5th Grade Science

CALI FORNI A STANDARDS TEST G R A D E
ReleasedTestQuestions Science
5
Introduction-Grade5Science
ThefollowingreleasedtestquestionsaretakenfromtheGrade5ScienceStandardsTest.Thistestisoneofthe
CaliforniaStandardsTestsadministeredaspartoftheStandardizedTestingandReporting(STAR)Program
underpoliciessetbytheStateBoardofEducation.
AllquestionsontheCaliforniaStandardsTestsareevaluatedbycommitteesofcontentexperts,includingteachers
andadministrators,toensuretheirappropriatenessformeasuringtheCaliforniaacademiccontentstandards
inGrade5Science.Inadditiontocontent,allitemsarereviewedandapprovedtoensuretheiradherenceto
theprinciplesoffairnessandtoensurenobiasexistswithrespecttocharacteristicssuchasgender,ethnicity,
andlanguage.
ThisdocumentcontainsreleasedtestquestionsfromtheCaliforniaStandardsTestformsin2004,2005,2006,
and2007.FirstonthepagesthatfollowarelistsoftheGrades4and5standardsassessedontheGrade5
ScienceTest.NotethatGrade5EarthSciencesStandard3.eisnotassessedontheGrade5ScienceTestand,
therefore,isnotrepresentedinthesereleasedtestquestions.Nextarereleasedtestquestions.Followingthe
questionsisatablethatgivesthecorrectanswerforeachquestion,thecontentstandardthateachquestionis
measuring,andtheyeareachquestionappearedonthetest.Referencesheets,providedforstudentstakingthe
test,arealsoincludedastheyarenecessaryinansweringsomeofthequestions.
Thefollowingtablelistseachreportingcluster,thenumberofitemsthatappearontheexam,andthenumber
ofreleasedtestquestionsthatappearinthisdocument.NotethatthequestionstestingtheInvestigationand
Experimentationcontentstandardsareembeddedwithinthecorrelatingreportingcluster(i.e.Grade5
LifeSciences).
1
ThisisasampleofCaliforniaStandardsTestquestions.ThisisNOTanoperationaltestform.Testscorescannotbeprojected
basedonperformanceonreleasedtestquestions.Copyright2008CaliforniaDepartmentofEducation.
5
G R A D E CALI FORNI A STANDARDS TEST
Science ReleasedTestQuestions
NUMBEROF NUMBEROF
REPORTINGCLUSTER QUESTIONS RELEASED
ONEXAM TESTQUESTIONS
PhysicalSciences
Grade 5(Standards:5PS1.a-i) 11 11
Grade 4(Standards:4PS1.a-g) 8 9
LifeSciences
Grade 5(Standards:5LS2.a-g) 13 12
Grade 4(Standards:4LS2.a-c,4LS3.a-d) 9 10
EarthSciences
Grade 5(Standards:5ES3.a-e,5ES4.a-e,5ES5.a-c) 11 11
Grade 4(Standards:4ES4.a-b,4ES5.a-c) 8 7
TOTAL 60 60
Inselectingtestquestionsforrelease,threecriteriaareused:(1)thequestionsadequatelycoveraselectionofthe
academiccontentstandardsassessedontheGrade5ScienceTest;(2)thequestionsdemonstratearangeof
difficulty;and(3)thequestionspresentavarietyofwaysstandardscanbeassessed.Thesereleasedtestquestionsdo
notreflectallofthewaysthestandardsmaybeassessed.Releasedtestquestionswillnotappearonfuturetests.
FormoreinformationabouttheCaliforniaStandardsTests,visittheCaliforniaDepartmentofEducations
Websiteathttp://www.cde.ca.gov/ta/tg/sr/resources.asp.
2
5
THEPHYSICALSCIENCESREPORTINGCLUSTER
ThefollowingnineCaliforniacontentstandardsareincludedintheGrade5PhysicalSciencesreportingcluster
andarerepresentedinthisbookletby11testquestions.Thesequestionsrepresentonlysomewaysinwhich
thesestandardsmaybeassessedontheCaliforniaGrade5ScienceStandardsTest.
CALIFORNIACONTENTSTANDARDSINTHISREPORTINGCLUSTER
PhysicalSciences
Grade5Standards
5PS1. Elementsandtheircombinationsaccountforallthevariedtypesofmatterin
theworld.Asabasisforunderstandingthisconcept:
5PS1.a. Students know that during chemical reactions the atom in the reactants rearrange to
form products with different properties.
5PS1.b. Students know all matter is made of atoms, which may combine to form molecules.
5PS1.c. Students know metals have properties in common, such as high electrical and thermal
conductivity. Some metals, such as aluminum (AI), iron (Fe), nickel (Ni), copper (Cu),
silver (Ag), and gold (Au), are pure elements; others, such as steel and brass,
are composed of a combination of elemental metals.
5PS1.d. Students know that each element is made of one kind of atom and that the elements
are organized in the periodic table by their chemical properties.
5PS1.e. Students know scientists have developed instruments that can create discrete images
of atoms and molecules that show that the atoms and molecules often occur in well-
ordered arrays.
5PS1.f. Students know differences in chemical and physical properties of substances are used
to separate mixtures and identify compounds.
5PS1.g. Students know properties of solid, liquid, and gaseous substances, such as sugar
(C
6
H
12
O
6
), water (H
2
O), helium (He), oxygen (O
2
), nitrogen (N
2
), and carbon dioxide (CO
2
).
5PS1.h. Students know living organisms and most materials are composed of just a
few elements.
5PS1.i. Students know the common properties of salts, such as sodium chloride (NaCI).
3
Science
5
ReleasedTestQuestions
THEPHYSICALSCIENCESREPORTINGCLUSTER
ThefollowingsevenCaliforniacontentstandardsareincludedintheGrade4PhysicalSciencesreporting
clusterandarerepresentedinthisbookletbyninetestquestions.Thesequestionsrepresentonlysome
waysinwhichthesestandardsmaybeassessedontheCaliforniaGrade5ScienceStandardsTest.
PhysicalSciences
Grade4Standards
4PS1. Electricityandmagnetismarerelatedeffectsthathavemanyusefulapplicationsin
