-On Activities
Each indicator and item was selected to increase student performance based on data
analysis from FAST assessments dating from January 2009 to January 2012.
Review items were retrieved from Science MSA Public Release Items at
www.mdk12.org, Massachusetts Public Release Items at MCAS Question Search and
from the PGCPS Science Problem of the Week Student Booklet.
Each assessment item is formatted with the:
• Standard
• Topic
• Indicator
• Objective
• Key Concepts
• Strategies
For each MSA indicator within this review packet we listed available resources below
each indicator to accompany your textbook kit and the online resources.
Classroom Resources:
• Scott Foresman
 Discovery Channel School Student DVD
 Exam View
 Mind Point Quiz Show CD-ROM
 Audio Text
 Vocabulary Cards
 Lab Zone Activities (within the textbook)
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
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Google Site for Elementary Science and Scott Foresman Online Resources:
https://sites.google.com/a/pgcps.org/elementary-science-site/
School Improvement in Maryland
Maryland State Assessment (MSA) Public Release Items & Strategies:
www.mdk12.org
If applicable use your school’s account for:
www.brainpop.com
Suggested Reading & Writing Strategies
 Academic Language Accelerator (each school has this resource, check with
your Science EC)
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
8
Improving Reading Stamina
Revised February 2009
Many teachers in the state of Maryland have noticed a lack of “Reading Stamina” in students while taking the Maryland School
Assessment (MSA.) “Reading Stamina” is the level at which a reader is able to independently remain focused and engaged in the
reading process. Every reader finds that sometimes meaning breaks down, so developing stamina includes noticing when this
happens and learning what to do when a reader loses focus.
The following suggestions are made to increase Reading Stamina. There is not a quick fix. “Research shows that reading
stamina will gradually increase with the amount of time spent reading. Just like athletes spend months preparing for the Olympics,
reading stamina will only increase with quality reading practice.” Whitehead, N. (2004). The Effects of Increased Access to Books on
Student Reading Using the Public Library, Reading Improvement, Fall Vol.41 Issue 3, p1565, 14p.
Try some of the techniques on the following pages. These can be integrated into any reading lesson in whole or small group
or in the content areas.
We also recommend the lesson in The Comprehension Toolkit, “Notice When You Lose Your Way” (In Monitor
Comprehension, pg. 12) and The Genre of Test Reading (in Extend and Investigate, pgs. 73-84).
Special Thanks to the Reading/English Language Arts, Social Studies, and Special Education Department members of Martin Luther
King, Jr. Middle School, who assisted with the original development of these suggestions in collaboration with the Reading/English
Language Arts Office
Feelings and Thoughts That Block Comprehension
 When previewing any text, ask students, “What feelings do you have when you first look at something assigned to you to read?”
o Facilitate an honest discussion with students about the emotions that may block a “Good Reader” from
comprehending or even attempting to comprehend (e.g., feeling overwhelmed, not thinking they have any
background knowledge, bored, stressed about other things in their lives)
o Ask if they experience difficulties getting focused more with stories or informational text, and let them think/pair/share
their ideas and reasons. (There is no right or wrong answer, but it helps them to be aware of their own preferences.)
 Ask students if they have ever realized that they are reading words but haven’t been paying any attention to what they are reading.
Share your own experience of this and think/pair/share their experiences.
 Brainstorm things to do when they get off track or lose their way:
o Reread
o Read on
o Paraphrase what they just read
o Use background knowledge – what do you know that relates to this?
o Ask themselves questions and see if they are answered later
o Mark a place in text where they are confused
o Ignore pronunciation of unfamiliar names and places
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
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 If students cannot share appropriate techniques, the teacher should share how they maintain their focus. Use the words “Good
Readers” when modeling for students what to do to continue thinking while they read.
 When teachable moments arise, with real-life interruptions, draw students’ attention to how this may be a time they will have to use
their “Good Reader” strategies to remain focused.
 Tell students to note how well they maintain focus or refocusing today during independent reading. Share a few of their
observations during closure.
 Continue to consistently praise several students each day who demonstrate effort to maintain their focus.
Rating Your Stamina
 Ask students, “How long can you concentrate when reading? On a scale of 1 to 10, with 10 being absolutely terrific, how would
you rate your reading stamina?”
 The teacher should briefly discuss how a “Good Reader” builds stamina. Students can often relate when comparisons are made
to contemporary athletes, guitar players, rappers, etc… The key concept is PRACTICE!
 On different days, the teacher can continue this same conversation regarding reading stamina and discuss how it might change
when reading familiar topics, a Social Studies text, a theme/unit test, or MSA. Again, tell students that sometimes the only
difference between a student who scores proficiently and one who does not is a matter of increased reading stamina.
 During these discussions, remind students to remember to apply their reading strategies if they find their concentration waning.
 Tell students to score themselves during independent reading. Share a few of their scores during closure every day.
 Continue during the following days to encourage students to increase their reading stamina. They should note how long and how
well they are able to stay focused and comprehend during all types of reading.
 Discuss the things students have learned to do to flex their reading muscles and read for longer periods of time. Challenge them
to extend their real reading for a little longer each day. Integrate this challenge into reading logs for school or home reading.
On an ongoing basis, to increase reading stamina teachers should…
 Gradually increase the chunks of text that students are asked to read silently. Explain to students that you will be increasing the
length of text to build their reading stamina. Praise, encourage, praise!!!! Discuss successes and challenges along the way.
Think twice before assigning questions and worksheets if these are preventing students from using chunks of time for reading.
 Restate the main purpose for reading—CREATING MEANING—as you remind students to increase their reading stamina. It’s not
just about calling the words and finishing.
 Continue to have conversations regarding challenges with “boring” text. Discuss how “Good Readers” often have to read boring
text also. Remind students that “Good Readers” persevere. Note when students do persevere and praise them individually and
honestly for increasing their reading stamina.
 Continue to encourage students to underline, write keywords, and make notes of their inner conversations if the materials may be
written on.
 Help students to notice how they are increasing their reading stamina from February through March (and hopefully through June!)
The week before MSA…
 Ask students how they feel about reading several short passages in a row about different topics. (Possible responses: interesting
because there are lots of different topics to keep my interest; confusing because I am still thinking about the last topic when I move
on to a different one; by the last passage I’m not really concentrating anymore.)
 Brainstorm techniques to help when reading several short passages in one sitting. (Possible suggestions):
o Take a deep breath and a seated stretch between passages.
o Quickly preview the text and text features and think about what you already know about the topic to get your mind ready
for the new selection.
o Be positive! If you don’t think you like this topic or type of story, maybe you will be surprised!
Remember… It takes perseverance on the part of the teacher to
assist students in building reading stamina.
Best of luck!!!
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
10
TIPS FOR TEACHING RESPONSES TO BCRs: DO’s and DON’Ts
From Teacher’s Guide to Modeling and Scoring BCRs, Grade 5, PGCPS
(Applicable to all grades 3-8)
•
Repeating the answer in the concluding sentence does NOT enhance the score of a BCR. Students should be encouraged to
EXTEND or CLARIFY their thinking, rather than simply restating what they have already written.
•
Extending and clarifying DOES NOT mean adding a text-to-self connection that is not text-based and text-relevant.
Statements such as “I know the character was brave because my brother was brave when he saved my little sister from
drowning” do not demonstrate understanding of the text and therefore do not enhance the student’s score. DO NOT model
responses that include these types of added comments.
•
Grammar, punctuation, and spelling DO NOT count as part of the score of a BCR. A BCR is scored ONLY on how well it
demonstrates understanding of the text in relation to the question. Too much attention focused on correct spelling will
discourage students from taking risks to use high-level vocabulary, which DOES enhance their scores on BCRs.
•
There is no specific number of examples required for a score of 3 or 2. A response with one well-developed example may
score higher than a response with two or three examples with no explanation.
•
Well-paraphrased text support is usually preferable to directly quoting or copying from the text (Quoting will be necessary in
some questions related to author’s use of language). However, a well-chosen quotation can enhance a response, and directly
quoted text support is preferable to none at all! Some students may need to directly quote as a first step towards learning to
paraphrase.
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
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FORT WORTH STAR-TELEGRAM
(Fort Worth, TX)
Nov. 4, 2004, n.p. - Adapted
© 2004, KIDS ELEMENTS. Distributed by KNIGHT-RIDDER/TRIBUNE Information Service
Healthy Habits Can Give Test-Takers an Edge
By Carolyn Poirot
Knight Ridder Newspapers
Getting ready to take a big test is a lot like training to run a marathon: The night before the test, you need to eat a dinner
of pasta with red meat sauce, mixed-greens salad with two tablespoons of light salad dressing, a bread stick or two, and, for
dessert, fresh fruit with sorbet--or something similar.
…That's the word from Gregg Driben, president of Peterson's Test Lab, a new research center, dedicated to modifying
lifestyle factors to create better test-takers. Driben urges students to take a holistic approach: Fully prepare the mind and
body to focus on the biggest test they will ever take in high school.
"You want to start preparing not the night before, but three to four months before test day," Driben said. "Eat healthy,
reduce fat intake, get some stress relief and exercise, and do the academic things you need to do to get ready for the exam
so there won't be any surprises."
His recommendations include:
• You should reduce fat servings, starting several months before the exams, to ward off sluggishness. "Fat can slow
down metabolism and have a negative impact on alertness," Driben says.
• Excess caffeine and simple carbohydrates such as candy, sugar, regular soft drinks, pastries, cake and sugar-glazed
donuts can play havoc with concentration and alertness--critical for quickly filling in the little boxes on the answer sheet.
• The morning of the test, eat a well-balanced breakfast such as granola cereal, eggs, whole-wheat toast with margarine
and jelly, orange juice and milk--or maybe a peanut butter sandwich, he advises.
Unless, of course, you normally do not eat breakfast, adds John Hamilton, a high-school academic coordinator, who has
helped prepare thousands of students for the biggest tests of their lives.
"I don't encourage kids to do anything about breakfast that is very out of the ordinary for them. I do urge them to get up a
little early, but I've had kids go to great lengths to eat a big breakfast that morning and end up with halfway upset
stomachs," Hamilton said.
• Even if you don't like broccoli, it contains vitamin C that has been shown to control nerves and help students handle
stressful situations such as major tests.
