Assessment - Teacher

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Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . .v
LIFE SCIENCE EARTH SCIENCE

Unit A: Plants and Animals Unit C: Our Earth
Chapter 1 Plants Chapter 5 Land and Water
Chapter Test A . . . . . . . . . . . . . . . . . . . . . . . 1 Chapter Test A . . . . . . . . . . . . . . . . . . . . . 53
Lesson 1 Test. . . . . . . . . . . . . . . . . . . . . . . .5 Lesson 1 Test. . . . . . . . . . . . . . . . . . . . . . 57
Lesson 2 Test . . . . . . . . . . . . . . . . . . . . . . 6 Lesson 2 Test . . . . . . . . . . . . . . . . . . . . . 58
Lesson 3 Test . . . . . . . . . . . . . . . . . . . . . . .7 Lesson 3 Test . . . . . . . . . . . . . . . . . . . . . 59
Chapter Test B . . . . . . . . . . . . . . . . . . . . . . 8 Chapter Test B . . . . . . . . . . . . . . . . . . . . . 60
Performance Assessment Rubric . . . . . . 12 Performance Assessment Rubric . . . . . 64
Performance Assessment Activity . . . . . 13 Performance Assessment Activity . . . . 65
Chapter 2 Animals Chapter 6 Earth’s Resources
Chapter Test A . . . . . . . . . . . . . . . . . . . . . . 14 Chapter Test A . . . . . . . . . . . . . . . . . . . . . 66
Lesson 1 Test. . . . . . . . . . . . . . . . . . . . . . . 18 Lesson 1 Test. . . . . . . . . . . . . . . . . . . . . . 70
Lesson 2 Test . . . . . . . . . . . . . . . . . . . . . . 19 Lesson 2 Test . . . . . . . . . . . . . . . . . . . . . . 71
Lesson 3 Test . . . . . . . . . . . . . . . . . . . . . 20 Lesson 3 Test . . . . . . . . . . . . . . . . . . . . . 72
Chapter Test B . . . . . . . . . . . . . . . . . . . . . . 21 Chapter Test B . . . . . . . . . . . . . . . . . . . . . 73
Performance Assessment Rubric . . . . . 25 Performance Assessment Rubric . . . . . 77
Performance Assessment Activity . . . . 26 Performance Assessment Activity . . . . 78
Unit B: Habitats Unit D: Weather and Sky
Chapter 3 Looking at Habitats Chapter 7 Observing Weather
Chapter Test A . . . . . . . . . . . . . . . . . . . . . 27 Chapter Test A . . . . . . . . . . . . . . . . . . . . . 79
Lesson 1 Test. . . . . . . . . . . . . . . . . . . . . . . 31 Lesson 1 Test. . . . . . . . . . . . . . . . . . . . . . 83
Chapter Test B . . . . . . . . . . . . . . . . . . . . . 34 Chapter Test B . . . . . . . . . . . . . . . . . . . . . 86
Performance Assessment Rubric . . . . . 38 Performance Assessment Rubric . . . . . 90
Performance Assessment Activity . . . . 39 Performance Assessment Activity . . . . . 91
Chapter 4 Kinds of Habitats Chapter 8 Earth and Space
Chapter Test A . . . . . . . . . . . . . . . . . . . . . 40 Chapter Test A . . . . . . . . . . . . . . . . . . . . . 92
Lesson 1 Test. . . . . . . . . . . . . . . . . . . . . . 44 Lesson 1 Test. . . . . . . . . . . . . . . . . . . . . . 96
Chapter Test B . . . . . . . . . . . . . . . . . . . . . 47 Lesson 4 Test . . . . . . . . . . . . . . . . . . . . . 99
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Performance Assessment Rubric . . . . . . 51 Chapter Test B . . . . . . . . . . . . . . . . . . . . 100

Performance Assessment Activity . . . . 52 Performance Assessment Rubric . . . . 104
Performance Assessment Activity . . . .105
JJJ
Contents
PHYSICAL SCIENCE
Unit E: Matter
Chapter 9 Looking at Matter
Chapter Test A . . . . . . . . . . . . . . . . . . . . 106
Lesson 1 Test. . . . . . . . . . . . . . . . . . . . . . 110
Lesson 2 Test . . . . . . . . . . . . . . . . . . . . . 111
Lesson 3 Test . . . . . . . . . . . . . . . . . . . . . 112
Chapter Test B . . . . . . . . . . . . . . . . . . . . . 113
Performance Assessment Rubric . . . . . 117
Performance Assessment Activity . . . . 118
Chapter 10 Changes in Matter
Chapter Test A . . . . . . . . . . . . . . . . . . . . . 119
Lesson 1 Test. . . . . . . . . . . . . . . . . . . . . . 123
Lesson 2 Test . . . . . . . . . . . . . . . . . . . . . 124
Lesson 3 Test . . . . . . . . . . . . . . . . . . . . . 125
Chapter Test B . . . . . . . . . . . . . . . . . . . . . 126
Performance Assessment Rubric . . . . .130
Unit F: Motion and Energy
Chapter 11 How Things Move
Chapter Test A . . . . . . . . . . . . . . . . . . . . . 132
Lesson 1 Test. . . . . . . . . . . . . . . . . . . . . . 136
Lesson 2 Test . . . . . . . . . . . . . . . . . . . . . 137
Lesson 3 Test . . . . . . . . . . . . . . . . . . . . . 138
Lesson 4 Test . . . . . . . . . . . . . . . . . . . . . 139
Chapter Test B . . . . . . . . . . . . . . . . . . . . 140
Performance Assessment Rubric . . . . .144
Chapter 12 Using Energy
Chapter Test A . . . . . . . . . . . . . . . . . . . . .146
Lesson 1 Test. . . . . . . . . . . . . . . . . . . . . .150
Lesson 2 Test . . . . . . . . . . . . . . . . . . . . . 151
Lesson 3 Test . . . . . . . . . . . . . . . . . . . . . 152
Lesson 4 Test . . . . . . . . . . . . . . . . . . . . . 153
Chapter Test B . . . . . . . . . . . . . . . . . . . . .154

Performance Assessment Rubric . . . . . 158
JW
Introduction
Macmillan/McGraw-Hill Assessment in science, Lesson Tests: These pages provide test
Grade 2, is a comprehensive program practice and focus on specific concepts
designed to familiarize students with covered in each lesson of the corresponding
standardized testing in science and to review chapter.
the concepts covered in Macmillan/McGraw-
Performance Assessment Activity: Each
Hill Science: A Closer Look. The practice tests
activity covers a main concept from the
and performance assessment activities in this
corresponding chapter and provides students
book can also serve as tools in a complete
with a hands-on exercise that further
program of assessment to help gauge mastery
reinforces the content they have learned. A
of the science content students have learned.
rubric precedes each activity and provides
guidelines for grading students’ performance.
About This Book
Performance assessment activities require
The questions in this book will accustom adult supervision.
students to standardized testing in science,
including multiple-choice and open-response How to Administer the
style questions about Life Science, Earth Practice Tests
Science, and Physical Science, in a grade-
• Remove the practice test pages from the
appropriate manner. General scientific
book and photocopy them for students.
methods are stressed along with critical
Answers for all questions are marked in non-
thinking.
reproducible blue ink.
The main components of this book coincide
• Separate students’ desks so that students
with the respective chapters and lessons in
can work independently.
Macmillan/McGraw-Hill Science: A Closer
Look and include: • Tell students that they are taking a practice
test and ask them to remove everything
Chapter Tests A and B: Each summative
from their desks except for several pencils.
practice test covers science content from the
They may not speak to classmates until the
corresponding chapters and tests students’
test is over.
knowledge of important vocabulary and
concepts they have learned. Key concepts are • Keep the classroom atmosphere as much
tested in several ways to ensure that students like the administration of a standardized
comprehend core content. Skills such as test as possible. Minimize distractions and
making inferences, drawing conclusions, discourage talking.
and scientific thinking are emphasized in
the practice tests. Both practice tests cover The scientific knowledge assessed in this
the same content, but test the material in book and in Macmillan/McGraw-Hill Science:
different ways, providing the teacher with A Closer Look will help students build a strong
several options of using the tests as pretests foundation in science and lay the groundwork
and posttests, chapter tests, homework for future learning.
assignments, or as extra practice.
W
Name Date Chapter
Test A
Plants
Write the word or words that best complete each sentence
in the spaces below. Words may be used only once.
flower minerals roots traits