everydaylife.Asabasisforunderstandingthisconcept:
4PS1.a. Students know how to design and build simple series and parallel circuits by using
components such as wires, batteries, and bulbs.
4PS1.b. Students know how to build a simple compass and use it to detect magnetic effects,
including Earths magnetic field.
4PS1.c. Students know electric currents produce magnetic fields and know how to build a
simple electromagnet.
4PS1.d. Students know the role of electromagnets in the construction of electric motors,
electric generators, and simple devices, such as doorbells and earphones.
4PS1.e. Students know electrically charged objects attract or repel each other.
4PS1.f. Students know that magnets have two poles (north and south) and that like poles
repel each other while unlike poles attract each other.
4PS1.g. Students know electrical energy can be converted to heat, light, and motion.
4
5
THELIFESCIENCESREPORTINGCLUSTER
ThefollowingsevenCaliforniacontentstandardsareincludedintheGrade5LifeSciencesreportingcluster
LifeSciences
Grade5Standards
5LS2. Plantsandanimalshavestructuresforrespiration,digestion,wastedisposal,
andtransportofmaterials.Asabasisforunderstandingthisconcept:
5LS2.a. Students know many multicellular organisms have specialized structures to support
the transport of materials.
5LS2.b. Students know how blood circulates through the heart chambers, lungs, and body and
how carbon dioxide (CO
2
) and oxygen (O
2
) are exchanged in the lungs and tissues.
5LS2.c. Students know the sequential steps of digestion and the roles of teeth and the mouth,
esophagus, stomach, small intestine, large intestine, and colon in the function of the
digestive system.
5LS2.d. Students know the role of the kidney in removing cellular waste from blood and
converting it into urine, which is stored in the bladder.
5LS2.e. Students know how sugar, water, and minerals are transported in a vascular plant.
5LS2.f. Students know plants use carbon dioxide (CO
2
) and energy from sunlight to build
molecules of sugar and release oxygen.
5LS2.g. Students know plant and animal cells break down sugar to obtain energy,
a process resulting in carbon dioxide (CO
2
) and water (respiration).
5
Science
5
THELIFESCIENCESREPORTINGCLUSTER
ThefollowingsevenCaliforniacontentstandardsareincludedintheGrade4LifeSciencesreportingcluster
LifeSciences
Grade4Standards
4LS2. Allorganismsneedenergyandmattertoliveandgrow.Asabasisfor
understandingthisconcept:
4LS2.a. Students know plants are the primary source of matter and energy entering most
food chains.
4LS2.b. Students know producers and consumers (herbivores, carnivores, omnivores,
and decomposers) are related in food chains and food webs and may compete
with each other for resources in an ecosystem.
4LS2.c. Students know decomposers, including many fungi, insects, and microorganisms,
recycle matter from dead plants and animals.
4LS3. Livingorganismsdependononeanotherandontheirenvironmentforsurvival.
Asabasisforunderstandingthisconcept:
4LS3.a. Students know ecosystems can be characterized by their living and nonliving
components.
4LS3.b. Students know that in any particular environment, some kinds of plants and
animals survive well, some survive less well, and some cannot survive at all.
4LS3.c. Students know many plants depend on animals for pollination and seed dispersal,
and animals depend on plants for food and shelter.
4LS3.d. Students know that most microorganisms do not cause disease and that
many are beneficial.
6
5
THEEARTHSCIENCESREPORTINGCLUSTER
Thefollowing13CaliforniacontentstandardsareincludedintheGrade5EarthSciencesreportingclusterand
arerepresentedinthisbookletby11testquestions.Thesequestionsrepresentonlysomewaysinwhichthese
standardsmaybeassessedontheCaliforniaGrade5ScienceStandardsTest.
EarthSciences
Grade5Standards
5ES3. WateronEarthmovesbetweentheoceansandlandthroughtheprocesses
ofevaporationandcondensation.Asabasisforunderstandingthisconcept:
5ES3.a. Students know most of Earths water is present as salt water in the oceans,
which cover most of Earths surface.
5ES3.b. Students know when liquid water evaporates, it turns into water vapor in the air and can
reappear as a liquid when cooled or as a solid if cooled below the freezing point of water.
5ES3.c. Students know water vapor in the air moves from one place to another and can form fog
or clouds, which are tiny droplets of water or ice, and can fall to Earth as rain, hail, sleet,
or snow.
5ES3.d. Students know that the amount of fresh water located in rivers, lakes, underground
sources, and glaciers is limited and that its availability can be extended by recycling
and decreasing the use of water.
5ES3.e. Students know the origin of the water used by their local communities.
5ES4. EnergyfromtheSunheatsEarthunevenly,causingairmovementsthatresultin
changingweatherpatterns.Asabasisforunderstandingthisconcept:
5ES4.a. Students know uneven heating of Earth causes air movements (convection currents).
5ES4.b. Students know the influence that the ocean has on the weather and the role that the
water cycle plays in weather patterns.