• Strawberries contain foliate, which helps carry oxygen to the brain to prevent mental confusion, while milk can help
strengthen your grip on your pencil.
• Calming colors, such as apricot, and familiar but gentle music are also important for comfort and relaxation while
preparing for a big exam.
"That would mean Mozart as opposed to Metallica, but in general, the best music to study by is music kids are
comfortable with, that can relax them," Driben says.
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
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1.A.1.c
Standard 1.0 Skills and Processes
Topic A. Constructing Knowledge
Indicator 1. Gather and question data from many different forms of scientific
investigations which include reviewing appropriate print resources, observing what
things are like or what is happening somewhere, collecting specimens for analysis,
and doing experiments.
Objective c. Explain that comparisons of data might not be fair because
some conditions are not kept the same
Key Concepts:
• Data Analysis
• Independent Variable
• Dependent Variable
• Controlling Variable
Strategies:
• Skills and process is a indicator that should be taught throughout
• Remember to make connection with activities in Units A, B, C & D
• Instead of cookbook labs, incorporate student-designed investigations with available lab
equipment.
• http://www.pearsonaccess.com/cs/Satellite?c=Page&childpagename=Maryland%2FmdP
ALPLayout&cid=1175826727300&pagename=mdPALPWrapper
• http://sciencewithsandy.com/safety/names002.htm
• http://www.wisc-online.com/Objects/ViewObject.aspx?ID=sci302
A student is investigating which type of soil is best for growing tomato
plants from seeds. The student plants four tomato seeds in each of three
different containers of soil.
Which step of the procedure would help the student get the most reliable
results?
A.
B.
C.
D.
Place one container in a dark room.
Use different types of tomato seeds.
Change only the soil type in each container.
Water each container with a different amount of water.
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
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1.A.1.f
Standard 1.0 Skills and Processes
Topic A. Constructing Knowledge
Indicator 1. Gather and question data from many different forms of scientific
investigations which include reviewing appropriate print resources, observing what
things are like or what is happening somewhere, collecting specimens for analysis, and
doing experiments.
Objective f. Identify possible reasons for differences in results from
investigations including unexpected differences in the methods used or in the
circumstances in which the investigation is carried out, and sometimes just
because of uncertainties in observations.
Key Concepts:
• Human error
• Standardize procedure for different trials during an investigation
• Data Collection and Analysis
Strategies:
• Skills and process is an indicator that should be taught throughout
• Remember to make connection with activities in Units A, B, C & D
• Instead of cookbook labs, incorporate student-designed investigations with available lab
equipment.
• http://www.pearsonaccess.com/cs/Satellite?c=Page&childpagename=Maryland%2FmdPALPL
ayout&cid=1175826727300&pagename=mdPALPWrapper
A teacher told four students to each measure the mass of a closed container of
water. The students took turns measuring the mass. Their data are shown in the
table below.
Which statement best explains why there are four different measurements?
A.
B.
C.
D.
The balance was new.
Each measurement was done at a different time.
Each student used a different process to find mass.
Movement caused the container to lose or gain mass.
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
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Two students were investigating which type of materials is best for keeping heat in water.
Student A
Student B
Question: Which type of material keeps water hottest
the longest?
Question: Which types of materials keep water hottest
the longest?
Materials:
3 Containers: ceramic mug, Styrofoam cup, paper cup
3 Thermometers
1 Pan
1 timer
1 beaker
Stove
Adult helper
Materials:
3 Containers: ceramic mug, Styrofoam cup, paper cup
3 Thermometers
1 Pan
1 timer
1 beaker
Stove
Adult helper
Procedures:
1. Measure 300 ml of water into the pan.
2. With adult’s help, heat water to 100 degrees
Celsius.
3. Pour 100 ml of water into each container.
4. Take the temperature of each container, this is
the start temperature.
5. Record data.
6. Set timer for 5 minutes. When timer goes off
record temperature of each container.
7. Repeat steps 5-7 for 30 minutes.
Procedures:
1. Set the three containers on the table.
2. Pour 100 ml of hot water into the paper cup.
3. Pour 100 ml of warm water into the Styrofoam
cup.
4. Pour 100 ml of cold water into the ceramic mug.
5. Take the temperature of each container, this is
the start temperature.
6. Record data.
7. Set timer for 5 minutes. When timer goes off
record temperature of each container.
8. Repeat steps 5-7 for 30 minutes.
Conclusion: The ceramic mug kept the water the hottest
the longest.
Conclusion: The paper cup kept the water the hottest
the longest.
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
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Directions: Use the table on the previous page to respond to the following BCR.
Both students were investigating the same question, however their conclusions were
different. What could be the cause of this difference?
In your response be sure to:
•
•
identify the part(s) of the scientific method that are missing in their investigation
explain which student’s conclusion would be the most reliable and why
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
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1.A.1.f
Standard 1.0 Skills and Processes
Topic A. Constructing Knowledge
Indicator 1. Gather and question data from many different forms of scientific
investigations which include reviewing appropriate print resources, observing what
things are like or what is happening somewhere, collecting specimens for analysis,
and doing experiments.
Objective f. Identify possible reasons for differences in results from
investigations including unexpected differences in the methods used or in
the circumstances in which the investigation is carried out, and sometimes
just because of uncertainties in observations.
Key Concepts:
•
•
•
•
•
•
•
•
Human error
Standardize procedure for different trials during an investigation
Data Collection and Analysis
Strategies
Skills and process is an indicator that should be taught throughout
Remember to make connection with activities in Units A, B, C & D
Instead of cookbook labs, incorporate student-designed investigations with available lab
equipment.
Distillation: http://www.youtube.com/watch?v=CB3s9Qa8hn0
United Streaming Website
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
17
Use the passage 'Making Fresh Water from Salt Water' to answer the following question.
Five students distilled equal masses of salt water in identical distillation devices. After
several hours, the students measured a different amount of fresh water in each of the
cups.
Making Fresh Water from Salt Water
Although most water on Earth is salt water, humans can only live by drinking fresh water. Fresh
water can be produced from salt water by separating the salt from the water.
One method of separating salt from water is distillation. During distillation, salt water is heated
until the liquid changes to a vapor, or gas. When the water turns to a vapor, the salt is left
behind. When the vapor cools and changes to a liquid, it is fresh water.
The steps for making a simple distillation device are described below:
1.
Pour salt water in a bowl.
2.
Place an empty cup upright in the middle of the bowl of salt water.
3.
Cover the bowl and cup with plastic wrap.
4.
Place a small rock on the plastic wrap directly over the cup so the plastic wrap is pushed
down slightly.
5.
Place the bowl in a sunny location.
The distillation device is pictured below:
Sunlight causes water to evaporate. The vapor collects in droplets on the inside of the plastic
wrap and rolls toward the lowest part of the plastic wrap, where the rock pushes it down. The
droplets drip into the cup, filling it with fresh water. The salt stays in the bowl.
What is the best explanation for the different amounts of water in each of the cups?
A.
B.
C.
D.
Equal amounts of salt were present in the water.
Some of the distillation devices were in the shade.
Each student timed the distillation process differently.
Each student measured the temperature of the water incorrectly.
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
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1.A.1.g
Standard 1.0 Skills and Processes
Topic A. Constructing Knowledge
Indicator 1. Gather and question data from many different forms of scientific
investigations which include reviewing appropriate print resources, observing what
things are like or what is happening somewhere, collecting specimens for analysis,
and doing experiments.
Objective g. Judge whether measurements and computations of quantities
are reasonable in a familiar context by comparing them to typical values
when measured to the nearest (unit)
Key Concepts:
• Model measurement using correct SI units with real-world objects. (i.e., volume of a soda
can, paper clip, pen, chalk, textbook)
• Compare, differentiate and explain the different SI units as they relate to the object being
measured. (i.e., volume-liters, paper clip-grams)
Strategies
• Skills and process is a indicator that should be taught throughout
• Remember to make connection with activities in Units A, B, C & D
• http://www.funbrain.com/measure/
• http://fivejs.com/help-your-kids-visualize-distances-and-measurements/
• http://www.superteacherworksheets.com/measurement-milliliters-liters.html
Students measure the time for toy cars of different masses to roll down a hill.
Which of the following units should the students use to measure time?
A.
B.
C.
D.
centimeters
grams
milliliters
seconds
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
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1.A.1.g
Standard 1.0 Skills and Processes
Topic A. Constructing Knowledge
Indicator 1. Gather and question data from many different forms of scientific
investigations which include reviewing appropriate print resources, observing what
things are like or what is happening somewhere, collecting specimens for analysis,
and doing experiments.
Objective g. Judge whether measurements and computations of quantities are reasonable in a
familiar context by comparing them to typical values when measured to the nearest (unit)
Key Concepts:
• Model measurement using correct SI units with real-world objects. (i.e., volume of a soda
can, paper clip, pen, chalk or textbook)
• Compare, differentiate and explain the different SI units as they relate to the object being
measured. (i.e. volume-liters, paper clip-grams)
Strategies
• Skills and process is a indicator that should be taught throughout
• Remember to make connection with activities in Units A, B, C & D
• http://www.funbrain.com/measure/
• http://jmathpage.com/JIMSMeasurementlengthmassvolume.html
• http://math.pppst.com/distance-rate-time.html
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
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Space Shuttle Re-entry
The space shuttle program uses spaceships to carry humans from earth to space and
back again.
It takes a lot of fuel to produce the force needed to lift a space shuttle from earth to space
because the lift force must act against the force of gravity pulling down on the space shuttle.
Much less fuel is needed to bring the space shuttle back to earth. When the astronauts on a
space shuttle complete a mission, they use the force of gravity acting on the space shuttle to
pull it down from space to earth’s surface.
This landing process is not entirely without problems. Once the space shuttle moves from
space into earth’s atmosphere, the space shuttle begins to hit air molecules. Although air is a
gas, the space shuttle moves so quickly that it hits many air molecules with a great amount of
force. Those hits result in friction with the air around the space shuttle. The friction slows the
downward motion of the space shuttle and produces a large amount of heat.
Because of the heat produced, the space shuttle needs heat-resistant tiles so the inside
of the space shuttle does not get too hot as it lands. The heat produced by the friction between
the tiles and the atmosphere produces an orange glow as the shuttle moves toward earth’s
surface.
