Assessment Answer Key

Grade 4 Science and Social Studies

Unit 4: Energy

Question Standard Correct Answer/Mastery Response Additional Notes

1 RI4.2 D
2 RI4.2 A, C
3 RI4.3 B
4 RI4.5 D
5 RI4.8 Potential Answer: The author uses 2 points: States the point
reasons and evidence to support that the author is trying to
no energy source is perfect by make to show that no
illustrating how even though renewable energy source is perfect
energy is emphasized as being better and gives specific
for the environment because it doesn’t details/reasons to show
produce emissions, it still has how the author supports
its limitations. The author gives reasons that point.
to show how renewable energy can
disrupt ecosystems and the 1 point: Gives reasons
environment if it’s not carefully and details to show how
planned. Solar farms disrupt desert no energy source is
ecosystems, wind farms impact wildlife, perfect, but doesn’t
and dams disrupt life cycles. This connect the reasons to
highlights that there are always two the author’s larger point.
sides to an issue.
6 RI4.2 Potential Answer: Jeff thinks that
solar absorbers could be a way to
increase the amount of clean and
renewable energy available because
they would allow us to get energy from
anything, not just the sun.
7 RI4.4 C
L4.4
8 RI4.1 C
RI4.8
9 RI4.3 B
10 RI4.2 A
11 Potential Answer: See rubric below.
Both authors include evidence and
reasons to support the idea that
balancing the use of non-renewable
fossil fuels and renewable energy will
make our planet healthier. Currently we
rely too much on non-renewable fossil
fuels. Both authors highlight why this is

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 Assessment Answer Key
Grade 4 Science and Social Studies
Unit 4: Energy

a problem. In Energy for Life, the author

explains how we burn fossil fuels faster
than we make them, they produce
harmful emissions, and getting the fuels
requires damaging the environment.
James Folta describes/wonders what
happens when they run out? It would
be hard to stop using non-renewable all
of a sudden so both authors think we
need to keep learning and improving
renewable energy.
In Energy for Life the author explains
how renewable energy, like wind, solar,
and water are great, but he also
highlights how they negatively impact
the environment. Solar farms for
example need to be in warm places, like
a desert. To get lots of energy, we need
lots of solar panels. That means a lot of
the desert habitat would be disrupted.
Therefore, to make solar power as
widespread as oil we need more
research. James Folta would agree. He
is trying to develop solar absorbers so
we don't have to just rely on the sun.

Neither option is perfect currently,

therefore, a balance of both is best for
our earth.

Except as otherwise noted, © 2015-2018 Match Education, and licensed under a CC BY-NC-SA 4.0 license.
 Assessment Answer Key
Grade 4 Science and Social Studies
Unit 4: Energy

IDEA DEVELOPMENT
Score Description
4  Central idea is clear and fully developed
o Central idea focuses on the types of details and reasons each author
uses to show that as technology improves we can balance the use of
non-renewable fossil fuels with renewable energy for a healthier
planet.
o The focus is on what the authors did, not why renewable energy is
important.
 Effective selection and explanation of evidence/details
o Explains the type of reasons and evidence the author includes and
gives specific examples to support the broader type of reason.
 Effective organization.
o One or two strong paragraphs.
 Clear expression of ideas
 Full awareness of the purpose for writing
3  Central idea is general and moderately developed
o Central idea attempts to explain what both authors do to show that as
technology improves we can balance the use of non-renewable fossil
fuels with renewable energy, but may not clearly explain the strategies
or types of reasons the author includes.
o Central idea may focus on one author more than another.
 Appropriate selection and explanation of evidence/details
o Includes reasons and evidences from both authors. Attempts to explain
the type of reasons, but may be superficial.
 Moderate organization
 Adequate expression of ideas
 Sufficient awareness of the purpose for writing
2  Central idea may be present and is somewhat developed
o Central idea focuses on why finding a solution for energy is important,
but not on what the author does to develop that idea.
 Limited selection and explanation of evidence/details
 Limited organization
 Basic expression of ideas
 Partial awareness of the purpose for writing
1  Central idea is not present and/or not developed
 Insufficient evidence/details
 Minimal or no organization
 Poor expression of ideas
 Minimal awareness of the purpose for writing

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 Assessment Answer Key
Grade 4 Science and Social Studies
Unit 4: Energy

0  The response shows evidence the student has read the text, but does not
address the question or incorrectly responds to the question.
LANGUAGE
Score Description
3  Consistent control of a variety of sentence structures relative to length of
essay
o Uses at least 1-2 compound sentences.
o Uses the coordinating conjunctions but, so, and or to produce
compound sentences
 Consistent control of grammar, usage and mechanics relative to
complexity and/or length of essay
o Uses correct capitalization and punctuation.
o Spells grade-appropriate words correctly.
2  Mostly consistent control of sentence structures relative to length of
essay
o Uses one compound sentence.
o Attempts to use one of the coordinating conjunctions but, so and or to
produce a compound sentence.
 Mostly consistent control of grammar, usage and mechanics relative to
complexity and/or length of essay
1  Little control and/or no variety in sentence structure and/or
 Little control of grammar, usage and mechanics relative to complexity
and/or insufficient length
0  Sentences are formed incorrectly with no control of grammar, usage and
mechanics and/or insufficient length

This rubric is adapted from the Massachusetts Comprehensive Assessment System Grades 3-5: Essay Rubric (2017-present),
accessed from http://www.doe.mass.edu/mcas/tdd/ela.html?section=other.

Except as otherwise noted, © 2015-2018 Match Education, and licensed under a CC BY-NC-SA 4.0 license.