leaves oxygen seed
life cycle pollen seedling
1. A living thing and its parents share traits .
2. Rocks and soil help plants grow by giving them minerals .
3. The part of a plant that can make seeds is the flower .
4. How a living thing grows, lives, and dies is its life cycle .
5. Plants give off oxygen that animals breathe.
6. Plants are held in place by their roots .
7. The sticky yellow powder inside flowers is called pollen .
8. The part that grows into a new plant is the seed .
9. A plant’s leaves use sunlight to make food.

© Macmillan/McGraw-Hill
10. A seed grows into a young plant called a seedling .
Chapter 1 • Plants Use with Chapter 1

Assessment
1
Chapter Name Date
Test A
Circle the letter of the best answer for each question.

11. What does pollen do?
A helps plants make food C helps plants make seeds
B holds plants in soil D holds plants up straight
12. How can we tell that plants are alive?

A We see them change and grow.
B We eat their fruit and seeds.
C We smell their flowers.
D We breathe their oxygen.
13. How do animals help seeds grow?

A They give minerals. C They carry pollen.
B They breathe oxygen. D They eat leaves.
14. What is one way leaves and stems move?

A They go down into C They are carried
the ground. off by bees.
B They bend toward D They break open and
sunlight. sprout seedlings.
15. What do plants give animals?

A rocks and soil C seeds and pebbles
B sunshine and rain D food and oxygen

2 Assessment
Name Date Chapter
Test A
Look closely at each set of pictures, and then

answer questions 16 to 18.
16. How is the plant like the balloon?

Both are getting bigger.
17. How is the plant different from the balloon?

Answers will vary but may include: The plant grows
from a seed and the balloon does not. The plant is
alive and the balloon is not alive.
18. How can you tell which one is alive?

Plants need food, water, and air to grow. They grow
on their own. A balloon does not need any of those

things. It gets big when someone puts air in it.

Assessment
3
Chapter Name Date
Test A
Look closely at the picture, and then answer

questions 19 and 20.
19. Compare the two trees. Then fill in the chart

below. Make an X in the Same column if the trait is
the same for both trees. Make an X in the Different
column if the trait is different for both trees.
Same Different
Leaves X
Shape X
Size X
20. Do you think these trees are related? How so?

Yes, they are related because they have similar traits.
The taller tree is the parent of the shorter tree.

4 Assessment
Name Date Lesson 1
Test
Circle the best answer for each question.

1. What part of a plant holds it up?
A the leaves C the stem
B the flowers D the roots
2. How are plants different from animals?

A They change and grow. C They need air and space.
B They need water. D They make their own food.
3. Where does a plant get minerals?

A from the soil C from the air
B from sunlight D from animals
Think and Write Some plastic plants look very

real. Fill in the chart below. Show how a real plant
and a plastic plant are alike and how they are
different.
Real Plant Alike Plastic Plant
grows and will always

changes stems look the same
leaves will not grow

needs food, and change
water, light, flowers
does not need
space
food, water, light,
space
Chapter 1 • Plants Use with Lesson 1

Assessment What Living Things Need
5
Lesson 2 Name Date
Test

1. What helps plants make seeds?
A pollen C roots
B stems D leaves
2. What does a seed coat do?

A It gives food to the C It helps flowers
seed to help it grow. make many seeds.
B It protects the seed D It makes a little plant
from drying out. inside the seed.
3. When does the life cycle of a plant begin?

A when many leaves grow C when a flower opens
B when a seedling sprouts D when an animal eats fruit
Think and Write Compare the pictures below.

Which plant has the longer life cycle? Why do you
think so?
The tree has the longer life cycle because it takes the tree
longer to grow than the flower.

6 Assessment Plants Make New Plants
Name Date Lesson 3
Test

1. What is true about all young plants?
A They grow in very C They have very
wet places. short life cycles.
B They have different D They have many of
colored flowers. their parents’ traits.
2. What might cause a plant to bend?

A light C roots
B oxygen D pollen
3. How can you tell if two plants are related?

A They grow apart. C They grow together.
B They have similar traits. D They use light to make food.
Think and Write Look at the chart. Fill in reasons

why plants change.
Why Plants
Change
to stay safe to get water,

from animals light, food
to stay safe
from weather

Assessment How Plants Are Alike and Different
7
Chapter Name Date
Test B
Plants
flower minerals roots traits

leaves oxygen seed
life cycle pollen seedlings
1. A plant uses leaves to make food from sunlight.
2. Animals and people breathe in oxygen that

comes from plants.
3. Flowers contain a yellow powder called pollen .
4. Living things and their parents share the same traits .
5. Young plants called seedlings grow from

seeds.
6. Plants get minerals from the soil.
7. The life cycle of a living thing shows how it

grows, lives, and dies.
8. The part of a plant called the flower makes

seeds.
9. A plant’s roots hold it in place.
10. New plants grow from seeds .

8 Assessment
Name Date Chapter
Test B
Circle the letter of the best answer for each

question.
11. Why do people need plants?
A Plants use oxygen. C Plants use sunlight.
B Plants make oxygen. D Plants make water.
12. What can move pollen between flowers?

A bees C roots
B leaves D fruit
13. What helps plants make seeds?

A leaves C stems
B pollen D roots
14. Why do animals need plants?

A Plants make pollen.
B Plants provide food and oxygen.
C Plants take minerals from the soil.
D Plants grow in many different places.
15. How do roots grow?

A Roots go down into the ground.

B Roots bend toward the sunlight.
C Roots travel up toward the air.
D Roots curl around the stem.

Assessment
9
Chapter Name Date
Test B
Look closely at each set of pictures, and then

answer questions 16 to 18.
16. How is the tulip plant like the cake?

Both are changing and getting bigger.
17. How is the flower plant different from the cake?

Answers will vary. The plant grows from a seed and
the cake does not. The plant is alive, the cake is not.
18. How can you tell which is a living thing?

Plants need food, water, and air to grow. The cake
does not grow. It gets bigger when someone cooks it.


10 Assessment
Name Date Chapter
Test B
Look closely at the chart, and then answer

Ben’s Plant May’s Plant
Leaves long and thin long and thin
Stem thick thick
Flower yellow purple
Size 4 inches 4 inches
19. Compare the information in the chart. Do you think

Ben’s plant and May’s plant could be related?
Yes.
20. How do you know?