Use the passage 'Space Shuttle Re-entry' above, to answer the following question.
Which measurement best represents the distance of the orbiting space shuttle from
earth?
A.
B.
C.
D.
300 liters
300 seconds
300 kilograms
300 kilometers
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
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1.C.1.a
Standard 1.0 Skills and Processes
Topic C. Communicating Scientific Information
Indicator 1. Recognize that clear communication is an essential part of doing science
because it enables scientists to inform others about their work, expose their ideas to
criticism by other scientists, and stay informed about scientific discoveries around the
world.
Objectives a. Make use of and analyze models, such as tables and graphs to
summarize and interpret data.
Key Concepts:
• Use real-world data to model the analysis of tables and graphs.
• Model how to summarize and interpret data.
Strategies:
• Skills and process is an indicator that should be taught throughout
• Remember to make connection with activities in Units A, B, C & D
• http://www.pearsonaccess.com/cs/Satellite?c=Page&childpagename=Maryland%2FmdPALPL
ayout&cid=1175826727300&pagename=mdPALPWrapper
• http://meny.weebly.com/
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
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Read the passage ‘Free Fall’ and answer the question below.
Free Fall
Galileo first introduced the concept of free fall. His classic experiments led to the finding that all
objects free fall at the same rate, regardless of their mass. According to legend, Galileo dropped balls
of different mass from the Leaning Tower of Pisa to help support his ideas.
A freely falling body is an object that is moving under the influence of gravity only. These objects
have a downward acceleration toward the center of the earth. Newton later took Galileo's ideas about
mechanics and formalized them into his laws of motion.
Free-fall rides are really made up of three distinct parts: the ride to the top, the momentary
suspension, and the downward plunge. In the first part of the ride, force is applied to the car to lift it to
the top of the free-fall tower. The amount of force that must be applied depends on the mass of the
car and its passengers. The force is applied by motors, and there is a built-in safety allowance for
variations in the mass of the riders.
After a brief period in which the riders are suspended in the air, the car suddenly drops and begins
to accelerate toward the ground under the influence of the earth's gravity. The plunge seems
dramatic. Just as Galileo and Newton explain in their theories of free fall, the least massive and most
massive riders fall to the earth with the same rate of acceleration. If the riders were allowed to hit the
earth at that speed, coming to a sudden stop at the end of the ride, there would certainly be serious
injuries.
Ride designers’ account for this by building an exit track. The car is attached to this track, which
gradually curves toward the ground. A stretch of straight track allows the car to slow down and brake,
producing a controlled stop at the bottom that keeps passengers from getting injured.
Amusement Park Physics: Free Fall
"Free Fall" from Amusement Park Physics at
www.learner.org, Annenberg Media, ©1997.
Which graph best shows the motion of a car in a free-fall ride as the car drops?
1.
3.
2.
4.
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
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1.C.1.a
Standard 1.0 Skills and Processes
Topic C. Communicating Scientific Information
Indicator 1. Recognize that clear communication is an essential part of doing
science because it enables scientists to inform others about their work, expose
their ideas to criticism by other scientists, and stay informed about scientific
discoveries around the world.
Objectives a. Make use of and analyze models, such as tables and
graphs to summarize and interpret data.
Key Concepts:
•
•
•
Use data from classroom investigation to model data analysis
Use real-world data to model the analysis of tables and graphs.
Model how to summarize and interpret data.
Strategies:
• Skills and process is a indicator that should be taught throughout
• Remember to make connection with activities in Units A, B, C & D
• http://www.teachervision.fen.com/graphs-and-charts/printable/4326.html
• http://nces.ed.gov/nceskids/createagraph/
Students measured the change in height of a plant during a 25-day
period. The graph below shows their data.
How many centimeters did the plant grow from Day 10 to Day 25?
A.
B.
C.
D.
3 centimeters
8 centimeters
16 centimeters
19 centimeters
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
24
1.C.1.a
Standard 1.0 Skills and Processes
Topic C. Communicating Scientific Information
Indicator 1. Recognize that clear communication is an essential part of doing
science because it enables scientists to inform others about their work, expose
their ideas to criticism by other scientists, and stay informed about scientific
discoveries around the world.
Objectives a. Make use of and analyze models, such as tables and
graphs to summarize and interpret data.
Key Concepts:
• Use data from classroom investigation to model data analysis
• Use real-world data to model the analysis of tables and graphs.
• Model how to summarize and interpret data.
Strategies:
• Skills and process is an indicator that should be taught throughout
• Remember to make connection with activities in Units A, B, C & D
• http://www.yourchildlearns.com/mappuzzle/us-puzzle.htm
Use the information below to answer the following question.
The maps below show information about the air quality for one day in June, as
reported from different air quality stations.
Which of the following regions of the United States had the worst air quality on this
day?
A.
B.
C.
D.
Gulf Coast
Chicago Area
Eastern Coast
Los Angeles Area
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
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2.A.2.c
Standard 2.0 Earth and Space Science
Topic A. Materials And Processes That Shape A Planet
Indicator 2. Cite and describe the processes that cause rapid or slow changes
in Earth's surface.
Objective c. Cite examples that demonstrate how the natural agents of
wind, water, and ice produce slow changes on the Earth's surface such
as carving out deep canyons and building up sand dunes.
Key Concepts:
• Expose student to virtual sand dunes and canyons (how they are developed, etc.)
• Provide opportunity for students to research and present how wind, water and ice
affect earth’s surface.
Strategies:
• USE MATERIALS PROVIDED IN THE SCIENCE KIT for UNIT B EARTH & SPACE
(CLEAR BLUE TUB)
• This link will provide an explanation of an indicator/objective to help teachers better
understand the skills and/or concepts.
http://mdk12.org/instruction/clarification/science/grade5/2A2c.html
• http://www.ucmp.berkeley.edu/education/explorations/reslab/newdc/index.html
• http://www.cumbavac.org/Geology_&_Earth_Science.htm
Use the information below to answer the following.
The diagram below shows water moving through the environment.
Which of these statements describes a change to the surface of earth that is
caused by water moving through the environment?
A.
B.
C.
D.
Water transports soil.
Dew forms on grass.
Ocean tides follow a pattern.
Tropical storms remain over the ocean
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
26
2.A.2.c
Standard 2.0 Earth and Space Science
Topic A. Materials And Processes That Shape A Planet
Indicator 2. Cite and describe the processes that cause rapid or slow changes
in Earth's surface.
Objective c. Cite examples that demonstrate how the natural agents of
wind, water, and ice produce slow changes on the earth's surface such
as carving out deep canyons and building up sand dunes.
Key Concepts:
• Expose student to virtual sand dunes and canyons (how they are developed, etc.)
• Provide opportunity for students to research and present how wind, water and ice
affect earth’s surface.
Strategies:
• USE MATERIALS PROVIDED IN THE SCIENCE KIT for UNIT B EARTH & SPACE
(CLEAR BLUE TUB)
• This link will provide an explanation of an indicator/objective to help teachers better
understand the skills and/or concepts.
http://mdk12.org/instruction/clarification/science/grade5/2A2c.html
• http://www.ucmp.berkeley.edu/education/explorations/reslab/newdc/index.html
• http://www.cumbavac.org/Geology_&_Earth_Science.htm
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
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Use the information below to answer the following question.
Mount Rushmore is located in the Black Hills of South Dakota. The heads of four former
presidents—George Washington, Thomas Jefferson, Theodore Roosevelt, and Abraham
Lincoln—are carved into Mount Rushmore as a monument. The monument rises to 1,745
meters above sea level.
Mount Rushmore is granite, one of the most common rocks on Earth, and took millions of
years to form. The sculptor chose to carve the monument in granite because granite erodes
at a rate of about 2 centimeters every 10,000 years.
The monument carved in Mount Rushmore is most likely weathered year-round by
A.
B.
C.
D.
a river
a glacier
shifting winds
ocean currents
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
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2.A.3.c
Standard 2.0 Earth and Space Science
Topic A. Materials And Processes That Shape A Planet
Indicator 3. Explain how rock is formed from combinations of different
minerals and that smaller rocks come from the breakage and weathering of
bedrock (solid rock underlying soil components) and larger rocks; soil is made
partly from weathered rock, partly from plant remains-and also contains many
living organisms.
Objective c. Describe ways that the following processes contribute to
changes always occurring to the earth's surface.
• Weathering
• Erosion
• Deposition
Key Concepts:
• Weathering
• Erosion
• Deposition
Strategies:
• USE MATERIALS PROVIDED IN THE SCIENCE KIT for UNIT B EARTH & SPACE
(CLEAR BLUE TUB)
• http://www.classzone.com/books/earth_science/terc/content/visualizations/es1205/es
1205page01.cfm
Erosion, transportation, and deposition change the surface of earth.
Which number in the diagram represents a landform made by the deposition of
eroded sediment?
A.
B.
C.
D.
1
2
3
4
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
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2.D.1.b
Standard 2.0 Earth and Space Science
Topic D. Astronomy
Indicator 1. Identify and compare properties, location, and movement of celestial
objects in our solar system.
Objectives b. Identify the properties of the planet earth that make it possible
for the survival of life, as we know it.
• Temperature
• Location
• Presence of an atmosphere
• Presence of water (solid, liquid, and gas)
Key Concepts:
• Explain the difference between rotation and revolution as it pertain to the movement
of celestial objects
• Temperature
• Location
• Presence of an atmosphere
• Presence of water (solid, liquid, and gas)
Strategies:
• USE MATERIALS PROVIDED IN THE SCIENCE KIT for UNIT B EARTH & SPACE
(CLEAR BLUE TUB)
• www.digitaliseducation.com/curricula.html
• http://osr.org/en-us/articles/great-space-and-astronomy-lesson-plan-ideas/
• http://www.youtube.com/watch?v=ZRelpm6tWu4
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
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The sun appears to rise in the east and set in the west each day. During the day, the
sun is so bright that other objects in space are rarely visible. At night, other objects
in space, such as planets and stars, are often visible. The data table below contains
information about the planets in our solar system.
Which of these changes on earth would be likely if Earth were farther from the
sun?
A. lower temperatures
B. higher temperatures
C. more hours in the day
D. fewer days in the year
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
31
2.D.1.b
Standard 2.0 Earth and Space Science
Topic D. Astronomy
Indicator 1. Identify and compare properties, location, and movement of celestial
objects in our solar system.