5ES4.c. Students know the causes and effects of different types of severe weather.
5ES4.d. Students know how to use weather maps and data to predict local weather and know
that weather forecasts depend on many variables.
5ES4.e. Students know that Earths atmosphere exerts a pressure that decreases with
distance above Earths surface and that at any point it exerts this pressure equally
in all directions.
5ES5. ThesolarsystemconsistsofplanetsandotherbodiesthatorbittheSunin
predictablepaths.Asabasisforunderstandingthisconcept:
5ES5.a. Students know the Sun, an average star, is the central and largest body in the solar
system and is composed primarily of hydrogen and helium.
5ES5.b. Students know the solar system includes the planet Earth, the Moon, the Sun, eight
other planets and their satellites, and smaller objects, such as asteroids and comets.
5ES5.c. Students know the path of a planet around the Sun is due to the gravitational attraction
between the Sun and the planet.
7
Science
5
THEEARTHSCIENCESREPORTINGCLUSTER
ThefollowingfiveCaliforniacontentstandardsareincludedintheGrade4EarthSciencesreportingcluster
andarerepresentedinthisbookletbyseventestquestions.Thesequestionsrepresentonlysomewaysinwhich
EarthSciences
Grade4Standards
4ES4. Thepropertiesofrocksandmineralsreflecttheprocessesthatformedthem.
Asabasisforunderstandingthisconcept:
4ES4.a. Students know how to differentiate among igneous, sedimentary, and metamorphic
rocks by referring to their properties and methods of formation (the rock cycle).
4ES4.b. Students know how to identify common rock-forming minerals (including quartz,
calcite, feldspar, mica, and hornblende) and ore minerals by using a table of
diagnostic properties.
4ES5. Waves,wind,water,andiceshapeandreshapeEarthslandsurface.Asabasis
forunderstandingthisconcept:
4ES5.a. Students know some changes in the earth are due to slow processes, such as erosion,
and some changes are due to rapid processes, such as landslides, volcanic eruptions,
and earthquakes.
4ES5.b. Students know natural processes, including freezing and thawing and the growth of
roots, cause rocks to break down into smaller pieces.
4ES5.c. Students know moving water erodes landforms, reshaping the land by taking it away
from some places and depositing it as pebbles, sand, silt, and mud in other places
(weathering, transport, and deposition).
8
5
INVESTIGATIONANDEXPERIMENTATION
ThefollowingnineCaliforniacontentstandardsaredistributedamongtheGrade5reportingclustersandare
representedinthisbookletbythreetestquestions.Thesequestionsrepresentonlysomewaysinwhichthese
InvestigationandExperimentation
Grade5Standards
5IE6. Scientificprogressismadebyaskingmeaningfulquestionsandconducting
carefulinvestigations.Asabasisforunderstandingthisconceptandaddressing
thecontentintheotherthreestrands,studentsshoulddeveloptheirown
questionsandperforminvestigations.Studentswill:
5IE6.a. Classify objects (e.g., rocks, plants, leaves) in accordance with appropriate criteria.
5IE6.b. Develop a testable question.
5IE6.c. Plan and conduct a simple investigation based on a student-developed question and
write instructions others can follow to carry out the procedure.
5IE6.d. Identify the dependent and controlled variables in an investigation.
5IE6.e. Identify a single independent variable in a scientific investigation and explain how
this variable can be used to collect information to answer a question about the
results of the experiment.
5IE6.f. Select appropriate tools (e.g., thermometers, meter sticks, balances, and graduated
cylinders) and make quantitative observations.
5IE6.g. Record data by using appropriate graphic representations (including charts, graphs,
and labeled diagrams) and make inferences based on those data.
5IE6.h. Draw conclusions from scientific evidence and indicate whether further information is
needed to support a specific conclusion.
5IE6.i. Write a report of an investigation that includes conducting tests, collecting data or
examining evidence, and drawing conclusions.
9
Science
5
INVESTIGATIONANDEXPERIMENTATION
ThefollowingsixCaliforniacontentstandardsaredistributedamongtheGrade4reportingclustersandare
representedinthisbookletbythreetestquestions.Thesequestionsrepresentonlysomewaysinwhichthese
InvestigationandExperimentation
Grade4Standards
4IE6. Scientificprogressismadebyaskingmeaningfulquestionsandconducting
carefulinvestigations.Asabasisforunderstandingthisconceptandaddressing
thecontentintheotherthreestrands,studentsshoulddeveloptheirown
questionsandperforminvestigations.Studentswill:
4IE6.a. Differentiate observation from inference (interpretation) and know scientists
explanations come partly from what they observe and partly from how they
interpret their observations.
4IE6.b. Measure and estimate the weight, length, or volume of objects.
4IE6.c. Formulate and justify predictions based on cause-and-effect relationships.
4IE6.d. Conduct multiple trials to test a prediction and draw conclusions about the
relationships between predictions and results.
4IE6.e. Construct and interpret graphs from measurements.
4IE6.f. Follow a set of written instructions for a scientific investigation.
10