They could be related because they have similar
traits.

Assessment
11
Performance Name Date
Assessment
Plants
Objective: Children will recognize similarities and
differences among three different varieties of seeds Materials
and sort them according to their characteristics.
Children will complete a Venn diagram illustrating • one large
the similarities and differences. Children will make a sheet of
drawing showing the parts of a seed. paper
Scoring Rubric • crayons
points Child correctly sorts several varieties
or markers
of seeds according to shared traits, such as
• one medium-
size, color, and shape. Child correctly represents
differences and similarities in a Venn diagram.
sized paper
Child correctly draws and labels cross-section cup
of a seed, showing the following: hard shell,
seed coat, tiny plant (embryo), and food for • three small
plant (cotyledon). paper cups
points Child correctly sorts several varieties of

• mixed bird
seeds according to shared traits, such as size, seed
color, and shape. Child correctly represents most
differences and similarities in a Venn diagram. • teaspoon
Child correctly draws and labels cross-section of a
seed, showing three of the following: hard shell, seed
coat, tiny plant (embryo), and food for plant (cotyledon).
points Child correctly sorts two varieties of seeds

according to shared traits, such as size, color, and shape.
Child represents differences and similarities in a Venn
diagram, but not all correctly. Child draws and labels
cross-section of a seed, showing two of the following: hard
shell, seed coat, tiny plant (embryo), and food for plant
(cotyledon).
point Child has difficulty sorting several varieties of seeds

according to shared traits, such as size, color, and shape.
Child does not represent differences and similarities in a
Venn diagram. Child draws cross-section of a seed but does
not include all parts and/or does not label parts shown.

12 Assessment
Name Date Performance
Assessment
Plants
Show what you know about seeds.
You Need
1. Have your teacher put a spoonful of • one large
seeds in one medium-sized cup. sheet of
paper
2. Look at the seeds in the cup. Find
seeds that look the same. Sort three • crayons
different kinds of seeds into the smaller or markers
cups. Use one cup for each kind. • one medium-
sized paper
3. Look at the seeds in each small cup. cup
Compare the seeds in two cups. How
• three small
are the seeds the same? How are
paper cups
they different?
• mixed bird
4. Copy the chart below on your piece seed
of paper. Fill in the chart to show how
• teaspoon
the seeds are different and how they
are the same.
5. Draw a picture of a seed under your chart. Label
the four parts of a seed.
Different Alike Different

Assessment
13
Chapter Name Date
Test A
Animals
adaptation fish life cycle reptiles

amphibians insect mammals
camouflage larva pupa
1. Animals with lungs and scaly skin are reptiles .
2. Animals with hair or fur are mammals .
3. A(n) adaptation helps an animal to stay alive.
4. Animals called fish use their fins to

move through water.
5. How an animal grows, lives, and dies is its life cycle .

6. An animal with a hard shell and no backbone is
a(n) insect .
7. A caterpillar in its cocoon is a(n) pupa .
8. Animals called amphibians have moist skin

and webbed feet.
9. The stage after an egg hatches is called the larva .
10. Many animals use camouflage to hunt and

stay safe.
Chapter 2 • Animals Use with Chapter 2
14 Assessment
Name Date Chapter
Test A

question.
11. Why do mammal parents stay with their young?
A because their eggs need to be protected
B because their young need them to survive
C because their young sleep through the long winter
D because their young migrate to a warmer place
12. Which of the following is an example of camouflage?

A long neck C bad smell
B spotted fur D sharp quills
13. How are insects different from reptiles?

A They have moist skin. C They have no fur.
B They use gills to breathe. D They have no backbone.
14. Which animal has wings and a beak?

A a butterfly C a bird
B a turtle D a bat
15. Which of the following is an adaptation?

A big eyes C cool water

B warm air D the length of a day

Assessment
15
Chapter Name Date
Test A
Look closely at the chart. Write the correct name

for each stage of the life cycle of a butterfly on the
lines below.
Butterfly Life Cycle
16. egg 17. larva
18. pupa 19. adult

16 Assessment
Name Date Chapter
Test A
Read the statement below, and then answer

questions 19 to 22.
Tia, Joe, and Lee go to a pet fair. They see many pets
that need homes. There is a puppy, a parakeet, and a
large frog.
19. Tia takes home an animal that has fur and

breathes air with its lungs. Which pet did Tia pick?
The puppy.
20. Joe chooses an animal with moist skin and

webbed feet. Which pet did Joe take home?
The frog.
21. Lee takes home an animal with feathers and a

beak. Which pet did Lee choose?
The parakeet.
22. Which pet is an amphibian? What kind of home

will it need?
The frog. It will need a home that has water in it.

Assessment
17
Lesson 1 Name Date
Test

1. How is a bird different from other animals?
A It can run. C It has feathers.
B It lays eggs. D It breathes oxygen.
2. What is the biggest difference between insects

and some other animals?
A Insects have wings. C Insects have no lungs.
B Insects have no backbone. D Insects have shells.
3. What kind of animal

is shown in this picture?
A reptile C insect
B mammal D amphibian
Think and Write Explain why animals

look different from each other.
Animals look different because they have different parts.
Animals live in different places, but they need many of
the same things. Their parts help them get what they
need from where they live.
Chapter 2 • Animals Use with Lesson 1

18 Assessment Animal Groups
Name Date Lesson 2
Test

1. What two parts of the life cycle
are shown in the picture?
A egg and adult C baby and adult
B egg and baby D adult and death
2. How are puppies different from chicks?

A Puppies cannot take C Puppies do not know
care of themselves. their mothers.
B Puppies do not eat. D Puppies do not sleep.
3. What is a caterpillar?
A a butterfly in the C a butterfly in the
egg stage embryo stage
B a butterfly in the D a butterfly in the
larva stage adult stage
Think and Write Compare the life cycles of a frog

and a cat.
Frogs hatch from eggs as tadpoles. Tadpoles do not look
like adult frogs. They soon grow legs and move on land
as adults. When cats are born they look like little cats.
They stay with their mothers until they can take care of
themselves.

Assessment Animals Grow and Change
19
Lesson 3 Name Date
Test

1. Which is an example of an adaptation?
A a dog’s name C a bear’s young
B a hamster’s cage D a clam’s shell
2. Camouflage helps animals

A float and swim. C call to their young.
B hunt and hide. D breathe clean air.
3. Why do some birds fly away when seasons

change?
A to look for food C to escape enemies
B to build nests D to explore
Think and Write Look at the picture.
ants earthworm
rabbit
All three animals are using a similar adaptation.

What is it and how does it help the animals?
The rabbits, ants, and earthworm dig tunnels to keep
them safe and to store food.

20 Assessment Staying Alive
Name Date Chapter
Test B
Animals
adaptation fish life cycle reptiles

amphibian insect mammals
camouflage larva pupa
1. The life cycle of an animal tells how it grows,

lives, and dies.
2. A frog is an example of a(n) amphibian .
3. Animals can keep safe from an attack by using camouflage .
4. Turtles and snakes are examples of reptiles .

5. A body part that helps an animal survive is one kind of
a(n) adaptation .
6. A butterfly hatches from an egg as a(n) larva .
7. All mammals have lungs and fur or hair.
8. When an animal is a pupa , it is changing

into an adult.
9. Animals that have gills throughout life are called
fish .
10. A beetle is a kind of animal called a(n) insect .

