| 1 |
A |
4 |
2.B.2.a
Recognize and explain that the remains or imprints of plants or animals can become fossils.
/toolkit/vsc/assessment_items/msa_science_4_001.xml
|
| 2 |
C |
5 |
4.B.1.c
Describe the relationship between the masses of whole objects to the sum of the mass of their parts using appropriate tools to gather supporting data.
/toolkit/vsc/assessment_items/msa_science_5_001.xml
|
| 3 |
C |
5 |
1.A.1.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.
/toolkit/vsc/assessment_items/msa_science_5_002.xml
|
| 4 |
D |
4 |
2.A.2.b
Cite evidence to show that erosion shapes and reshapes the earth's surface as it moves from one location to another.
/toolkit/vsc/assessment_items/msa_science_4_002.xml
|
| 5 |
A |
5 |
1.C.1.a
Make use of and analyze models, such as tables and graphs to summarize and interpret data.
/toolkit/vsc/assessment_items/msa_science_5_003.xml
|
| 6 |
A |
5 |
5.A.2.b
Observe and explain the changes in selected motion patterns using the relationship between force and mass.
/toolkit/vsc/assessment_items/msa_science_5_004.xml
|
| 7 |
|
5 |
1.B.1.b
Offer reasons for their findings and consider reasons suggested by others.
/toolkit/vsc/assessment_items/msa_science_5_056.xml
|
| 8 |
C |
5 |
4.D.1.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
/toolkit/vsc/assessment_items/msa_science_5_006.xml
|
| 9 |
B |
5 |
4.B.1.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.
/toolkit/vsc/assessment_items/msa_science_5_007.xml
|
| 10 |
C |
5 |
2.A.3.c
Describe ways that the following processes contribute to changes always occurring to the Earth's surface.
- Weathering
- Erosion
- Depositition
/toolkit/vsc/assessment_items/msa_science_5_008.xml
|
| 11 |
C |
5 |
5.D.3.a
Observe and describe the images formed by a plane mirror.
- Size of the image
- Apparent distance of the image from the mirror
- Front-to-back reversal in the image.
/toolkit/vsc/assessment_items/msa_science_5_009.xml
|
| 12 |
C |
5 |
5.D.3.a
Observe and describe the images formed by a plane mirror.
- Size of the image
- Apparent distance of the image from the mirror
- Front-to-back reversal in the image.
/toolkit/vsc/assessment_items/msa_science_5_010.xml
|
| 13 |
D |
5 |
5.D.3.b
Based on observations trace the path of a ray of light before and after it is reflected (bounces) off a plane mirror.
/toolkit/vsc/assessment_items/msa_science_5_011.xml
|
| 14 |
A |
5 |
2.A.2.a
Identify and describe events such as tornadoes, hurricanes, volcanic eruptions, earthquakes, and flooding which change surface features rapidly.
/toolkit/vsc/assessment_items/msa_science_5_012.xml
|
| 15 |
C |
5 |
6.A.1.a
Identify and compare Maryland's renewable resources and nonrenewable resources.
/toolkit/vsc/assessment_items/msa_science_5_013.xml
|
| 16 |
A |
5 |
6.A.1.b
Describe how humans use renewable natural resources, such as plants, soil, water, animals.
/toolkit/vsc/assessment_items/msa_science_5_014.xml
|
| 17 |
C |
5 |
3.E.1.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
/toolkit/vsc/assessment_items/msa_science_5_015.xml
|
| 18 |
A |
5 |
3.E.1.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
/toolkit/vsc/assessment_items/msa_science_5_016.xml
|
| 19 |
D |
4 |
3.F.1.b
Explain that changes in an organism's habitat are sometimes beneficial to it and sometimes harmful.
/toolkit/vsc/assessment_items/msa_science_4_017.xml
|
| 20 |
A |
5 |
2.D.2.d
Recognize and describe that the revolution of the planet Earth produces effects.
- The observable patterns of stars in the sky stay the same although different stars can be seen in different seasons.
- Length of year
/toolkit/vsc/assessment_items/msa_science_5_018.xml
|
| 21 |
A |
5 |
6.A.1.c
Describe how humans use nonrenewable natural resources, such as oil, coal, natural gas, minerals, including metals
/toolkit/vsc/assessment_items/msa_science_5_019.xml
|
| 22 |
|
5 |
4.D.1.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
/toolkit/vsc/assessment_items/msa_science_5_055.xml
|
| 23 |
C |
5 |
6.B.2.a
Explain how human activities may have positive consequences on the natural environment.