Objectives b. Identify the properties of the planet earth that make it possible
for the survival of life, as we know it.
• Temperature
• Location
• Presence of an atmosphere
• Presence of water (solid, liquid, and gas)
Key Concepts:
• Explain the difference between rotation and revolution as it pertain to the movement
of celestial objects
• Temperature
• Location
• Presence of an atmosphere
• Presence of water (solid, liquid, and gas)
Strategies:
• USE MATERIALS PROVIDED IN THE SCIENCE KIT for UNIT B EARTH & SPACE
(CLEAR BLUE TUB)
• www.digitaliseducation.com/curricula.html
• http://osr.org/en-us/articles/great-space-and-astronomy-lesson-plan-ideas/
• http://www.youtube.com/watch?v=ZRelpm6tWu4
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
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The data table below compares four characteristics of the inner planets.
Which of these statements best explains why earth is the only inner planet that
supports life?
A.
B.
C.
D.
The other planets have too much mass.
The other planets are too close to the sun.
The other planets are either too hot or too cold.
The other planets are either too big or too small
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
33
2.D.2.b
Standard 2.0 Earth and Space Science
Topic D. Astronomy
Indicator 2. Recognize and describe the causes of the repeating patterns of
celestial events
Objectives b. Recognize and describe that the rotation of planet earth
produces observable effects
•
•
The day and night cycle.
The apparent movement of the sun, moon, planets, and stars
Key Concepts:
• Explain the difference between rotation and revolution as it pertain to the movement
of celestial objects
• Day and Night Cycle
• Constellations
• Temperature Units (Celsius and Fahrenheit)
• Clarify the extreme temperatures (i.e., -405 F, temperatures on different planets)
Strategies:
• USE MATERIALS PROVIDED IN THE SCIENCE KIT for UNIT B EARTH & SPACE
(CLEAR BLUE TUB)
• http://osr.org/en-us/articles/great-space-and-astronomy-lesson-plan-ideas/
• http://www.kidsastronomy.com/
The Little Dipper is a group of stars. During the night, the Little Dipper appears to
change positions in the sky.
Which of these statements best explains why the Little Dipper appears to change
positions in the night sky?
A.
B.
C.
D.
Earth rotates on its axis.
Earth revolves around the stars.
The Little Dipper moves around the sun.
The stars in the Little Dipper move in the sky.
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
34
2.D.2.b
Standard 2.0 Earth and Space Science
Topic D. Astronomy
Indicator 2. Recognize and describe the causes of the repeating patterns of
celestial events
Objectives b. Recognize and describe that the rotation of planet earth
produces observable effects
•
•
The day and night cycle.
The apparent movement of the sun, moon, planets, and stars
Key Concepts:
• Explain the difference between rotation and revolution as it pertain to the movement
of celestial objects
• Explain the difference between rotation and revolution as it pertain to the movement
of celestial objects
• Day and Night Cycle
• Constellations
• Temperature Units (Celsius and Fahrenheit)
• Clarify the extreme temperatures (i.e., -405 F, temperatures on different planets)
Strategies:
• USE MATERIALS PROVIDED IN THE SCIENCE KIT for UNIT B EARTH & SPACE
(CLEAR BLUE TUB)
• http://osr.org/en-us/articles/great-space-and-astronomy-lesson-plan-ideas/
• http://www.kidsastronomy.com/
• http://www.beaconlearningcenter.com/weblessons/astheearthturns/default.htm
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
35
The sun appears to rise in the east and set in the west each day. During the day, the
sun is so bright that other objects in space are rarely visible. At night, other objects
in space, such as planets and stars, are often visible.
The data table below contains information about the planets in our solar system.
Which of these actions is responsible for the sun appearing to rise and set?
A. Earth rotating on its axis
B. The sun rotating on its axis
C. Earth revolving around the sun
D. The sun revolving around earth
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
36
3.A.1.d
3.0 Life Science
Topic A. Diversity of Life
Indicator 1. Explain the idea that in any particular environment, some kinds of
plants and animals survive well, some less well, and some cannot survive at
all.
Objective d. Research the kind of environment needed by the
Maryland blue crab, the Black-eyed Susan (Maryland's state flower), or
another Maryland native organism.
Key Concepts:
• Bring in examples or use virtual examples native Maryland organisms
• Environment
Strategies:
• USE MATERIALS PROVIDED IN THE SCIENCE KIT for UNIT A LIFE SCIENCE
(CLEAR BLUE TUB)
• Instead of cookbook labs, incorporate student-designed investigations with available
lab equipment.
• http://www.pearsonaccess.com/cs/Satellite?c=Page&childpagename=Maryland%2F
mdPALPLayout&cid=1175826727300&pagename=mdPALPWrapper
• http://meny.weebly.com/unit-three---cells.html
• http://sciencenetlinks.com/interactives/systems.html
Scientists group animals based on physical features.
Trout are classified as fish because of what physical feature?
A. Fish have gills.
B. Fish eat the same food.
C. Fish live in the same area.
D. Fish have the same predators
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
37
3.B.2.b
3.0 Life Science
Topic B. Cells
Indicator 2. Investigate and provide evidence that living things are made
mostly of cells that can be seen and studied only through a microscope.
Objective b. Use microscopes and pictures to investigate, describe
with drawings, and compare the cells in a variety of multicellular
organisms, such as cells in elodea and onions; muscle cells, nerve
cells, skin cells, etc. in animals.
Key Concepts:
• Use microscopes to view different types of cells
• Multicellular
• Different types of cells
Strategies:
• USE MATERIALS PROVIDED IN THE SCIENCE KIT for UNIT A LIFE SCIENCE
(CLEAR BLUE TUB)
• http://www.pearsonaccess.com/cs/Satellite?c=Page&childpagename=Maryland%2F
mdPALPLayout&cid=1175826727300&pagename=mdPALPWrapper
• www.classroom.jc-schools.net/sci-units/cells.htm
• http://www.kbears.com/sciences/microscope.html
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
38
Most organisms are made of many different types of cells. Each type of cell has a
special role within the organism.
Which of these organisms would most likely contain cells shaped like a rectangle?
A.
B.
C.
D.
a cat
a clam
a fish
a tree
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
39
3.B.2.b
Standard 3.0 Life Science
Topic B. Cells
Indicator 2. Investigate and provide evidence that living things are made
mostly of cells that can be seen and studied only through a microscope.
Objective b. Use microscopes and pictures to investigate, describe
with drawings, and compare the cells in a variety of multicellular
organisms, such as cells in elodea and onions; muscle cells, nerve
cells, skin cells, etc. in animals.
Key Concepts:
• Use microscopes to view different types of cells
• Multicellular
• Different types of cells
Strategies:
• USE MATERIALS PROVIDED IN THE SCIENCE KIT for UNIT A LIFE SCIENCE
(CLEAR BLUE TUB)
• Instead of cookbook labs, incorporate student-designed investigations with available
lab equipment.
• www.iknowthat.com
• www.classroom.jc-schools.net/sci-units/cells.htm
• www.cellsalive.com
• http://www.pearsonaccess.com/cs/Satellite?c=Page&childpagename=Maryland%2F
mdPALPLayout&cid=1175826727300&pagename=mdPALPWrapper
• www.kbears.com/sciences/microscope.html
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
40
Several different types of cells are shown below.
Which two types of cells are most similar in shape?
A.
B.
C.
D.
skin cells and bone cells
nerve cells and skin cells
bone cells and nerve cells
muscle cells and skin cells
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
41
3.B.2.c
Standard 3.0 Life Science
Topic B. Cells
Indicator 2. Investigate and provide evidence that living things are made
mostly of cells that can be seen and studied only through a microscope.
Objective c. Select information gathered from readings that provide
evidence that some organisms' cells vary greatly in appearance and
perform very different roles in the organism.
Key Concepts:
• Cells parts and function
• Difference between various types of cells
• BCR-Writing Skills and Reading Techniques
Strategies:
• USE MATERIALS PROVIDED IN THE SCIENCE KIT for UNIT A LIFE SCIENCE
(CLEAR BLUE TUB)
• http://www.fupa.com/game/Action-flash-games/fever-frenzy-under-themicroscope_v1.html
• www.classroom.jc-schools.net/sci-units/cells.htm
• http://www.pearsonaccess.com/cs/Satellite?c=Page&childpagename=Maryland%2F
mdPALPLayout&cid=1175826727300&pagename=mdPALPWrapper
• www.cellsalive.com
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
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Most organisms are made of many different types of cells. Each type of cell has a
special role within the organism.
Multicellular organisms are made of groups of cells working together to do one job.
These are called specialized cells. The diagrams show four types of specialized cells.
Not all multicellular organisms need the same specialized cells.
Explain why multicellular organisms only need certain specialized cells. In your
explanation, be sure to include
•
•
a type of specialized cell not found in a plant
why this specialized cell is not needed by a plant
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
43
Write your answer on the space provided.
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
44
3.B.2.c
Standard 3.0 Life Science
Topic B. Cells
Indicator 2. Investigate and provide evidence that living things are made
mostly of cells that can be seen and studied only through a microscope.
Objective c. Select information gathered from readings that provides
evidence that some organisms' cells vary greatly in appearance and
perform very different roles in the organism
Key Concepts:
• Cells parts and function
• Difference between various types of cells
• BCR-Writing Skills and Reading Techniques
Strategies:
• USE MATERIALS PROVIDED IN THE SCIENCE KIT for UNIT A LIFE SCIENCE
(CLEAR BLUE TUB)
• Instead of cookbook labs, incorporate student-designed investigations with available
lab equipment.
• http://www.fupa.com/game/Action-flash-games/fever-frenzy-under-themicroscope_v1.html
• www.firefly.org
• http://www.pearsonaccess.com/cs/Satellite?c=Page&childpagename=Maryland%2F
mdPALPLayout&cid=1175826727300&pagename=mdPALPWrapper
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
45
Fireflies release light from specialized cells in a part of their body called the lantern.
The light produced releases very little heat. The firefly signals attract other fireflies
and also warn predators that they taste bad. Some female fireflies produce “false
signals” to attract male fireflies. These “false signals” are a response to a male light
signal. The attracted male firefly comes to the light of the female firefly. The female
firefly then eats the male firefly.