Assessment
21
Chapter Name Date
Test B

question.
11. Which animal has feathers?
A mammal C fish
B reptile D bird
12. Which of the following is true about insects?

A They have fur or hair. C They have six legs.
B They breathe using lungs. D They have warm blood.
13. Why do animals develop adaptations?

A to survive where they live
B to be more like humans
C to be more like their parents
D to help plants survive
14. How are young mammals different from young

reptiles?
A They cannot move on their own.
B They cannot feed or protect themselves.
C They cannot drink milk.
D They cannot hear sounds.
15. Why do some animals change color?

A to stay warm C to find animals
B to hide D to move quicker
22 Assessment
Name Date Chapter
Test B
Look at the chart below. Read the descriptions

in the column on the right, then write the name of
each stage in the column on the left.
Life Cycle of an Ant
oval shaped and tiny; queen

16. egg ant lays it in a safe place
looks like a worm when it

17. larva hatches and has no eyes
wraps up in a cocoon as it
18. pupa changes
has six legs and three main

19. adult body parts

Assessment
23
Chapter Name Date
Test B
Questions 20 to 25. Look at the chart below. Fill

in the circles to show how these animals are alike
and how they are different. Write the name of the
animal group under each circle.
hatches from egg hatches from egg
has webbed feet has webbed feet
two legs four legs
feathers moist skin
lives near water lives near water
hatches
two legs, from egg, has four legs,
feathers webbed feet, moist skin
lives near
water
Animal Group bird Animal Group amphibian

24 Assessment
Assessment
Animals Materials
Objective: Children will create a brochure for a zoo
exhibit on how animals survive. They will correctly • paper
identify the animal on each card, the group to which it
belongs, and the adaptation or camouflage that helps • animal
it survive in its environment as per the table below. cards
Skunk Porcupine Robin Turtle • scissors

mammal mammal bird reptile • glue
sleeps brown uses has hard
• pencil
through color wings to fly shell to
winter makes it away from protect • markers
months hard to see enemies it from or
to save enemies crayons
energy
smelly sharp quills migrates colors on
spray to to protect to warm shell make
scare off from places it hard to
enemies enemies during see
winter
months
Scoring Rubric
points Child correctly identifies all animals by name and
by group. Child describes adaptation or camouflage that
each animal uses to survive.
points Child correctly identifies all animals by name

and by group. Child correctly describes adaptation or
camouflage that three animals use to survive.
points Child correctly identifies most of the animals by

name and by group. Child correctly describes adaptation or
camouflage that two animals use to survive.
point Child has difficulty identifying animals by name

and by group. Child correctly describes adaptation or
camouflage that one animal uses to survive.

Assessment
25
Assessment
Animals You Need

The local zoo has a special display about • paper
how animals survive. Make a brochure for
• animal
the display. cards
1. Take the piece of paper and fold it like so. • scissors
1. 2. 3. • glue
• pencil
• markers
2. Write “Animals of North America” on the or
crayons
cover. Turn the paper over and write your
name on the back.
3. Cut out the animal cards below. Glue one
animal card at the top of each folded page.
4. Under each picture, write the name of the animal
and the animal group it belongs to. Describe an
adaptation or camouflage that the animal uses to
survive.


26 Assessment
Name Date Chapter
Test A
Looking at Habitats
adapt extinct fossils prey

drought food chain habitat
endangered food web predator
1. A long period of time with no rain is called a(n) drought .
2. An animal that hunts other animals for food is a(n) predator .
3. The remains of animals from long ago can be fossils .
4. Animals can adapt to changes where they live.

5. When only a few are left of a living thing, they are
endangered .
6. A(n) food chain shows where animals’ food

comes from.
7. Animals that are eaten by other animals are prey .
8. Animals that are extinct are gone forever.

9. A place where animals and plants live is a(n) habitat .
10. A(n) food web shows how two or more food

chains are connected.
Chapter 3 • Looking at Habitats Use with Chapter 3

Assessment
27
Chapter Name Date
Test A

question.
11. Which is one thing plants do not need to live?
A water C sunlight
B soil D fossils
12. Which is an important part of all food chains?

A insects C reptiles
B birds D the Sun
13. Why is a drought harmful?

A Plants and animals C Water is part of the
need water to live. food web.
B Habitats cannot D Plants cannot
change without water. store water.
14. How can scientists learn about habitats from

Earth’s past?
A They can look at maps. C They can talk to children.
B They can study fossils. D They can search for animals.
15. Which is one thing animals do not get from their

habitat?
A shelter C sleep
B water D food

28 Assessment
Name Date Chapter
Test A
Look at each picture. Circle the word that best

describes each one.
16. 18.
animal fossil food chain predator prey drought

food web
17. 19.
habitat fossil predator prey fossil fungi

Assessment
29
Chapter Name Date
Test A
Look at the pictures below, and then answer

questions 20 to 22.
20. What do these pictures show?

a changing habitat
21. What might have caused this to happen?

a drought or something blocking water flowing into
the lake
22. Why are there different animals in each picture?

Different animals live in different habitats. As the
habitat changes, so do the animals that live there.

30 Assessment
Name Date Lesson 1
Test

1. What is one way animals help plants?
A They spread seeds. C They build shelters.
B They fight enemies. D They find soil.
2. What are animals in cold habitats likely to have?

A big eyes C long legs
B thick fur D dry skin
3. Why do some plants look different from other

plants?
A They are picked C They grow at
by people. different times.
B They grow in D They are eaten
different habitats. by animals.
Think and Write What would a plant need to

survive in a desert habitat? What would an animal
need to survive there? Why?
A desert is a hot, dry habitat. Plants would need to have
a way to hold water. Animals would need ways to keep

cool and get water. They could eat plants that hold water.
Chapter 3 • Looking at Habitats Use with Lesson 1

Assessment Places to Live
31
Lesson 2 Name Date
Test

1. What is at the beginning of all food webs and food
chains?
A sunlight C animals
B prey D water
2. What are animals that eat other animals called?

A prey C parents
B predators D habitats
3. Which is true about people?

A They are at the top C They are prey for
of many food webs. smaller animals.
B They can live in D They only eat other
only one kind of habitat. animals.
Think and Write What would happen to a

predator if its prey disappeared?
The predator would have to find another kind of prey to
eat or it could die.


32 Assessment Food Chains and Food Webs
Name Date Lesson 3
Test

1. Why do some animals become endangered?
A They eat other animals. C Their habitats change.
B They eat only plants. D Their parents leave.
2. Which is true about this animal?

A It is extinct.
B It is endangered.
C It has a habitat.
D It is hunted by people.
3. To learn about changes in a habitat over a very

long time, a person could
A make a map of C make a list of plants
the habitat. and animals that live there.
B ask people who D compare fossils to the
moved there. animals that live there now.
Think and Write Some habitats change from

season to season. How do the animals that live
there survive?
Answers will vary but should describe how animals
migrate, hibernate, or stock up on food to survive the
winter.

Assessment Habitats Change
33
Chapter Name Date
Test B
Looking at Habitats
adapt extinct fossils prey

drought food chain habitats
endangered food web predators
1. To survive in a changing place, some animals adapt .