5
1 Whichactionwillresultinaproductwithnew
chemicalproperties?
A shreddinganewspaper
B breakingamirror
C cuttingwood
D poppingpopcorn
CSZ20059
2 Whichofthefollowingrepresentsachemical
reaction?
A asugarcubedissolvinginwater
B icecubesforminginafreezer
C icecreammeltinginabowl
D acakebakinginanoven
CSZ20560
3 Whatdowater,aluminum,redwoodtrees,and
valleyquailallhaveincommon?
A Theyareallpureelements.
B Theyareallmadeofcells.
C Theyarealllivingcreatures.
D Theyareallmadeofatoms.
CSZ10068
4 Sterlingsilverisacombinationofsilver
andcopper.Whichofthefollowingisalso
acombinationoftwoormoremetals?
A aluminum
B lead
C gold
D brass
CSZ10110
5 Ametalspoonwasleftinapotofboilingsoup.
Thecookburnedafingerbytouchingthe
spoon.Whydidthefingergetburned?
A Themetalspoonchemicallyreactedwiththe
cookshand.
B Themetalspoonconductedelectricitytothe
cookshand.
C Themetalspoonconductedheattothecooks
hand.
D Themetalspooninsulatedthecookshand.
CSZ10266
6 Ascientistusesaninstrumenttoobservethe
patternofmoleculesinasubstance.Thepicture
belowshowswhatthescientistsees.
Whatstateofmatteristhescientistmostlikely
observing?
A gas
B liquid
C vapor
D solid
CSZ20171
7 Ascientistneedstotakeapictureofthe
well-orderedarrangementsoftheatomsand
moleculeswithinasubstance.Whichofthe
followinginstrumentswouldbebestforthe
scientisttouse?
A alaserlightwithholograph
B aseismograph
C anelectronmicroscope
D astereoscope
CSZ10300
11
8
5
Thediagrambelowshowsamixture.
salt water
Whichofthefollowingpiecesofequipment
shouldbeusedtoseparatethismixture?
A magnet
B balance
C funnel
D hotplate
CSZ10130
9 WhichofthefollowingisapropertyofCO
2
gas?
A Itfeelslikearock.
B Itsmellslikealemon.
C Itiscolorless.
D Itishard.
CSZ10302
10 Alllivingthingscontainwhichelement?
A helium
B sodium
C copper
D carbon
CSZ20517
11 Whenhomemadeicecreamismade,saltis
addedtotheicethatsurroundstheicecream
chamber.
Ice cream chamber
Ice and salt
Whichpropertyofsaltisimportantwhen
makingicecream?
A Saltconductselectricityinwater.
B Saltdissolvesinwater.
C Saltlowersthefreezingpointofwater.
D Saltaddsflavortotheicecreammixture.
CSZ10027
12 Whichbestdescribesaparallelcircuit?
A Electricityflowsalongonepathway.
B Theflowofelectricitycomesfrom
onesource.
C Electricityflowsalongmorethan
onepathway.
D Theflowofelectricitycomesfrom
morethanonesource.
CSZ10383
12