Explain why fireflies have different types of specialized cells. In your explanation, be
sure to include
•
How these specialized cells help the fireflies survive
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
46
Write your answer in the space provided.
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
47
3.E.1.a
Standard 3.0 Life Science
Topic E. Flow of Matter and Energy
Indicator 1. Recognize that some source of energy is needed for all
organisms to grow and survive.
Objective a. Identify the sun as the primary source of energy for all
living organisms.
•
•
Plants use sunlight to make food
Plants and animals use food for energy and growth
Key Concepts:
• Food Chains
• Food Webs
• Trophic Levels
Strategies:
• USE MATERIALS PROVIDED IN THE SCIENCE KIT for UNIT A LIFE SCIENCE
(CLEAR BLUE TUB)
• www.science.pppst.com/energy.html
• www.education.jlab.org/vocabhangman/
• www.sciencegames.4you4free.com/matter_energy.html
• http://www.ecokids.ca/pub/eco_info/topics/frogs/chain_reaction/index.cfm
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
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The drawing below shows a field habitat.
Which of these organisms is a producer in the field habitat?
A.
B.
C.
D.
bird
butterfly
grass
mouse
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
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3.E.1.a
Standard 3.0 Life Science
Topic E. Flow of Matter and Energy
Indicator 1. Recognize that some source of energy is needed for all
organisms to grow and survive.
Objective a. Identify the sun as the primary source of energy for all
living organisms.


Plants use sunlight to make food
Plants and animals use food for energy and growth
Key Concepts:
• Food Chains
• Food Webs
• Trophic Levels
Strategies:
• USE MATERIALS PROVIDED IN THE SCIENCE KIT for UNIT A LIFE SCIENCE
(CLEAR BLUE TUB)
• www.science.pppst.com/energy.html
• www.education.jlab.org/vocabhangman/
• www.sciencegames.4you4free.com/matter_energy.html
• http://www.ecokids.ca/pub/eco_info/topics/frogs/chain_reaction/index.cfm
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
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Use the information below to answer the following.
A scientist studied an estuary, the area where fresh water from a river empties into
salty ocean water. The scientist classified nine estuary organisms into the three
groups shown below.
Which organism in the estuary relies on the sun to make food?
A.
B.
C.
D.
horseshoe crab
hard clam
salt grass
osprey
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
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3.E.1.b
Standard 3.0 Life Science
Topic E. Flow of Matter and Energy
Indicator 1. Recognize that some source of energy is needed for all
organisms to grow and survive.
Objective b. Cite evidence from observations and research that some
insects and various other organisms depend on dead plant and animal
material for food.
Key Concepts:
• Decomposition
• Food Chains
• Food Webs
Strategies:
• USE MATERIALS PROVIDED IN THE SCIENCE KIT for UNIT A LIFE SCIENCE
(CLEAR BLUE TUB)
• www.nhptv.org/natureworks/nwepecosystems.htm
• www.sciencenetlinks.com/lessons/cycle-of-life-2-food-webs/
• www.ecokids.ca/pub/eco_info/topics/frogs/chain_reaction/index/cfm
Animals use resources in the environment to survive.
Which of the following resources does an animal use for energy?
A. air
B. food
C. shelter
D. water
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
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4.B.1.b
Standard 4.0 Chemistry
Topic B. Conservation of Matter
Indicator 1. Cite evidence to support the statement that, "No matter how
many parts of an object are assembled, the mass of the whole object made is
always the same as the sum of the parts."
Objective b. Use evidence from investigations with a variety of
materials, such as water to describe how matter can change from one
form to another without the loss of any mass.
Key Concepts:
• Law of Conservation
• Change of matter without the loss of mass
• Mass
Strategies:
• USE MATERIALS PROVIDED IN THE SCIENCE KIT for UNIT C PHYSICAL
SCIENCE (CLEAR BLUE TUB)
• Use Legos® to demonstrate how mass stays the same (Legos® being assembled
and disassembled)
• www.jc-schools.net/sci-units/matter.htm
• www.havefunteching.com/songs/science-songs/matter-song/
A container is filled with 250 milliliters of water. The total mass of the container and
the water is 300 grams.
What is the total mass of the container and the water after being in a freezer for two
hours?
A.
B.
C.
D.
50 grams
250 grams
300 grams
550 grams
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
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4.B.1.b
Standard 4.0 Chemistry
Topic B. Conservation of Matter
Indicator 1. Cite evidence to support the statement that, "No matter how
many parts of an object are assembled, the mass of the whole object made is
always the same as the sum of the parts."
Objective b. Use evidence from investigations with a variety of
materials, such as water to describe how matter can change from one
form to another without the loss of any mass.
Key Concepts:
• Law of Conservation
• Change of matter without the loss of mass
• Mass
• Writing Skills
Strategies:
• USE MATERIALS PROVIDED IN THE SCIENCE KIT for UNIT C PHYSICAL
SCIENCE (CLEAR BLUE TUB)
• Use Legos® to demonstrate how mass stays the same (Legos® being assembled
and disassembled)
• Use triple beam balances to measure mass
• www.jc-schools.net/sci-units/matter.htm
• www.havefunteching.com/songs/science-songs/matter-song/
A student wants to compare the amount of matter in a scoop of frozen ice cream to
that of a scoop of melted ice cream.
Explain how the student might make this comparison. In your explanation, be sure to
include
•
•
the equipment needed
the likely outcome of the comparison
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
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Write your answer in the space provided.
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
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4.C.1.a
Standard 4.0 Chemistry
Topic C. States of Matter
Indicator 1. Provide evidence from investigations to identify the processes
that can be used to change materials from one state of matter to another.
Objective a. Observe and describe the changes heating and cooling
cause to the different states in which water exists.
• Heating causes: ice (solid) to melt forming liquid water; liquid
water to evaporate forming water vapor (gas).
• Cooling causes: liquid water to freeze forming ice (solid); water
vapor (gas) to form liquid water.
Key Concepts:
• Heating and cooling cause changes in the properties of materials. When liquid water
disappears, it turns into a gas (vapor) in the air and can reappear as a liquid when
cooled, or a solid if cooled below the freezing point of water. Water turns from a solid
to a liquid when it absorbs enough heat. If it absorbs even more heat, the water will
turn to a gas (steam or vapor). Melting and boiling points are the temperatures at
which matter changes state.
• Evaporation
• Condensation
• Freezing
• Cooling Sublimation
Strategies:
• USE MATERIALS PROVIDED IN THE SCIENCE KIT for UNIT C PHYSICAL
SCIENCE (CLEAR BLUE TUB)
• www.chem4kids.com/files/matter_states.html
• www2.mcdaniel.edu/Graduate/TI/pages/LEWIS/matterweb.htm
• Activity: CHANGE OF STATE
• Put several spoonfuls of crushed ice in a glass beaker.
• Determine the temperature of the ice and record.
• Place the beaker of ice on a hot plate.
• Measure and record the temperature every 3 minutes.
• Continue to heat the water until it boils and becomes water vapor.
• Construct a line graph (temperature vs. time) using the data collected.
• Label changes in state of matter.
• Discuss the results.
[Water is a solid (ice) at 0° C, and remains at 0° C as the ice melts. After the ice has
completely changed to a liquid, the temperature begins to rise, and at 100° C the
water begins to boil and starts to turn into gas (vapor).
Students should adhere to all local school system safety guidelines during
investigations.
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
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Seawater contains a number of different salts. The water can be separated by a
process called distillation. A simple distillation setup is shown below.
The water in the flask evaporates. Water vapor (gas) rises, leaving the salt in the
flask. The water vapor is cooled in the condensing tube and drips into the beaker.
During the process shown in the diagram, water vapor (gas) changes into liquid water
by
A.
B.
C.
D.
cooling
evaporating
freezing
warming
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
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4.C.1.a
Standard 4.0 Chemistry
Topic C. States of Matter
Indicator 1. Provide evidence from investigations to identify the processes
that can be used to change materials from one state of matter to another.
Objective a. Observe and describe the changes heating and cooling
cause to the different states in which water exists.
o Heating causes: ice (solid) to melt forming liquid water; liquid
water to evaporate forming water vapor (gas).
o Cooling causes: liquid water to freeze forming ice (solid);
water vapor (gas) to form liquid water.
Key Concepts:
• Heating and cooling cause changes in the properties of materials. When liquid water
disappears, it turns into a gas (vapor) in the air and can reappear as a liquid when
cooled, or a solid if cooled below the freezing point of water. Water turns from a solid
to a liquid when it absorbs enough heat. If it absorbs even more heat, the water will
turn to a gas (steam or vapor). Melting and boiling points are the temperatures at
which matter changes state.
• Evaporation
• Condensation
• Freezing
• Cooling Sublimation
Strategies:
• USE MATERIALS PROVIDED IN THE SCIENCE KIT for UNIT C PHYSICAL
SCIENCE (CLEAR BLUE TUB)
• www.chem4kids.com/files/matter_states.html
• www2.mcdaniel.edu/Graduate/TI/pages/LEWIS/matterweb.htm
• Activity: CHANGE OF STATE
• Put several spoonfuls of crushed ice in a glass beaker.
• Determine the temperature of the ice and record.
• Place the beaker of ice on a hot plate.
• Measure and record the temperature every 3 minutes.
• Continue to heat the water until it boils and becomes water vapor.
• Construct a line graph (temperature vs. time) using the data collected.
• Label changes in state of matter.
• Discuss the results.
[Water is a solid (ice) at 0° C, and remains at 0° C as the ice melts. After the ice has
completely changed to a liquid, the temperature begins to rise, and at 100° C the water
begins to boil and starts to turn into gas (vapor).
Students should adhere to all local school system safety guidelines during investigations.
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
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Use the information below to answer the following.
A student is investigating changes in the states of matter. The student fills a
graduated cylinder with 50 milliliters of packed snow. The graduated cylinder has a
mass of 50 grams when empty and 95 grams when filled with the snow.
The packed snow changes to liquid water when the snow is put in a warm room.
Which statement best describes this process?
A.
B.
C.
D.
Cooling causes the snow to melt.
Cooling causes the snow to freeze.
Heating causes the snow to freeze.
Heating causes the snow to melt.