2. Different animals that eat the same plant can be
seen in a(n) food web .
3. A(n) food chain shows the steps that produce

food for an animal.
4. Animals that have disappeared forever are extinct .
5. During a(n) drought , there is little rain.
6. Plant and animal fossils tell the story of life

on Earth long ago.
7. Forests and grasslands are two kinds of habitats .
8. Animals that are predators eat other animals.

9. If few of one kind of animal are alive, that animal
is endangered .
10. Rabbits are prey for hawks.

34 Assessment
Name Date Chapter
Test B

question.
11. How might animals survive a drought?
A They could move to C They could escape
a habitat with water. from predators.
B They could reproduce. D They could hide in the forest.
12. What gives animals what they need to live?

A a food web C their parents
B a food chain D their habitat
13. How do animals survive when their habitats

change?
A They depend on C They become like their
people. parents.
B They adapt to survive. D They will all become predators.
14. How do all food chains begin?

A with a new plant C with the Sun
B with people D with a wild animal
15. What information do people get from fossils?

A how to prepare C how plants make food
for a drought from the Sun
B how extinct plants D how to protect
and animals looked endangered animals

Assessment
35
Chapter Name Date
Test B
Look at the time line and word bank below. Read

the descriptions, then write the missing word in
the blanks.
drought fossils predators prey
A Changing Habitat
16. No rain for four weeks. There is a drought .
17. Rabbits and mice leave their habitat to find
water. Now there is little prey for hawks.
18. Hawks have nothing to hunt here. Some

predators die.
19. Over time, the dead animals turn into

fossils .

36 Assessment
Name Date Chapter
Test B
Read the newspaper story below, and then answer

the questions.
NEW SHOPPING CENTER COMING SOON!

A new shopping center is coming to our town.
Mr. Dawkins of Build Big Construction is in charge of
this project. He said, “The shopping center will go up
on the grassy field near Clear Lake. It will have a big
parking lot for many cars.”
20. What will this building do to the habitat around

Clear Lake?
The buildings will destroy the grassland habitat and
might change the lake habitat.
21. Will the change help the animals that live there or
hurt them?
It will likely hurt animals. They will have no place to
live, no food, and they may not have clean water.
22. Will the change help people or hurt them?

Answers will vary but may include: It will give them a
place to shop, but it may take away some of the town’s
natural beauty and resources such as fresh water.

Assessment
37
Assessment
Looking at Habitats
Objective: Children will demonstrate an
understanding of how habitats change by using Materials
the Internet to research ways the habitats in their
community or state have changed over the past • computer
50 to 100 years. Children will display information with Internet
in a time line on a poster. capability
Scoring Rubric • pencil
points Child correctly identifies and illustrates • markers,
how the community has changed by providing
crayons
specific detailed accounts of several natural
and human events that caused these changes. • index
cards
points Child correctly identifies and illustrates
how the community has changed by providing • poster
an overview of several natural and human
board
events that caused these changes.
• glue or
points Child correctly provides a general paste
description of one event that caused changes
in local habitats.
point Child mentions one event that occurred in the

community but is not able to show how that event changed
local habitats, or names an event that had no impact on
local habitats.

38 Assessment
Assessment
Looking at Habitats
All habitats change over time. Some
You Need
changes are made by humans. Other
changes are made by nature. • computer
with Internet
1. Use the Internet to look up pictures and capability
information about your community or • pencil
state.
• markers,
2. See how your community or state crayons
looked 50 years ago. See how it looked
• index
100 years ago. cards
3. On index cards, tell how the habitats in • poster
your community changed. What caused board
these changes? Use pictures or words
• glue or
to describe these changes. paste
4. Draw a time line on your poster board
and write down important dates. Glue
your index cards on the time line to
show how your community or state
changed on those dates. Tips to Stay Safe on
the Computer
DO look at the Web
sites your teacher
gives you.
DO ask your teacher
for help if you get
lost.
DO NOT talk to
people you do not
know on the
Internet.

Assessment
39
Chapter Name Date
Test A
Kinds of Habitats
Arctic desert kelp rain forest

blubber gills ocean
cactuses habitat pond
1. A large body of salt water is called a(n) ocean .
2. A dry place that gets very little rain is a(n) desert .

3. Some animals in cold places have a thick layer of
blubber under their skin.
4. Seaweed called kelp gives food and

shelter to many ocean animals.
5. The Arctic is a cold, dry place.
6. A moist, warm place called a(n) rain forest is

home to many plants and animals.
7. Plants called cactuses have thick skin that

helps them survive in hot, dry places.
8. A small, still body of fresh water is a(n) pond .
9. A place where plants and animals live is a(n) habitat .
10. Some pond animals breathe through gills .
Chapter 4 • Kinds of Habitats Use with Chapter 4

40 Assessment
Name Date Chapter
Test A

question.
11. How are woodland forest trees different from trees
in a rain forest?
A Animals use them. C They get rain.
B Some lose D They grow low to the
their leaves. ground.
12. How do desert animals get water?

A They climb trees and C They eat plants or
wait for rain. other animals.
B They breathe cold air. D They eat wet sand.
13. Which is true about Arctic plants?

A Their roots are thick. C They have big leaves.
B They are tall. D They are small and
low.
14. Where would you find kelp and coral?

A in an ocean C in a forest
B in a pond D in a desert
15. How do gills, tubes, and skin help pond animals?

A They help them C They help them
keep warm. hide.
B They help them D They help them
find food. breathe.
Assessment
41
Chapter Name Date
Test A
Look at the picture. Then answer questions 16 to 19.
16. What habitat does this picture show?

a desert a rain forest a woodland forest
17. Which animal would survive best in this habitat?

a parrot a deer a dolphin
18. Why are trees important to this habitat?

They give food and shelter to animals.
They give wood for people to use.
They grow leaves that block sunlight.
19. Which is true about this habitat?

It always has plenty of food.
It has few plants living there.
It is cold in the winter.

42 Assessment
Name Date Chapter
Test A
Look at the picture below. Above the chart, write

the name of this habitat, and then write the names
of three animals that live there in the chart. Tell
what helps each animal live in this habitat.
20. Habitat Name Pond
Animal What helps it live in this habitat
21.
22.
23.
Answers should include animals shown in the illustration,
such as a muskrat, frog, and heron, and should describe
traits of these animals that help them survive, such as
thick fur, webbed feet, and a long beak.
Assessment
43
Lesson 1 Name Date
Test

1. How are all forests the same?
A They are filled with C They get colder in
colorful flowers. the winter.
B They are moist and D They have trees, plants,
steamy. and animals.
2. How do some rain forest plants get sunlight?

A They lose their leaves. C They grow on tall trees.
B They have long roots. D They grow nuts and fruit.
3. Which animals live in a woodland forest?

A lizards and tapirs C jaguars and boars
B bears and raccoons D parrots and insects
Think and Write Why is it important for woodland

forest animals to store food in summer?
The animals must store a lot of food in summer so that
they have something to eat during the cold winter. © Macmillan/McGraw-Hill
Chapter 4 • Kinds of Habitats Use with Lesson 1

44 Assessment Forests
Name Date Lesson 2
Test

1. Which animal would you find in a hot desert?
A C
B D
2. What happens at night in a hot desert?

A It snows and animals C It gets cooler and
hibernate. animals come out to hunt.
B It starts to rain and D It gets hotter and animals
plants soak up water. hide underground.
3. What kind of habitat is the Arctic?