5
13
+
-
Whichofthefollowingisshownabove?
A electromagnet
B electricmotor
C electricgenerator
D transformer
CSZ10350
14 Aballoonhasanegativecharge.Aglassrod
hasapositivecharge.
glass
rod
balloon
Whatwillhappenwhentheglassrodis
broughtneartheballoon?
A Theballoonwillbeattractedtotherod.
B Theballoonwillberepelledbytherod.
C Theballoonwillremaininplace.
D Theballoonwillspinincircles.
CSZ10182
15 Ironfilingsandbarmagnetswereplacedona
sheetofpaper.Thefollowingdiagramshows
thepatternmadeonthepaper.
N S N S
4
1
2 3
Atwhichlocationisthemagneticfield
thestrongest?
A 1
B 2
C 3
D 4
CSZ10384
13

5
16 Thediagrambelowshowsthatthemagnetic
fieldofEarthissimilartothatofabarmagnet.
1
2
3
4
AtwhichlocationisEarthsmagneticfield
thestrongest?
A 1
B 2
C 3
D 4
CSZ10385
17 Whichofthefollowingconvertselectrical
energyintomotion?
A lightswitch
B electricstove
C lightbulb
D electricfan
CSZ10278
18 Whenelectriccurrentflowsthroughthemetal
filamentofalightbulb,electricalenergyis
convertedto
A heatenergyonly.
B heatandlightenergy.
C lightandmotionenergy.
D lightenergyonly.
CSZ20273
19 Whichofthefollowingsystemsbreaksfood
intonutrientsthatcanbeusedbythebody?
A circulatory
B digestive
C respiratory
D reproductive
CSZ10304
20 Whichofthefollowingisaharmfulwaste
materialthatleavesthebloodandtravels
throughthelungsbeforeleavingthebody?
A CO
2
B O
2
C H O
2
D NaCl
CSZ10243
21 Thedigestionprocessbeginsinwhichofthe
following?
A largeintestine
B mouth
C smallintestine
D stomach
CSZ10244
14