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
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4.D.1.a
Standard 4.0 Chemistry
Topic D. Physical and Chemical Changes
Indicator 1. Provide evidence to illustrate that when a new material is made
by combining two or more materials, its properties are different from the
original materials.
Objective a. Investigate and describe what happens to the properties
of materials when several materials are combined to make a mixture,
such as table salt and pepper; various kinds of nuts, chocolate pieces,
and coconut; sugar dissolved in milk
Key Concepts:
• When materials are physically combined, they form a mixture. In mixtures, the parts
blend together without forming a new substance. The materials in a mixture keep
their original properties.
• A solution is a mixture that is blended completely and can be separated into the
original substances using one or more properties (color, shape, density, boiling point,
solubility).
• Saltwater is a mixture of salt dissolved in water. This is an example of a physical
change since no new materials were formed in the process. This mixture could be
separated by evaporating the water, leaving the salt behind.
Strategies:
• USE MATERIALS PROVIDED IN THE SCIENCE KIT for UNIT C PHYSICAL
SCIENCE (CLEAR BLUE TUB)
• www.chem4kids.com/files/matter_states.html
• www.chem4kids.com/files/matter_mixture.html
• Separating a Mixture: Materials needed: Mixture of sand, salt, iron filings, and tiny
foam pellets (optional), bowl, spoon, water, magnet, filter paper, hand lenses
Activity Directions
1. Give each group or pair of students a sample of the mixture, a magnet, filter
paper, water, and a spoon. Tell them that one of the substances is salt. Have
students examine the mixture and determine how many substances are in the
mixture.
2. Have each group write a procedure explaining how they will separate the
parts of the mixture.
3. Have each group follow their procedure to separate the mixture.
Sample procedure:
• Use the magnet to remove the iron filings.
• Add water to make foam pieces float.
• Stir to dissolve salt.
• Sand will sink so salt water can be poured through filter to separate sand
and salt water.
• Evaporate water to leave salt behind.
4. Discuss as a class which methods were most successful
MSA Science Review Packet–Science–Grade Five
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Science students observed the physical properties of different materials. They
recorded their observations in the data table below.
The students then combined baking soda with some of the materials. Their
observations are in the data table below.
What happened to the properties of the baking soda and the salt after the two
materials were mixed together?
A. The properties of the baking soda and salt changed.
B. The properties of the baking soda and salt did not change.
C. The properties of the baking soda changed, but the properties of the salt
did not change.
D. The properties of the baking soda did not change, but the properties of salt
changed.
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
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4.D.1.a
Standard 4.0 Chemistry
Topic D. Physical and Chemical Changes
Indicator 1. Provide evidence to illustrate that when a new material is made
by combining two or more materials, its properties are different from the
original materials.
Objective a. Investigate and describe what happens to the properties
of materials when several materials are combined to make a mixture,
such as table salt and pepper; various kinds of nuts, chocolate pieces,
and coconut; sugar dissolved in milk
Key Concepts:
• Mixture
• Solutions
Strategies:
•
•
•
•
USE MATERIALS PROVIDED IN THE SCIENCE KIT for UNIT C
PHYSICAL SCIENCE (CLEAR BLUE TUB)
www.chem4kids.com/files/matter_states.html
www.chem4kids.com/files/matter_mixture.html
Separating a Mixture
Materials needed: Mixture of sand, salt, iron filings, and tiny foam
pellets (optional), bowl, spoon, water, magnet, filter paper, hand
lenses
Activity Directions
1. Give each group or pair of students a sample of the mixture, a
magnet, filter paper, water, and a spoon. Tell them that one of the
substances is salt. Have students examine the mixture and
determine how many substances are in the mixture. (4)
2. Have each group write a procedure explaining how they will separate
the parts of the mixture.
3. Have each group follow their procedure to separate the mixture.
4. Discuss as a class which methods were most successful.
Students should follow all school system safety guidelines during
investigations.
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
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A student mixes water, a powdered drink mix, and sugar to make a flavored drink.
Explain what happens when the materials are combined to make a mixture. In your
explanation, be sure to include
A. the properties before they are mixed
B. how the properties were affected
Write your answer in the space provided.
Properties Before Mixing
________________________________________________________________________
________________________________________________________________________
Properties After Mixing
________________________________________________________________________
________________________________________________________________________
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
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6.A.1.a
Standard 6.0 Environmental Science
Topic A. Natural Resources and Human Needs
Indicator 1. Recognize and explain how renewable and nonrenewable natural
resources are used by humans in Maryland to meet basic needs.
Objective a. Identify and compare Maryland's renewable resources
and nonrenewable resources.
Key Concepts:
• Define and Distinguish between Renewable Natural Resources
• Nonrenewable Natural Resources
• Maryland’s Renewable and Nonrenewable Resources
Strategies:
• USE MATERIALS PROVIDED IN THE SCIENCE KIT for UNIT A LIFE SCIENCE and
UNIT B EARTH SCIENCE
• http://www.pearsonaccess.com/cs/Satellite?c=Page&childpagename=Maryland%2F
mdPALPLayout&cid=1175826727300&pagename=mdPALPWrapper
• www.conmserve-energy-future.com
• www.youtube/com/watch?v=kVskMh0Etcs
• www.classroom.jc-schools.net/sci-units/resources.htm
How do coal and the sun compare as sources of energy?
A.
B.
C.
D.
Coal is renewable, and the sun is renewable.
Coal is renewable, and the sun is nonrenewable.
Coal is nonrenewable, and the sun is renewable.
Coal is nonrenewable, and the sun is nonrenewable.
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
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6.A.1.a
Standard 6.0 Environmental Science
Topic A. Natural Resources and Human Needs
Indicator 1. Recognize and explain how renewable and nonrenewable natural
resources are used by humans in Maryland to meet basic needs.
Objective a. Identify and compare Maryland's renewable resources and
nonrenewable resources.
Key Concepts:
• Define and Distinguish between Renewable Natural Resources
• Nonrenewable Natural Resources
• Maryland’s Renewable and Nonrenewable Resources
Strategies:
• USE MATERIALS PROVIDED IN THE SCIENCE KIT for UNIT A LIFE SCIENCE and UNIT
B EARTH SCIENCE
• http://www.pearsonaccess.com/cs/Satellite?c=Page&childpagename=Maryland%2FmdPAL
PLayout&cid=1175826727300&pagename=mdPALPWrapper
• USE PROVIDED SCIENCE IN BLUE TUB
• http://www.pearsonaccess.com/cs/Satellite?c=Page&childpagename=Maryland%2FmdPAL
PLayout&cid=1175826727300&pagename=mdPALPWrapper
• www.conmserve-energy-future.com
• www.youtube/com/watch?v=kVskMh0Etcs
• www.classroom.jc-schools.net/sci-units/resources.htm
Use the information below to answer the following.
Many natural resources are found in Maryland and the surrounding area. Some of
these natural resources are renewable and some are nonrenewable. People use both
kinds of resources in daily activities. Using natural resources often produces waste
products.
Which of these natural resources found in Maryland is nonrenewable?
A.
B.
C.
D.
coal
soil
water
wood
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
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6.A.1.b
Standard 6.0 Environmental Science
Topic A. Natural Resources and Human Needs
Indicator 1. Recognize and explain how renewable and nonrenewable natural
resources are used by humans in Maryland to meet basic needs.
Objective b. Describe how humans use renewable natural resources,
such as plants, soil, water, animals.
Key Concepts:
• Natural Resources
• Human impact on the Environment
Strategies:
• USE MATERIALS PROVIDED IN THE SCIENCE KIT for UNIT A LIFE SCIENCE and
UNIT B EARTH SCIENCE
• www.dnr.state.md.us
Trees are a renewable natural resource.
Which of these industries has the least need for trees?
A.
B.
C.
D.
automobile manufacturing
home building
landscaping
newspaper
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
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6.A.1.b
Standard 6.0 Environmental Science
Topic A. Natural Resources and Human Needs
Indicator 1. Recognize and explain how renewable and nonrenewable natural
resources are used by humans in Maryland to meet basic needs.
Objective b. Describe how humans use renewable natural resources,
such as plants, soil, water, animals.
Key Concepts:
• Examples of renewable natural resources
•
Strategies:
• USE MATERIALS PROVIDED IN THE SCIENCE KIT for UNIT A LIFE SCIENCE and
UNIT B EARTH SCIENCE
• www.dnr.state.md.us
People use water in different ways.
Which of these activities wastes water?
A.
B.
C.
D.
filling a glass with water
leaving a faucet on
soaking vegetables in water to clean them
adding cups of water as directed by a recipe
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Prince George’s County Public Schools
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6.A.1.c
Standard 6.0 Environmental Science
Topic A. Natural Resources and Human Needs
Indicator 1. Recognize and explain how renewable and nonrenewable natural
resources are used by humans in Maryland to meet basic needs.
Objective c. Describe how humans use nonrenewable natural
resources, such as oil, coal, natural gas, minerals, including metals.
Key Concepts:
• Examples of nonrenewable natural resources (i.e., oil use, natural gas, mineral
extraction)
Strategies:
• USE MATERIALS PROVIDED IN THE SCIENCE KIT for UNIT A LIFE SCIENCE and
UNIT B EARTH SCIENCE
• www.classroom.jc-schools.net/sci-units/resources.htm
• www.waterwiseeducation.org/file.php/
• http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=7&ved=0CE8QF
jAG&url=http%3A%2F%2Fwaterwiseeducation.org%2Ffile.php%2F6%2Flesson_plan
_resources%2FReneworNonrenew.pdf&ei=nOY7T66zFrKE0QGOx5iTCw&usg=AFQj
CNGVqJlgkAYIsfGK2P50P_UK64ci4A
Students are learning about the natural resources in Maryland. One group of students
researches information about renewable natural resources in the state. The other
group researches information about nonrenewable natural resources in the state. The
resources the students investigate include plants, animals, soil, minerals, water, coal,
and oil.
Which nonrenewable natural resource heats homes?
A.
B.
C.
D.
sunlight
aluminum
natural gas
ocean waves
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
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6.A.1.c
Standard 6.0 Environmental Science
Topic A. Natural Resources and Human Needs
Indicator 1. Recognize and explain how renewable and nonrenewable natural
resources are used by humans in Maryland to meet basic needs.