A a cold desert C a green forest
B a wet jungle D a hot beach
Think and Write How are Arctic animals and

desert animals alike? How are they different?

Animals in both places must get by on little water. Arctic
animals need fur and blubber to stay warm. Desert
animals need to stay underground to keep cool.

Assessment Hot and Cold Deserts
45
Lesson 3 Name Date
Test

1. How does kelp help ocean animals?
A It helps them move C It helps them breathe
through water. air.
B It gives them food D It helps them get
and shelter. sunlight.
2. How are fins and flippers the same?

A They help animals hide. C They help animals swim.
B They protect soft D They make animals
body parts. look bigger.
3. Where do ocean animals live?

A in open water only C only on the ocean floor
B just at the edge of D in all parts of the ocean
the water
Think and Write Use the chart below to show how

ponds and oceans are the same and how they are
different.
Ponds Both Oceans
home to
both animals salt water, large
fresh water,
and plants and deep, flowing
small, still water
water

46 Assessment Oceans and Ponds
Name Date Chapter
Test B
Kinds of Habitats
Arctic desert kelp rain forest

blubber gills ocean
cactuses habitat ponds
1. A woodland forest is a(n) habitat that gets

enough rain and sunlight for trees to grow.
2. In a(n) rain forest , it is always hot and moist.
3. Animals in a(n) ocean live in salt water.
4. Fish use their gills to breathe.
5. Prickly plants called cactuses live in hot, dry

places.
6. Little rain falls in the desert .
7. Long, thin sea plants called kelp feed

and shelter sea animals.
blubber
8. A seal’s layer of keeps it warm.
9. Small bodies of fresh water are called ponds .
10. Polar bears and walruses live in the Arctic .

Assessment
47
Chapter Name Date
Test B

question.
11. Which provide shelter for ocean animals?
A cactuses and grasses C ferns and mosses
B trees and logs D kelp and coral
12. Why do Arctic plants grow close to the ground?

A to store water during C for protection from
the dry season from cold winds
B for protection D to keep from being
from sunlight eaten by animals
13. Rain forest trees do not shed their leaves because

A the animals need C the treetops block
the leaves for shelter. most of the sunlight.
B the seasons D the trees provide
do not change. food for animals.
14. Which of the following helps ocean animals stay

safe?
A fins and jets C spines and shells
B gills and tubes D fur and feathers
15. What helps desert animals survive in the hot sun?

A pale colors C hard shells
B thick skin D salt water

48 Assessment
Name Date Chapter
Test B
16. What type of plant is shown here?

cactus orchid kelp
17. How does the fish use the plant?

to hide and stay safe to eat as food to build a nest
18. What kind of habitat could this be?

a desert a rain forest an ocean
19. What other animal might live in this habitat?

a deer an eagle a crab

Assessment
49
Chapter Name Date
Test B
20. What type of habitat is this?

It is a desert.
21. What makes it hard to survive in this habitat?

It is very dry and there is little water. It gets very hot
during the day.
22. Name two kinds of animals that live in this habitat.

Answers will vary but may include: lizards, snakes,
tortoises, or birds, such as roadrunners.
23. What can these animals do to survive in this

habitat?
They can hide during the day when it is hot and come
out at night when it is cooler. They can eat desert
plants to get water.

50 Assessment
Assessment
Kinds of Habitats Materials

understanding of how animals survive in different • paper
habitats by applying those same strategies and
adaptations to people. Children will create a chart • pencil
that names the challenges of living in a specific
habitat, describing how they would meet those
• markers
challenges, and will illustrate their solution. or
crayons
Scoring Rubric
points Child names a habitat and correctly
cites several challenges of living in that habitat.
Child presents rational solutions to those challenges and
illustrates them.
points Child names a habitat and correctly cites one

challenge of living in that habitat. Child presents a rational
solution to that challenge and illustrates it.
points Child names a habitat, but may misidentify a

challenge of living there, or may not name a challenge. The
solution may match the challenge (if named), but may not
be entirely reasonable. Child may or may not provide an
illustration.
point Child names a challenge but does not name the

associated habitat. Child does not provide a solution, or
may provide an incorrect solution. There is no illustration.

Assessment
51
Assessment
Kinds of Habitats You Need

Think about what it would be like to live in • paper
the middle of one of the habitats described in
• pencil
Chapter 4. What challenges would you face?
How would you survive? What could you • markers
or
learn from the animals in that habitat? crayons
1. Copy the chart below on a large piece
of paper.
Living in the
Challenges What to Do
2. Write the name of the habitat you chose in the

space at the top of the chart.
3. In the Challenges column, write down the
challenges you would face there. Think of the

challenges that animals face in that habitat.
4. In the What to Do column, describe how you
would meet each challenge. Then draw a picture
showing how you would meet each challenge.

52 Assessment
Name Date Chapter
Test A
Land and Water

Write the word that best completes each sentence
continents earthquake landforms volcano

core flood landslide
crust island mantle
1. The different shapes on Earth’s surface are called landforms .

2. An opening in Earth’s surface that leaks hot liquid
is called a(n) volcano .
3. The largest pieces of land on Earth are the continents .
4. The outer layer of Earth is the crust .
5. Land with water on all sides is a(n) island .
6. The hot center of Earth is its core .
7. Rock and soil move down mountains in a landslide .
8. Earth’s mantle lies between the crust and

the core.
9. When Earth’s crust shakes, a(n) earthquake

happens.
10. When too much rain falls quickly, a flood

happens.
Chapter 5 • Land and Water Use with Chapter 5
Assessment
53
Chapter Name Date
Test A

question.
11. What covers most of Earth’s surface?
A continents C mountains
B oceans D ice
12. Where are Earth’s landforms found?

A the core C the crust
B the mantle D all layers
13. Which of the following slowly changes Earth’s

surface?
A earthquakes C landslides
B floods D glaciers
14. How are oceans useful to people?

A They supply water to drink.
B They transport people and goods.
C They stop landslides from happening.
D They keep people alive and healthy.
15. Which is a model of Earth?

A a globe C a continent
B a map D an island

54 Assessment
Name Date Chapter
Test A
Look closely at the map, and then read the

words in the box below. Write the correct
word on each line.
continent islands mountains ocean
16. Australia
continent
17. New Zealand
islands
18. Pacific
ocean
19. high areas of land
mountains

Assessment
55
Chapter Name Date
Test A

questions 20 to 23.
20. What is happening in these pictures?
A volcano is blowing up or erupting.
21. Does this happen quickly or over a long period of time?

It happens quickly.
22. What is happening in these pictures?
A river is cutting a valley in the plain.
23. Does this happen quickly or over a long period of time?

It happens very slowly over a long period of time.

56 Assessment
Name Date Lesson 1
Test

1. Look at the picture.
What landform is shown?
A an island C a plain
B a valley D a mountain
2. How is a globe different from a map?

A It shows where C It shows where
people live. water is found.
B It shows where D It shows the shape
land is found. of Earth.
3. What are the largest landforms on Earth?

A islands C mountains
B continents D valleys
Think and Write Describe the layers of Earth.