5
22 Whichlistgivesthecorrectorderoffood
travelingthroughthedigestivesystemafter
itisswallowed?
A stomach,esophagus,largeintestine,
smallintestine
B smallintestine,largeintestine,esophagus,
stomach
C esophagus,stomach,largeintestine,
smallintestine
D esophagus,stomach,smallintestine,
largeintestine
CSZ20156
23 Whichbestdescribestheroleoftheesophagus
indigestion?
A Itreleasesacidandmixesfood.
B Itaidsinabsorptionofnutrientsfromfood.
C Itcarriesfoodfromthemouthtothestomach.
D Itcarriesfoodfromthestomachto
theintestines.
CSZ10326
24 Whichorganremovescellwastefrom
theblood?
A thelargeintestine
B thesmallintestine
C thekidney
D theheart
CSZ10086
25 Whichofthefollowingbestexplainshowstems
transportwatertootherpartsoftheplant?
A throughachemicalcalledchlorophyll
B byusingphotosynthesis
C throughasystemoftubes
D byconvertingwatertofood
CSZ10245
26 Whichofthefollowinggasesdoplantsuse
inphotosynthesis?
A hydrogen
B oxygen
C carbondioxide
D carbonmonoxide
CSZ10292
27 Whichofthefollowingisbrokendownin
thebodytoreleaseenergy?
A sugar
B water
C salt
D oxygen
CSZ10247
28 Thediagrambelowshowsasimplefoodweb.
redfox
owl
blackbear
rabbit
deer
berries
Whichanimalisclassifiedasanomnivore?
A redfox
B deer
C blackbear
D rabbit
CSZ20162
15

5
29 Thediagrambelowshowsasimplefoodchain.
coyote mouse grass Sun
Whichofthefollowinganimalsmightcompetewiththecoyoteinthisfoodchain?
A
CSZ20004
16

5
30 Agroupofstudentsisbuildingamodelofanecosystem.Whichofthefollowingorganismsshouldthe
studentsselecttoactasadecomposer?
A
B
C
D
CSZ10160
17
5
Science ReleasedTestQuestions
31 Whichofthefollowingisalivingcomponentof
adesertinCalifornia?
A lowrainfall
B hottemperature
C polarbear
D hornedlizard
CSZ20146
32 Shownbelowarefourdifferentskinpatterns
foundinthewesterngartersnake.
Coast Wandering
pattern pattern
Mountain Melanistic
pattern pattern
Thepatternsmostlikelyreflectdifferencesin
thesnakes
A lifecycle.
B foodsource.
C size.
D habitat.
CSZ10163
33 Astudentwantstoputsomeplantsina
window-boxplanter.Thewindowselected
fortheplantsisalwaysshadedbyalarge
treeoutsidethewindow.
Whichcharacteristicoftheplantswouldmost
likelyaffecttheplantsgrowthinthislocation?
A leafshape
B lightrequirement
C plantprice
D flowercolor
CSZ10001
34 Whichanimalsaremostlikelytocarrythe
seedsfoundinberriesfromtheparentplant
toanotherarea?
A bees
B birds
C flies
D caterpillars
CSZ10356
18

5
35 Peachtreeshavesweet-smellingblossomsand
producerichfruit.Whatisthemainpurposeof
theflowersofapeachtree?
A toattractbeesforpollination
B tocreateflowerarrangements
C toprotectthetreefromdisease
D tofeedmigratorybirds
CSZ10336
36 Manyanimalsdependonplantsfor
A shelter.
B pollination.
C seeddispersal.
D sunlight.
CSZ10358
37 WhereismostofEarthswaterlocated?
A glaciers
B lakes
C oceans
D rivers
CSZ10053
38 Whichofthefollowingprocessesisresponsible
forchangingliquidwaterintowatervapor?
A photosynthesis
B condensation
C evaporation
D precipitation
CSZ10373
39 Aboveacontinent,awarmairmassslowly
passesoveracoldairmass.Asthewarmair
beginstocool,cloudsform.Whatwillmost
likelyhappennext?
A Rainwillfall.
B Hurricaneswillform.
C Lightningwillstrike.
D Hailwillform.
CSZ10148
40 Whyiswateringplantsandgrassintheearly
morningawaytoconservewater?
A Thereisalwaysmorewaterinthemorning.
B Smalleramountsofwaterevaporateinthe
coolmorning.
C Waterusedinthemorningcanberecycled
forafternoonuse.
D Grasscanabsorbwateronlyinthemorning.
CSZ10021
41 WhichlocationonEarthreceivesthemost
directsunlight?
A thedeserts
B theSouthPole
C theequator
D theWesternHemisphere
CSZ20228
19

