| 1 |
C |
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_042.xml
|
| 2 |
D |
5 |
4.D.1.b
Based on observations from investigations and video technology, describe what happens to the observable properties of materials when several materials are combined to make a new material, such as baking soda combined with vinegar
/toolkit/vsc/assessment_items/msa_science_5_125.xml
|
| 3 |
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_126.xml
|
| 4 |
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_127.xml
|
| 5 |
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_128.xml
|
| 6 |
|
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_129.xml
|
| 7 |
B |
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_043.xml
|
| 8 |
D |
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_044.xml
|
| 9 |
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_045.xml
|
| 10 |
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_130.xml
|
| 11 |
A |
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_046.xml
|
| 12 |
C |
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_131.xml
|
| 13 |
C |
4 |
4.A.1.b
Describe and compare the physical properties of samples of matter.
- Strength
- Hardness
- Flexibility
- Ability to conduct heat
- Ability to conduct electricity
- Ability to be attracted by magnets
/toolkit/vsc/assessment_items/msa_science_4_047.xml
|
| 14 |
C |
4 |
2.D.1.b
Identify the sun as the Earth's closest star.
/toolkit/vsc/assessment_items/msa_science_4_048.xml
|
| 15 |
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_132.xml
|
| 16 |
A |
4 |
3.F.1.a
Identify and describe the interactions of organisms present in a habitat.
- Competition for space, food, and water
- Beneficial interactions: nesting, pollination, seed dispersal, oysters filtering as in the Chesapeake Bay, etc.
- Roles within food chains and webs: scavengers, decomposers, producers, consumers.
/toolkit/vsc/assessment_items/msa_science_4_049.xml
|
| 17 |
A |
4 |
3.F.1.a
Identify and describe the interactions of organisms present in a habitat.
- Competition for space, food, and water
- Beneficial interactions: nesting, pollination, seed dispersal, oysters filtering as in the Chesapeake Bay, etc.
- Roles within food chains and webs: scavengers, decomposers, producers, consumers.
/toolkit/vsc/assessment_items/msa_science_4_050.xml
|
| 18 |
D |
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_133.xml
|
| 19 |
B |
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_134.xml
|
| 20 |
B |
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_051.xml
|
| 21 |
C |
4 |
5.C.3.a
Investigate and describe the effect that two magnets have on each other.
- Like poles repel
- Opposite poles attract
/toolkit/vsc/assessment_items/msa_science_4_052.xml
|
| 22 |
|
4 |
5.C.3.a
Investigate and describe the effect that two magnets have on each other.
- Like poles repel
- Opposite poles attract
/toolkit/vsc/assessment_items/msa_science_4_053.xml
|
| 23 |
A |
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_054.xml
|
| 24 |
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_055.xml
|
| 25 |
D |
5 |
6.A.1.a
Identify and compare Maryland's renewable resources and nonrenewable resources.
/toolkit/vsc/assessment_items/msa_science_5_135.xml
|
| 26 |
C |
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_136.xml
|
| 27 |
A |
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_137.xml
|
| 28 |
A |
4 |
3.F.1.a
Identify and describe the interactions of organisms present in a habitat.
- Competition for space, food, and water
- Beneficial interactions: nesting, pollination, seed dispersal, oysters filtering as in the Chesapeake Bay, etc.
- Roles within food chains and webs: scavengers, decomposers, producers, consumers.
/toolkit/vsc/assessment_items/msa_science_4_056.xml
|
| 29 |
D |
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_138.xml
|
| 30 |
A |
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_139.xml
|
| 31 |
A |
4 |
5.C.2.d
Observe, describe and compare materials that readily conduct electricity and those that do not conduct electricity.
/toolkit/vsc/assessment_items/msa_science_4_057.xml
|
| 32 |
C |
4 |
5.C.2.d
Observe, describe and compare materials that readily conduct electricity and those that do not conduct electricity.
/toolkit/vsc/assessment_items/msa_science_4_058.xml
|
| 33 |
D |
4 |
5.C.2.d
Observe, describe and compare materials that readily conduct electricity and those that do not conduct electricity.
/toolkit/vsc/assessment_items/msa_science_4_059.xml
|
| 34 |
D |
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_060.xml
|
| 35 |
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_140.xml
|
| 36 |
C |
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_141.xml
|
| 37 |
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_142.xml
|
| 38 |
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_143.xml
|
| 39 |
B |
4 |
3.A.1.c
Given a list of additional animals or plants, decide whether or not they could be placed within the established groups or does a new group have to be added.
/toolkit/vsc/assessment_items/msa_science_4_061.xml
|
| 40 |
B |
4 |
4.A.1.b
Describe and compare the physical properties of samples of matter.
- Strength
- Hardness
- Flexibility
- Ability to conduct heat
- Ability to conduct electricity
- Ability to be attracted by magnets
/toolkit/vsc/assessment_items/msa_science_4_062.xml
|
| 41 |
C |
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_144.xml
|
| 42 |
C |
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_145.xml
|
| 43 |
|
4 |
3.F.1.a
Identify and describe the interactions of organisms present in a habitat.
- Competition for space, food, and water
- Beneficial interactions: nesting, pollination, seed dispersal, oysters filtering as in the Chesapeake Bay, etc.
- Roles within food chains and webs: scavengers, decomposers, producers, consumers.
/toolkit/vsc/assessment_items/msa_science_4_063.xml
|
| 44 |
C |
5 |
2.A.2.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.
/toolkit/vsc/assessment_items/msa_science_5_146.xml
|
| 45 |
B |
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_064.xml
|
| 46 |
B |
4 |
2.A.2.a
Investigate and describe how weathering wears down Earth's surface.
/toolkit/vsc/assessment_items/msa_science_4_065.xml
|