Give one fact about each layer.
The surface layer is the crust. It is about 20 miles thick.
Next is the mantle, which is much thicker and hotter than
the crust. The middle of Earth is the core. It is the hottest
layer and is part liquid.
Chapter 5 • Land and Water Use with Lesson 1

Assessment Earth’s Land
57
Lesson 2 Name Date
Test

1. What bodies of water are the largest on Earth?
A oceans C ponds
B lakes D rivers
2. Why is water important?

A Much of the Earth is C Oceans are filled with
covered by water. living things.
B Living things need D Fresh water comes from
water to live. melted ice and snow.
3. Look at the picture at right.

What body of water is shown?
A an ocean C a pond
B an island D a river
Think and Write How are lakes different

from oceans?
Oceans are wide, deep and have salt water. Lakes are
much smaller. They are bodies of fresh water surrounded
by land.

58 Assessment Earth’s Water
Name Date Lesson 3
Test

1. What changes Earth slowly?
A volcanoes C wind and water
B earthquakes D thunder and lightning
2. How can ice change rocks?

A Ice slides down hills C Ice sweeps away bits
and washes rocks away. of rock over time.
B Ice forms in cracks D Ice covers rocks
and breaks rocks apart. and melts them.
3. What happens when Earth’s crust shakes?

A an earthquake C a wind storm
B a landslide D an ice storm
Think and Write Look at the table below. Write a

description in each column under the name.
Answers should pertain to how Earth changes quickly.
Volcanoes Earthquakes Landslides

They come from They happen They happen
cracks in Earth’s when Earth’s when too much

crust. They send crust suddenly rain falls or when
hot liquid out on shakes. They ice and snow
Earth’s surface. can make new melt. Land falls
The liquid cools landforms and from high places
to form new rock. change old ones. to low places.

Assessment Changes on Earth
59
Chapter Name Date
Test B

continents earthquake landforms volcano

core flood landslide
crust island mantle
1. The crust is the outer layer of the Earth.
2. Heavy rain that falls quickly can create a flood .
3. Earth’s core is part liquid and part solid.
4. Melting snow and heavy rain can cause a landslide .
5. A(n) volcano is an opening in Earth’s crust.
6. Mountains and valleys are different kinds of landforms .
7. A(n) island is a piece of land with water on

all sides.
8. When Earth’s crust shakes it is called a(n) earthquake .
9. The continents are the largest pieces of land on

Earth.
10. The layer of Earth just beneath the crust is the mantle .

60 Assessment
Name Date Chapter
Test B

question.
11. What can a globe show?
A the three layers of Earth
B how to stop a landslide
C how to use Earth’s water
D the shape of Earth and its landforms
12. Which layer of Earth is the hottest?

A the core C the crust
B the mantle D the atmosphere
13. How much of Earth’s surface do the oceans cover?

A one-fourth C three-fourths
B one half D all of the surface
14. Which can quickly change Earth’s crust?

A weak winds C strong earthquakes
B winding streams D moving ice
15. Which of the following is true about oceans?

A They are landforms.

B They are large and often deep.
C They have fresh water.
D They are in Earth’s mantle.

Assessment
61
Chapter Name Date
Test B
Look at the chart below, and then read the words

in the box. Write each word in the correct place on
the chart.
lakes oceans plains valleys
Landforms Water
16. plains 18. oceans
17. valleys 19. lakes
Look at the graph below, and then answer

How Tall is Mount Stanley?
Height of Mountain
Year 1800 1900 2000
20. What does the chart tell us about Mount Stanley?

Mount Stanley is not as tall as it once was.
21. What might have caused this change?

The wind and rain wore down the mountain.

62 Assessment
Name Date Chapter
Test B
Look at the graph below, and then answer

How Tall is Redwood Mountain?
Height of Mountain
Year 1998 1999 2000
22. What does the chart tell us about Redwood

Mountain?
Redwood Mountain has grown much larger in a few
short years.
23. What might have caused this change?

It is possible that a volcanic eruption in 2000 made
the mountain taller.


Assessment
63
Assessment
Landforms and Earthquakes

Objective: Children will demonstrate how
earthquakes change landforms using books and a Materials
piece of cloth. They will record their observations
in a diagram. • two thick
books
Scoring Rubric
• dish towel
points Child correctly performs steps in or cloth
procedure. Child correctly names the three types
of landforms created and notes this information • paper
in a diagram.
• pencil
points Child correctly performs steps in
procedure. Child correctly names two of the three
landforms created and notes this information in a diagram.
points Child correctly performs part of the procedure.

Child names one of the landforms created. Child partially
completes diagram and/or includes some incorrect
information.
point Child has difficulty performing procedure. Child

cannot name any landform created. Child includes mostly
incorrect information in diagram.

64 Assessment
Assessment
Landforms and Earthquakes

Follow the steps to show how an
You Need
earthquake changes landforms.
• two thick
1. Put two thick books flat on a table. The books
books should be next to each other.
• dish towel
2. Put a cloth on top of the two books. Note or cloth
how the cloth looks. What kind of landform • paper
does it look like? Fill in the description of
• pencil
what the land looks like under “Cause”
and the name under “Effect” in diagram 1.
3. Slowly pull the books away from each other. Note
changes in the cloth. What kind of landform does it
look like? Fill in what happened to the land under
“Cause” and the name under “Effect” in diagram 2.
4. Slide one book halfway on top of the other. Note how
the cloth has changed. What landform does this look
like? Fill in what happened to the land under “Cause”
and the name under “Effect” in diagram 3.
Cause Effect
1.
land lies flat plain
Cause Effect
2.
land separates valley
Cause Effect
3.
land is pushed together mountains

Assessment
65
Chapter Name Date
Test A
Earth’s Resources
compost litter recycle soil

conserve minerals reduce
decompose pollution rock
1. Living and nonliving things can be hurt by pollution .
2. To conserve something is to save it for

future use.
3. Rocks are made of minerals .
4. To save water, people should reduce

the amount they use.
5. Pieces of rotting plants and animals are important
parts of compost .
6. Garbage that people leave behind is called litter .
7. Once living matter dies, it starts to decompose .

8. Bits of dead plants and animals make up soil .

9. Making new things out of old things is how people
recycle .
10. Different kinds of minerals make up rock .
Chapter 6 • Earth’s Resources Use with Chapter 6
66 Assessment
Name Date Chapter
Test A

question.
11. What is true about all natural resources?
A They are made by C They come from
people. Earth.
B They can be replaced D They take years to
quickly. form.
12. How can people cut back on garbage?

A They can stop using C They can bury their
natural resources. trash in the ground.
B They can reuse things D They can toss their
over and over. trash in the ocean.
13. What are mica and quartz?

A plants C soil
B animals D minerals
14. Where do plants grow best?

A in topsoil C on rocks
B in subsoil D on tree bark
15. How does compost make soil healthy?

A It adds minerals C It keeps soil from
to the soil. losing water.
B It adds nutrients to D It makes soil look
the soil. much darker.
Assessment
67
Chapter Name Date
Test A
Questions 16 to 20. Look at the pictures below.

Circle all the pictures that show a natural
resource.

68 Assessment
Name Date Chapter
Test A
Kim is cleaning her closet. She sorts

the things she does not want into piles.
Kim does not want to put these things
in the trash.
21. What should Kim do with the books?

She can give them away to someone else.
22. What can Kim do with the newspapers?

She can take them to the recycling center.
23. What should Kim do with the clothing?

She can reuse them as rags or she can donate them.
24. What can Kim do with the broken plastic toys?