5
42 Thepicturebelowshowsaplacewhereair
currentswillformduetotheunevenheating
ofEarth.
Inwhichdirectionwillaircurrentsmost
likelymove?
A straightdownovertheland
B fromthelandtowardthesea
C straightupabovethesea
D fromtheseatowardtheland
CSZ10155
43 Acityhasatemperatureof75F,withpartly
cloudyskies.Weatherforecastersarepredicting
thattheairpressureandtemperaturewilldrop
duringtheday.Whichtypeofweatherismost
likelyforthisareainthelateafternoon?
A rainy
B sunny
C snowing
D hailing
CSZ10256
44 Thediagrambelowshowsalandscape.
Upper atmosphere
Ocean
Whereinthediagramwouldtheairpressure
bethegreatest?
A atthebeach
B ontopofthemountain
C atthebottomoftheclouds
D aboveEarthsatmosphere
CSZ10108
45 Thelargestbodyinoursolarsystemis
A Earth.
B theSun.
C Jupiter.
D theMoon.
CSZ20330
46 Whichoftheserevolvesaroundaplanet?
A anasteroid
B astar
C acomet
D amoon
CSZ10100
20
5

47 Gravityisresponsibleforthe
A orbitsoftheplanetsaroundtheSun.
B rotationofaplanetonitsaxis.
C tiltofEarthsaxis.
D phasesoftheMoon.
CSZ20334
48 Whyaremostfossilsfoundinsedimentary
rocks?
A Sedimentaryrocksarenotveryold.
B Organismsliveonlyinareaswith
sedimentaryrock.
C Organismscanbepreservedin
sedimentaryrock.
D Sedimentaryrocksarefoundonlyat
thesurfaceoftheground.
CSZ10403
49 Astudentistryingtoidentifyamineral
thathasanonmetalliclusterandisblack.
Itcanalsobescratchedwithafingernail.
Accordingtothemineralreferencesheet,
theunidentifiedmineralismostlikely
A mica.
B magnetite.
C hornblende.
D quartz.
CSZ20414
50 ThechartbelowshowsapartofMohshardness
scaleforminerals.
MohsScaleofHardness
Mineral Talc Gypsum Calcite Fluorite Apatite
Hardness 1 2 3 4 5
Astudentistestinganunknownmineral
forhardness.Theunknownmineralistested
againstfluorite,butneithermineralscratches
theother.Whichofthefollowingconclusions
canthestudentaccuratelymake?
A Theunknownmineralandapatitewillnot
scratcheachother.
B Theunknownmineralandcalcitewillnot
scratcheachother.
C Theunknownmineralwillscratchapatite.
D Theunknownmineralwillscratchcalcite.
CSZ10261
51
Whichprocessismostresponsibleforthe
formationoftheGrandCanyon?
A scouringbycontinentalglaciers
B erosionbywindandwater
C eruptionsbyexplosivevolcanoes
D crackingofEarthscrustbyearthquakes
CSZ20112
21

5
52 Thelandformbelowisaseaarch.
Whatisresponsibleforshapingthisarch?
A platetectonics
B earthquakes
C deposition
D erosion
CSZ10405
53 Howdoplantsmostcommonlybreaklarge
rocksintosmallerpieces?
A Plantleavesinsulatesurroundingrocksfrom
extremetemperatures.
B Plantrootsgrowintocracksinrocks.
C Seedsfromplantsfallontorocksandrelease
acidiccompounds.
D Stemsofplantssurroundandsqueezerocks.
CSZ10170
54 Movingwaterwasthemostimportantfactorin
formingwhichofthese?
A theGrandCanyon
B SanAndreasFault
C theRockyMountains
D MountSt.HelensVolcano
CSZ10286
55 Thepicturebelowshowsseveraldifferentbirds.
Whatcharacteristicdoallbirdsshare?
A Theycanfly.
B Theyhavefeathers.
C Theyhavewebbedfeet.
D Theyeatworms.
CSZ10063
22