Objective c. Describe how humans use nonrenewable natural
resources, such as oil, coal, natural gas, minerals, including metals
Key Concepts:
• Examples of nonrenewable natural resources (i.e., oil use, natural gas, mineral
extraction)
Strategies:
• USE MATERIALS PROVIDED IN THE SCIENCE KIT for UNIT A LIFE SCIENCE and
UNIT B EARTH SCIENCE
• www.earthguide.ucsd.edu/earthquake/diagrams/greenhouse
• http://www.dnr.state.md.us
• http://www.msa.md.gov/msa/mdmanual/01glance/html/natural.html
Use the information below to answer the following.
A Green Community
Many cities in the United States are developing “green communities.” A green community is
intended to reduce the use of energy and consists of houses, apartments, and nearby
businesses. Grocery stores, restaurants, and movie theaters are all within walking distance
of the homes in the community. People travel shorter distances to their schools and jobs.
Many of the buildings in a green community are made of renewable and recycled materials.
Solar energy keeps the buildings at a comfortable temperature. Natural landscape features,
such as trees and plants, are carefully located to provide shade and to control
temperatures. Community gardens allow residents to grow food and flowers.
People in green communities are using a nonrenewable resource when they
A.
B.
C.
D.
heat their homes with wood
wash vegetables before cooking
drive gasoline-powered automobiles
grow flowers in the community garden
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
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6.B.2.a
Standard 6.0 Environmental
Topic B. Environmental Issues
Indicator 2. Recognize and describe that consequences may occur when
Earth's natural resources are used.
Objective a. Explain how human activities may have positive
consequences on the natural environment.
•
•
•
Recycling centers
Native plantings
Good farming practice
Key Concepts:
• Recycling Centers
• Native Plants
• Farming as it relates to Maryland
Strategies:
• USE MATERIALS PROVIDED IN THE SCIENCE KIT for UNIT A LIFE SCIENCE and
UNIT B EARTH SCIENCE
• www.science-class.net/Ecology/human_impact.htm
• www.classroom.jc-schools.net/sci-units/living-things.htm
• www.justkids.games.com
• www.epa.gov/recyclecity/
In 2004, Maryland recycled more than 35% of all of the waste the state produced.
Which of these benefits does recycling provide to Maryland?
A.
B.
C.
D.
fewer wild animals
decreased farm crops
less trash sent to landfills
decreased use of electricity
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
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The American Oyster
Oysters, native to the Chesapeake Bay are filter feeders. As oysters take in
water, they remove (filter) algae and nutrients from the bay for food. They then
get rid of what they don’t need. Often the waste from oysters becomes food for
other aquatic animals.
Unfortunately, a serious decline in the oyster population has taken place in the
Chesapeake Bay. Some of the causes for this decrease in population size are
due to years of disease, over harvesting of oysters, and loss of habitat.
People have tried to increase the oyster population through oyster gardening.
Specially designed floats are attached to docks and other
places in habitat areas preferred by oysters. As the oysters
grow and mature, they continue to filter feed. Many years ago, when the oyster populations were
large in numbers, scientists believe that oysters removed unwanted algae and nutrients every three
to four days from the entire Chesapeake Bay.
When humans interact with the environment, these changes may be harmful or
beneficial to the environment. Explain how humans have brought about change in the
Chesapeake Bay.
In your response, be sure to include:
• a specific human activity in the Chesapeake Bay region
• how this activity is beneficial or harmful to the environment
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
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6.B.2.a
Standard 6.0 Environmental
Topic B. Environmental Issues
Indicator 2. Recognize and describe that consequences may occur when
Earth's natural resources are used.
Objective a. Explain how human activities may have positive
consequences on the natural environment.
•
•
•
Recycling centers
Native plantings
Good farming practice
Key Concepts:
• Recycling Centers
• Native Plants
• Farming as it relates to Maryland
Strategies:
• USE MATERIALS PROVIDED IN THE SCIENCE KIT for UNIT A LIFE SCIENCE and
UNIT B EARTH SCIENCE
• www.science-class.net/Ecology/human_impact.htm
• classroom.jc-schools.net/sci-units/living-things.htm
Students are learning about the natural resources in Maryland. One group of students
researches information about renewable natural resources in the state. The other
group researches information about nonrenewable natural resources in the state. The
resources the students investigate include plants, animals, soil, minerals, water, coal,
and oil.
Aluminum is a nonrenewable natural resource.
Which of these methods of aluminum disposal is best for the environment?
A.
B.
C.
D.
burning it
recycling it
burying it in landfills
crushing it before throwing it away
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Prince George’s County Public Schools
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6.B.2.b
Standard 6.0 Environmental
Topic B. Environmental Issues
Indicator 2. Recognize and describe that consequences may occur
when Earth's natural resources are used.
Objective b. Explain how human activities may have a negative
consequence on the natural environment.
•
•
Damage or destruction done to habitats
Air, water, and land pollution
Key Concepts:
• Human impact on the environment
• Habitats
• Pollution
Strategies:
• USE MATERIALS PROVIDED IN THE SCIENCE KIT for UNIT A LIFE SCIENCE and
UNIT B EARTH SCIENCE
• www.science-class.net/Ecology/human_impact.htm
• classroom.jc-schools.net/sci-units/living-things.htm
• bayville.thinkport.org/default_noflash.aspx
Students are learning about the natural resources in Maryland. One group of students
researches information about renewable natural resources in the state. The other
group researches information about nonrenewable natural resources in the state. The
resources the students investigate include plants, animals, soil, minerals, water, coal,
and oil.
Which of the following human activities negatively affects a natural resource?
A.
B.
C.
D.
fishing in a lake
using water to produce electricity
planting native plants along a lakeshore
directing runoff from cropland into a lake
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
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6.B.2.b
Standard 6.0 Environmental
Topic B. Environmental Issues
Indicator 2. Recognize and describe that consequences may occur
when Earth's natural resources are used.
Objective b. Explain how human activities may have a negative
consequence on the natural environment.
•
•
Damage or destruction done to habitats
Air, water, and land pollution
Key Concepts:
• Human impact on the environment
• Habitats
• Pollution
Strategies:
• USE MATERIALS PROVIDED IN THE SCIENCE KIT for UNIT A LIFE SCIENCE and
UNIT B EARTH SCIENCE
• www.science-class.net/Ecology/human_impact.htm
• classroom.jc-schools.net/sci-units/living-things.htm
• www.cbf.org/
• www.youtube.com/watch?v=_H0nrhM21cw
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Prince George’s County Public Schools
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Large populations of sea nettles have been observed during the summer in parts of
the Chesapeake Bay. The Chesapeake Bay is a mixture of salt water and fresh water.
During the summer, the bay has a moderately high salt content. The amount of salt in
the water, the salinity, depends on the amount of fresh water that flows into the bay.
Additionally, some studies suggest that human activities have caused an increase in
the sea nettle population.
The salinity level of the bay is changed when pollutants enter the bay. Salinity is also
affected by extreme temperatures, drought conditions, and floods.
Which of these events would have the most negative effect on the sea nettle
population in the bay?
A.
B.
C.
D.
fossil fuel burning cars drive across the bay on a bridge
farmland fertilizers enter a river that flows into a nearby bay
a thunderstorm dumps rain along a shoreline of a nearby bay
overflow from a waste water treatment plant empties directly into the
bay
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Prince George’s County Public Schools
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Black Bears of Maryland
The black bear population is increasing in some parts of Maryland. Back in the early 1600’s, when Captain John Smith sailed up the
Chesapeake Bay, large numbers of black bears living in the thick forests, which surrounded the bay. Native American tribes also
inhabited the area and as more Europeans arrived, settlements grew. Today, there are more than 16 million people living in the region.
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The black bear population was nearly wiped out in the early 1900s. By 1958, only 12 bears have been counted in the entire state.
Maryland’s black bear was listed as an endangered species by 1972. Black bear populations have risen since then with the majority of
them being found in forest and woodland environments of Western Maryland.
A bear’s territory in these particular environments could range from three to ninety kilometers. This animal is always in search of
different types of foods to eat, such as nuts, fruits, insects, young mammals and carrion (dead animals).
Characteristics of Four Habitats
Habitat
Climate
Surface Features
Q
R
S
hot
warm
cool
sand dunes
low lying areas, water
mountains
Main Plant Types
Plant Eaters Found
in Habitat
field mice, tortoise
deer, muskrat
rodents, insects
cacti, grasses
grasses, cattails
trees, blueberry
bushes, nuts
T
cold
snowdrifts
algae, mosses
lemmings, hares
We know an animal’s survival depend on whether it is well suited for its environment. Why do you think the black bear population
declined in the Chesapeake Bay region in the 1900s?
In your response, be sure to:
•
•
Explain how the black bear is suited for its environment
Describe how its survival was affected by environmental change
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Prince George’s County Public Schools
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6.B.2.c
Standard 6.0 Environmental
Topic B. Environmental Issues
Indicator 2. Recognize and describe that consequences may occur
when Earth's natural resources are used.
Objective c. Identify and describe that an environmental issue
affects individual people and groups of people differently.
Key Concepts:
• Pesticide Use
• Chicken Farms
• Fertilizer
Strategies:
• USE MATERIALS PROVIDED IN THE SCIENCE KIT for UNIT A LIFE SCIENCE and
UNIT B EARTH SCIENCE
• http://en.wikipedia.org/wiki/List_of_environmental_issues
• www.theteachersguide.com/Environment.html
• www.eelink.net/pages/Lesson+Plans
Chemical pesticides are sometimes sprayed on crops to kill insects that eat the
crops. People have different viewpoints about the use of pesticides on crops.
What might be a concern about using pesticides on the crops?
A.
B.
C.
D.
Will the food ripen?
Will the food stay fresh?
Will the food harm humans?
Will the food harm bugs in the home?
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Prince George’s County Public Schools
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6.B.2.c
Standard 6.0 Environmental
Topic B. Environmental Issues
Indicator 2. Recognize and describe that consequences may occur when Earth's
natural resources are used.
Objective c. Identify and describe that an environmental issue affects
individual people and groups of people differently.