- Recycling centers
- Native plantings
- Good farming practice
/toolkit/vsc/assessment_items/msa_science_5_021.xml
|
| 24 |
C |
4 |
5.C.2.b
Investigate and describe (orally or with diagrams) how to light a light bulb or sound a buzzer given a battery, wires, and light bulb or buzzer.
/toolkit/vsc/assessment_items/msa_science_4_003.xml
|
| 25 |
A |
5 |
2.D.1.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)
/toolkit/vsc/assessment_items/msa_science_5_052.xml
|
| 26 |
A |
5 |
2.D.2.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
/toolkit/vsc/assessment_items/msa_science_5_053.xml
|
| 27 |
D |
5 |
2.D.2.d
Recognize and describe that the revolution of the planet Earth produces effects.
- The observable patterns of stars in the sky stay the same although different stars can be seen in different seasons.
- Length of year
/toolkit/vsc/assessment_items/msa_science_5_054.xml
|
| 28 |
C |
5 |
5.A.1.a
Observe, describe, and compare types of motion.
- Uniform motion as equal distances traveled in equal times, such as escalators, conveyor belts.
- Variable motion as different distances traveled in equal times, such as an accelerating car, falling objects.
- Periodic motion as motion that repeats itself, such as a child on a swing, a person on a pogo stick.
/toolkit/vsc/assessment_items/msa_science_5_025.xml
|
| 29 |
B |
5 |
5.A.2.a
Observe and give examples that show changes in speed or direction of motion are caused by an interaction of forces acting on an object:
/toolkit/vsc/assessment_items/msa_science_5_026.xml
|
| 30 |
A |
5 |
5.A.2.a
Observe and give examples that show changes in speed or direction of motion are caused by an interaction of forces acting on an object:
/toolkit/vsc/assessment_items/msa_science_5_027.xml
|
| 31 |
A |
4 |
3.C.1.b
Explain that some likenesses between parents and offspring are inherited (such as eye color in humans, nest building in birds, or flower color in plants) and other likenesses are learned (such as language in humans )
/toolkit/vsc/assessment_items/msa_science_4_004.xml
|
| 32 |
C |
5 |
4.B.1.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.
/toolkit/vsc/assessment_items/msa_science_5_028.xml
|
| 33 |
A |
5 |
1.A.1.b
Select and use appropriate tools hand lens or microscope (magnifiers), centimeter ruler (length), spring scale (weight), balance (mass), Celsius thermometer (temperature), graduated cylinder (liquid volume), and stopwatch (elapsed time) to augment observations of objects, events, and processes.
/toolkit/vsc/assessment_items/msa_science_5_029.xml
|
| 34 |
D |
4 |
1.C.1.a
Make use of and analyze models, such as tables and graphs to summarize and interpret data.
/toolkit/vsc/assessment_items/msa_science_4_005.xml
|
| 35 |
B |
4 |
4.A.1.d
Cite evidence that supports the statement, "All matter takes up space and contains a certain amount of material."
/toolkit/vsc/assessment_items/msa_science_4_006.xml
|
| 36 |
B |
4 |
5.C.3.b
Based on observations, describe the effect of a magnet on a variety of objects including those that are metallic or non-metallic; those made with iron or made with other metals; and on other magnets.
/toolkit/vsc/assessment_items/msa_science_4_007.xml
|
| 37 |
A |
4 |
2.B.2.c
Identify what an animal or plant fossil is able to tell about the environment in which it lived.
/toolkit/vsc/assessment_items/msa_science_4_008.xml
|
| 38 |
B |
5 |
6.B.2.a
Explain how human activities may have positive consequences on the natural environment.
- Recycling centers
- Native plantings
- Good farming practice
/toolkit/vsc/assessment_items/msa_science_5_030.xml
|
| 39 |
D |
5 |
6.B.2.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
/toolkit/vsc/assessment_items/msa_science_5_031.xml
|
| 40 |
C |
5 |
6.A.1.c
Describe how humans use nonrenewable natural resources, such as oil, coal, natural gas, minerals, including metals
/toolkit/vsc/assessment_items/msa_science_5_032.xml
|
| 41 |
D |
5 |
3.B.2.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.
/toolkit/vsc/assessment_items/msa_science_5_033.xml
|
| 42 |
A |
5 |
3.E.1.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
/toolkit/vsc/assessment_items/msa_science_5_034.xml
|
| 43 |
|
5 |
3.B.2.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 .
/toolkit/vsc/assessment_items/msa_science_5_057.xml
|
| 44 |
A |
5 |
4.C.1.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.
/toolkit/vsc/assessment_items/msa_science_5_036.xml
|
| 45 |
B |
5 |
1.B.1.a
Develop explanations using knowledge possessed and evidence from observations, reliable print resources, and investigations.