5
56 Whichofthefollowingquestionsistestablein
ascientificinvestigation?
A Aredogsbetterpetsthancats?
B Aredogshappywhentheyarewalked?
C Arecatsmoreactiveatnightthanduring
theday?
D Arecatseasiertotakecareofthandogs?
CSZ10003
57 Astudentwillmeasureandrecordthegrowth
oftwofloweringplantseveryotherdayfor
10days.
10 mL
fertilizer
200 mL water added to each pot
Accordingtothediagram,whichquestionis
beingtested?
A Dofloweringplantsgrowbetterwhen
wateredwithsaltwater?
B Howmuchfertilizerdofloweringplantsneed?
C Doesfertilizeraddedtothesoilleadto
tallerfloweringplants?
D Howtalldofloweringplantsgrow?
CSZ10046
58 Agroupofstudentsobservedthefollowingtree
whilehikingthroughahillyarea.
Hill
Whatisthemostlikelycausefortheangleof
growthofthistree?
A Thetreeisreachingtowardtheafternoon
sunlight.
B Waterrollingdownthehilluprootedthetree.
C Largerockshitthetreewhentheyrolled
downthehill.
D Stronguphillwindshavepushedagainst
thetree.
CSZ10205
23

5
59 Astudentaddedasmallballtoagraduated
cylindercontaining10millilitersofwater.
5
10
15
20
25
mL
10
15
20
25
mL
5
Whatisthevolumeoftheball?
A 5mL
B 10mL
C 15mL
D 20mL
CSZ10207
60 Thechartbelowshowstheresultsofan
experimentdesignedtostudyhowexercise
affectsheartrate.
Activity
Stage
HeartRateof
PersonA
(beats per min.)
HeartRateof
PersonB
(beats per min.)
HeartRateof
PersonC
(beats per min.)
Before
exercise
75 62 70
After
exercise
120 110 130
Whichofthefollowingstatementsisthebest
conclusionforthisexperiment?
A Exercisetriplesapersonsheartrate.
B Exercisedecreasesapersonsheartrate.
C Heartrateisnotaffectedbyexercise.
D Heartrateisincreasedbyexercise.
CSZ10043
24
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
5
QuestionNumber CorrectAnswer Standard YearofRelease
D 5PS1.A 2005
D 5PS1.A 2007
D 5PS1.B 2007
D 5PS1.C 2004
C 5PS1.C 2006
D 5PS1.E 2007
C 5PS1.E 2004
D 5PS1.F 2006
C 5PS1.G 2006
D 5PS1.H 2005
C 5PS1.I 2007
C 4PS1.A 2005
A 4PS1.C 2006
A 4PS1.E 2006
D 4PS1.F 2004
D 4PS1.F 2005
D 4PS1.G 2004
B 4PS1.G 2007
B 5LS2.A 2006
A 5LS2.B 2007
B 5LS2.C 2007
D 5LS2.C 2004
C 5LS2.C 2006
C 5LS2.D 2005
C 5LS2.E 2005
C 5LS2.F 2004
A 5LS2.G 2005
C 4LS2.B 2005
C 4LS2.B 2007
B 4LS2.C 2007
D 4LS3.A 2004
D 4LS3.B 2005
B 4LS3.B 2006
B 4LS3.C 2004
A 4LS3.C 2007
25
5
QuestionNumber CorrectAnswer Standard YearofRelease
36 A 4LS3.C 2006
37 C 5ES3.A 2004
38 C 5ES3.B 2006
39 A 5ES3.C 2007
40 B 5ES3.D 2005
41 C 5ES4.A 2007
42 D 5ES4.A 2004
43 A 5ES4.D 2006
44 A 5ES4.E 2007
45 B 5ES5.A 2005
46 D 5ES5.B 2004
47 A 5ES5.C 2007
48 C 4ES4.A 2004
49 A 4ES4.B 2004
50 D 4ES4.B 2006
51 B 4ES5.A 2007
52 D 4ES5.A 2006
53 B 4ES5.B 2005
54 A 4ES5.C 2005
55 B 5IE6.A 2005
56 C 5IE6.B 2004
57 C 5IE6.B 2006
58 D 4IE6.A 2005
59 A 4IE6.B 2006
60 D 4IE6.D 2004
26
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5th Grade Science

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5th Grade Science

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CALI FORNI A STANDARDS TEST G R A D E

CALI FORNI A STANDARDS TEST G R A D E

CALI FORNI A STANDARDS TEST G R A D E

G R A D E CALI FORNI A STANDARDS TEST

CALI FORNI A STANDARDS TEST G R A D E

G R A D E CALI FORNI A STANDARDS TEST

CALI FORNI A STANDARDS TEST G R A D E

CALI FORNI A STANDARDS TEST G R A D E

G R A D E CALI FORNI A STANDARDS TEST

G R A D E CALI FORNI A STANDARDS TEST

CALI FORNI A STANDARDS TEST G R A D E

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