Key Concepts:
• Pesticide Use
• Chicken Farms
• Fertilizer
Strategies:
• USE MATERIALS PROVIDED IN THE SCIENCE KIT for UNIT A LIFE SCIENCE and UNIT B
EARTH SCIENCE
• http://en.wikipedia.org/wiki/List_of_environmental_issues
• www.theteachersguide.com/Environment.html
• www.eelink.net/pages/Lesson+Plans
•
Maryland air quality is reported daily using the color codes from the data table below.
AIR QUALITY
Color
Code
Green
Yellow
Orange
Red
Condition
Good
Moderate
Unhealthy for sensitive
people
Unhealthy
Suggested Action
None
Very sensitive people should limit outdoor exercise.
People with trouble breathing should limit being outdoors for
long periods.
Everyone should limit outdoor exercise.
Which group of people would most likely be affected when the color code is yellow?
A.
B.
C.
D.
adults who exercise regularly
athletes in good physical shape
teenagers who play soccer and football
young children with breathing problems
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Teacher Answer Key
Page Number
11
12
14
16
17
19
21
22
23
24
26
27
29
31
32
34
35
37
39
42
45
47
49
50
51
53
55
57
59
61
62
63
64
65
66
67
68
69
70
71
73
74
75
76
Answer
C
C
BCR
B
D
D
A
C
C
A
C
C
A
C
A
A
A
D
A
BCR
BCR
C
C
B
C
BCR
A
D
B
BCR
C
A
A
B
C
C
C
BCR
B
D
D
BCR
C
D
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Prince George’s County Public Schools
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Brief Constructed Response (BCR) Rubric
Brief Constructed Response (BCR) Rubric
Print: Scoring Rubric
Score 3
There is evidence in this response that the student has a full and complete understanding of the question or
problem.
•
•
•
•
The supporting scientific evidence is complete and demonstrates a full integration of scientific
concepts, principles, and/or skills.
The response reflects a complete synthesis of information, such as data, cause-effect
relationships, or other collected evidence.
The accurate use of scientific terminology strengthens the response.
An effective application of the concept to a practical problem or real-world situation reveals a
complete understanding of the scientific principles. 1
Score 2
There is evidence in this response that the student has a general understanding of the question or problem.
•
•
•
•
The supporting scientific evidence is generally complete with some integration of scientific
concepts, principles, and/or skills.
The response reflects some synthesis of information, such as data, cause-effect relationships,
or other collected evidence.
The accurate use of scientific terminology is present in the response.
An application of the concept to a practical problem or real-world situation reveals a general
understanding of the scientific principles. 1
Score 1
There is evidence in this response that the student has minimal understanding of the question or problem.
•
•
•
•
The supporting scientific evidence is minimal.
The response provides little or no synthesis of information, such as data, cause-effect
relationships, or other collected evidence.
The accurate use of scientific terminology may not be present in the response.
An application, if attempted, is minimal. 1
Score 0
There is evidence that the student has no understanding of the question or problem.
•
The response is completely incorrect or irrelevant or there is no response.1 2
Note 1: On the Maryland School Assessment, the application of a concept to a practical problem or real-world situation will be scored
when it is required in the response and requested in the item stem.
MSA Science Review Packet–Science–Grade Five
Prince George’s County Public Schools
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Brief Constructed Response (BCR) Samples: Student Responses
For Page 47 Sample Student Response #1
Score for Sample Student Response #1: Rubric Score 0 Annotation, Using the Rubric: There is evidence that the student has no
understanding of the question. The response is completely incorrect (a specialized cell is not founde in a plant…they don't have cells).
Sample Student Response #2
Score for Sample Student Response #2: Rubric Score 0 Annotation, Using the Rubric: There is evidence that the student has no
understanding of the question. The response is completely irrelevant to the question (A leaf cell needs to have sun too grow, a nerve cell
needs to have blood).
Sample Student Response #3
Score for Sample Student Response #3: Rubric Score 1 Annotation, Using the Rubric: There is evidence in this response that the student
has minimal understanding of the question The student provides little synthesis of information by minimally explaining why organisms
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Samples Responses for Page 47 Continued
Sample Student Response #4
Score for Sample Student Response #4: Rubric Score 1 Annotation, Using the Rubric: There is evidence in this response that the student has minimal understanding of the
question. The student provides minimal supporting scientific evidence of a type of cell not found in a plant (A type of cell that is not found in a plant is a nerve cell).
Sample Student Response #5
Score for Sample Student Response #5: Rubric Score 2 Annotation, Using the Rubric: There is evidence in this response that the student has a general understanding of the
question. The student provides generally complete supporting scientific evidence to address a type of cell not found in a plant and why it is not needed (A plant does not have a
nerve cell…because [it] does not think).
Sample Student Response #6
Score for Sample Student Response #6: Rubric Score 3 Annotation, Using the Rubric: There is evidence in this response that the student has a full and complete
understanding of the question. The student provides synthesis of information to explain why multicellular organisms only need certain specialized cells (Multicellular organisms
only need certain specialized cells because not all specialized cells do the function that organism needs). The student also provides integration of scientific concepts to explain
why a plant does not need a certain type of cell (a muscle cell is not needed in a plant because a plant has no muscles).
Sample Student Response #8
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Prince George’s County Public Schools
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For Page 50 Sample Student Response #1
Score for Sample Student Response #1: Rubric Score 0 Annotation, Using the Rubric: There is evidence that the student has no understanding of the question. The response is
irrelevant. The student simply identifies body parts of the firefly (Lantern…wings…Legs).
Sample Student Response #2
Score for Sample Student Response #2: Rubric Score 0 Annotation, Using the Rubric: There is evidence that the student has no understanding of the question. The response is
irrelevant (there is different kind of Firefly).
Sample Student Response #3
Score for Sample Student Response #3: Rubric Score 1 Annotation, Using the Rubric: There is evidence in this response that the student has minimal understanding of the
question. The supporting scientific evidence is minimal (to give signals to each other) as the student addresses how specialized cells are used to aid in survival.
Sample Student Response #4
Score for Sample Student Response #4: Rubric Score 1 Annotation, Using the Rubric: There is evidence in this response that the student has minimal understanding of the
question. The student minimally explains how specialized cells are used to aid in survival (warn their predators not to eat them because they taste bad…predators don’t eat them).
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Prince George’s County Public Schools
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For Page 58 Sample Student Response #1
Score for Sample Student Response #1: Rubric Score 0 Annotation, Using the Rubric: There is evidence in this response that the student has no understanding of the
question. The response is completely incorrect (the ice cream that is frozen might have more matter because it is frozen into a solid and the melted ice cream has less
matter).
Sample Student Response #2
Score for Sample Student Response #2: Rubric Score 0 Annotation, Using the Rubric: There is evidence in this response that the student has no understanding of the
question. The response is completely irrelevant (he/she could test the amount of time it takes for a scoop of ice cream to melt).
Sample Student Response #3
Score for Sample Student Response #3: Rubric Score 1 Annotation, Using the Rubric: There is evidence in this response that the student has minimal understanding of
the question. The student provides no synthesis of information and only lists equipment needed to make a comparison (a scoop, ice cream and a bowl).
Sample Student Response #4
Score for Sample Student Response #4: Rubric Score 1 Annotation, Using the Rubric: There is evidence in this response that the student has minimal understanding of
the question. The response uses minimal scientific evidence to explain how a student might make the comparison (take a scale and put the bowl of frozen ice cream on one
side and the bowl of melted ice cream on the other) but provides an incorrect outcome of the comparison (the bowl with the frozen ice cream would be heavier than the
bowl with the melted ice cream). The equipment needed to make this comparison is included (a bowl of frozen ice cream and a bowl of melted ice cream, a scale), although
inaccurate terminology is present (scale).
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Prince George’s County Public Schools
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For Page 66 Sample Student Response #1
Score for Sample Student Response #1: Rubric Score 0 Annotation, Using the Rubric: There is evidence that the student has no understanding of the question. The response is
irrelevant to the question (…make sure you have the sugar…enough sugar…enjoy).
Sample Student Response #2
Score for Sample Student Response #2: Rubric Score 0 Annotation, Using the Rubric: There is evidence that the student has no understanding of the question. The response is
irrelevant to the question, providing no observable properties before or after mixing.
Sample Student Response #3
Score for Sample Student Response #3: Rubric Score 1 Annotation, Using the Rubric: There is evidence in this response that the student has minimal understanding of the
question. The student provides an observable property for each of the ingredients before mixing (liquid, solid, and solid) and a property after mixing (liqiud). The student provides
no synthesis of information to explain what happens when the materials are combined to make a mixture.
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CURRICULUM GUIDE EVALUATION FORM
This form is to be used by individual teachers to provide a reaction to the curriculum guide currently being
used. At the end of each unit taught or after teaching from the entire document, please complete the form and send
it to the content area supervisor. Your input is necessary in order to assess what revisions must be made in the
document. Thank you for helping to review and revise your curriculum so that it is meaningful to your teaching.
PGIN: 7690-_______
__________________________________
Name of Document
_____________________________________________
Name of Unit/Chapter Evaluated
______________________
Instructional/Grade Level
__________________
Publication Date
1. In-service was received on this publication. Yes ______
No ________
2. The in-service was (adequate, inadequate) for using this document.
3. Teachers could use further in-service on the following topics/chapters/units:
__________________________________________________________________
__________________________________________________________________
4. The errors/omissions noted in the document are on page(s)___________________
__________________________________________________________________
5. The best written and most helpful sections or pages of this document are:
__________________________________________________________________
__________________________________________________________________
6. Information needs to be revised on the following:
__________________________________________________________________
__________________________________________________________________
7. The attached material (outline, lesson plan, etc.) should be added to the document.
__________________________________________________________________
__________________________________________________________________
8. Did the format of the guide make it easy to use?
Yes _____ No _____
9. What changes would you like to see included? ____________________________
__________________________________________________________________
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10. Do the lessons contain realistic teaching time frames?
Yes _____
No ____
11. Are there a sufficient number of teaching lessons/activities? Yes ____
No ____
12. Are there a sufficient number of available resources listed? Yes ____
No ____
13. Was the content appropriate for the level of teaching?
No ____
Yes ____
14. Does the content adequately provide for Title IX (sex equality) guidelines?
Yes ____ No ____
15. Does the content adequately provide for inclusion of information about
multicultural and multiracial relationships? Yes ____ No ____
16. The following suggestions would improve this document: __________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
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Prince George’s County Public Schools
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