/toolkit/vsc/assessment_items/msa_science_5_037.xml
|
| 46 |
D |
5 |
4.C.1.b
Based on data explain the importance of water's ability to exist in all three states within the temperatures normally found on Earth.
/toolkit/vsc/assessment_items/msa_science_5_038.xml
|
| 47 |
C |
4 |
5.C.2.c
Describe and compare the path of electricity (circuit) within this system that caused the light to light or the buzzer to sound to those that do not affect the light or buzzer.
/toolkit/vsc/assessment_items/msa_science_4_009.xml
|
| 48 |
D |
4 |
3.A.1.b
Classify a variety of animals and plants according to their observable features and provide reasons for placing them into different groups.
/toolkit/vsc/assessment_items/msa_science_4_010.xml
|
| 49 |
B |
4 |
3.C.1.b
Explain that some likenesses between parents and offspring are inherited (such as eye color in humans, nest building in birds, or flower color in plants) and other likenesses are learned (such as language in humans )
/toolkit/vsc/assessment_items/msa_science_4_011.xml
|
| 50 |
D |
5 |
6.A.1.a
Identify and compare Maryland's renewable resources and nonrenewable resources.
/toolkit/vsc/assessment_items/msa_science_5_039.xml
|
| 51 |
C |
5 |
6.B.2.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
/toolkit/vsc/assessment_items/msa_science_5_040.xml
|
| 52 |
C |
4 |
3.E.1.b
Describe what happens to food in plants and animals.
- Contributes to growth
- Supports repair
- Provides energy
- Is stored for future use
- Is eliminated
/toolkit/vsc/assessment_items/msa_science_4_012.xml
|
| 53 |
B |
5 |
5.A.2.b
Observe and explain the changes in selected motion patterns using the relationship between force and mass.
/toolkit/vsc/assessment_items/msa_science_5_041.xml
|
| 54 |
A |
5 |
2.E.1.b
Explain that the sun is the main source of energy that causes the changes in the water on Earth.
/toolkit/vsc/assessment_items/msa_science_5_042.xml
|
| 55 |
A |
5 |
2.E.1.a
Describe how water on Earth changes.
- Condensation
- Precipitation
- Evaporation
/toolkit/vsc/assessment_items/msa_science_5_043.xml
|
| 56 |
D |
5 |
1.B.1.a
Develop explanations using knowledge possessed and evidence from observations, reliable print resources, and investigations.
/toolkit/vsc/assessment_items/msa_science_5_044.xml
|
| 57 |
D |
5 |
1.A.1.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:
- Millimeter - length
- Square centimeter - area
- Milliliter - volume
- Newton - weight
- Gram - mass
- Second - time
- Degree C - temperature
/toolkit/vsc/assessment_items/msa_science_5_045.xml
|
| 58 |
C |
5 |
1.A.1.c
Explain that comparisons of data might not be fair because some conditions are not kept the same.
/toolkit/vsc/assessment_items/msa_science_5_046.xml
|
| 59 |
A |
5 |
1.A.1.b
Select and use appropriate tools hand lens or microscope (magnifiers), centimeter ruler (length), spring scale (weight), balance (mass), Celsius thermometer (temperature), graduated cylinder (liquid volume), and stopwatch (elapsed time) to augment observations of objects, events, and processes.
/toolkit/vsc/assessment_items/msa_science_5_047.xml
|
| 60 |
A |
5 |
2.D.2.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
/toolkit/vsc/assessment_items/msa_science_5_048.xml
|
| 61 |
B |
4 |
4.A.1.d
Cite evidence that supports the statement, "All matter takes up space and contains a certain amount of material."
/toolkit/vsc/assessment_items/msa_science_4_013.xml
|
| 62 |
B |
5 |
4.D.1.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
/toolkit/vsc/assessment_items/msa_science_5_049.xml
|
| 63 |
D |
4 |
5.C.3.b
Based on observations, describe the effect of a magnet on a variety of objects including those that are metallic or non-metallic; those made with iron or made with other metals; and on other magnets.
/toolkit/vsc/assessment_items/msa_science_4_014.xml
|
| 64 |
D |
5 |
6.B.2.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
/toolkit/vsc/assessment_items/msa_science_5_050.xml
|
| 65 |
C |
5 |
6.B.2.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
/toolkit/vsc/assessment_items/msa_science_5_051.xml
|
| 66 |
D |
4 |
6.B.1.a
Identify and describe that human activities in a community or region are affected by environmental factors
- Presence and quality of water
- Soil type
- Temperature
- Precipitation
/toolkit/vsc/assessment_items/msa_science_4_015.xml
|