She can bring them to be recycled.
25. How can Kim keep both her closet clean and care
for Earth?
She can recycle and reuse her things.

Assessment
69
Lesson 1 Name Date
Test

1. What is one way people use rocks?
A as food C as fuel
B as tools D as cloth
2. How are rocks and air alike?

A People use them C They are natural
to build. resources.
B They are on the D People need them
ocean floor. to live.
3. Which of these makes up rocks?

A wood C water
B minerals D air
Think and Write Where do rocks and minerals

come from?
They were formed in Earth over millions of years.
Chapter 6 • Earth’s Resources Use with Lesson 1

70 Assessment Rocks and Minerals
Name Date Lesson 2
Test

1. Which is true about soil?
A Animals cannot live in it. C It is found inside rocks.
B It forms very quickly. D It is a mix of many things.
2. What happens to plants that die?

A They become rocks. C They become subsoil.
B They decompose. D They stick together.
3. Why is compost good for soil?

A It covers rocks. C It adds minerals.
B It drains water. D It blocks light.
Think and Write Look at the picture below.
Explain what will happen to the tree’s leaves over time.

Answers will vary but should include the following:
All the leaves will fall off the tree. Over time, they will
decompose. They will become part of the soil.

Assessment Soil
71
Lesson 3 Name Date
Test

1. Which is not a natural resource?
A water C clay
B wind D cheese
2. All natural resources

A come from Earth. C can never be used up.
B can be replaced quickly. D are made of living things.
3. What can make pollution?

A wild animals C factories and cars
B flowers and trees D rivers and streams
Think and Write Fill in the chart below to show

three ways to conserve resources. Use words or
pictures. The first one is done for you.
Reduce Recycle Reuse

Answers will Answers will vary
vary but should but should show
show activity activity that
that involves involves reusing

recycling. materials in a
different way.

72 Assessment Using Earth’s Resources
Name Date Chapter
Test B
Earth’s Resources
compost litter reduce soil

conserve pollution reuse
decompose recycle rocks
1. Bits of rock, rotting plants, minerals, and sand
form soil .
2. Tossing papers on the ground causes litter .
3. All rocks are made up of minerals.

4. Harmful waste on land, in the air, or in water
makes pollution .
5. People recycle when they use old things to

make something new.
6. People can reduce waste by cutting back

on the things they use.
7. When food scraps decompose, they form compost .
8. People reuse when they use something again.
9. To save resources for future use is to conserve .
10. All living things will decompose after they die.

Assessment
73
Chapter Name Date
Test B

question.
11. Which are examples of minerals?
A clay and sand C fluorite and feldspar
B wind and sunlight D oil and coal
12. What provides the nutrients in compost?

A bits of clay and sand C lots of air and water
B decomposing food D melting lumps of
scraps rock
13. Why do plants not grow well in subsoil?

A It does not have C It is full of rocks
nutrients. and stones.
B It has too much D It is full of litter
water. and garbage.
14. What should people do before they throw

something away?
A find a secret place C make sure that it is
to put it dirty
B see if it can be D call the trash

reused first collectors
15. How can you tell if something is a natural resource?

A It is made by people. C It turns into compost.
B It comes from Earth. D It is found on land.
74 Assessment
Name Date Chapter
Test B
Look at the picture below. On the lines write the

names of five natural resources that can be found
in the picture.
16. Answers should include

any combination of the
17. following: soil, water, air,
rocks, minerals, plants,
18. including vegetables and
bushes.
19.
20.

Assessment
75
Chapter Name Date
Test B
Questions 21 to 25. Complete the chart below

using the words in the box.
glass jars recycle water

newspapers reuse
Helping Earth
recycle reuse
reduce
newspapers glass jars
water

76 Assessment
Assessment
Earth’s Resources
understanding of careful use of natural resources Materials
by planning and sketching a car that runs on a
renewable resource and does not pollute. • poster
board
Scoring Rubric
• pencil
points Child presents a detailed drawing of a
car that runs on a renewable resource. Child • markers
gives a thorough, well-planned explanation of or
the fuel source and the benefits of using that fuel. crayons
points Child presents a complete drawing of
a car that runs on a renewable resource. Child gives a
reasonable explanation of the fuel source. Child may or may
not state the benefits of using that fuel.
points Child presents a drawing of a car that runs on a

renewable resource. Child does not provide details of the
fuel source. Child does not state the benefits of using that
fuel.
point Child presents drawing of a car, but may not name

the fuel source.

Assessment
77
Assessment
Earth’s Resources You Need

Most cars run on gasoline. Gasoline comes • poster
from oil. board
What other kinds of fuel might be used to • pencil
power cars? • markers
or
crayons
1. Invent a new kind of car that runs on a different

kind of fuel. You should pick a fuel that can be
easily replaced and that does not pollute. Use
your imagination!
2. On a piece of poster board, draw a picture of your
car and the engine. Show how the new fuel makes
the engine work.
3. Under your picture, write an explanation of how
your car works. Tell why your fuel is a good
choice.

78 Assessment
Name Date Chapter
Test A
Observing Weather
anemometer cumulus stratus water cycle

cirrus evaporates temperature
condenses precipitation tornado
1. Rain and snow are different kinds of precipitation .
2. Water vapor turns back into liquid as it condenses .
3. The temperature tells how hot or cold

something is.
4. A column of spinning air is called a(n) tornado .
5. Thick, low clouds are called stratus clouds.
6. As water heats up, it evaporates .

7. The way water turns from liquid to gas and back to
liquid is called the water cycle .

cumulus
8. Small, white, puffy clouds are called clouds.
9. Wind speed can be measured with a(n) anemometer .
10. A(n) cirrus cloud looks like thin, white

wisps high in the sky.
Chapter 7 • Observing Weather Use with Chapter 7

Assessment
79
Chapter Name Date
Test A

question.
11. What causes wind?
A thick, dark clouds C differences in air
temperature
B condensation D sudden, short storms
12. How does snow form?

A Water freezes and C Ice turns to water
then melts. vapor.
B Water vapor condenses D Ice condenses and
and freezes. falls from clouds.
13. What kind of clouds tell us a storm is coming?

A stratus C cirrus
B cumulus D vapor
14. How does water get into clouds?

A It condenses. C It cools.
B It evaporates. D It freezes.
15. Why can rainstorms be dangerous?

A They can bring lightning C They can block

and flooding. the sunlight.
B They can cause D They can bring
droughts and fires. too many clouds.

80 Assessment
Name Date Chapter
Test A

question.
16. Which kind of weather can cause the most
damage?
A snowstorm C tornado
B rain shower D clear skies
17. Rain, sleet, hail, and snow are all forms of

A precipitation. C clouds.
B fog. D temperatures.
18. Why do people see lightning before they hear

thunder?
A Light travels faster than sound.
B Thunder is farther away than lightning.
C People can see better than they can hear.
D Dark clouds make lightning easy to see.
19. Which tool measures temperature?

A an anemometer C a wind sock
B a thermometer D a ruler

Assessment
81
Chapter Name Date
Test A
Answer the following questions.
20. Why is it helpful to know what weather to expect?

Answers will vary but may include the following:
Knowing the weather can help people stay safe, plan
what to wear, and make travel plans.
21. Explain how the water cycle works.

Water from streams, rivers, and lakes evaporates and
turns into gas. As the gas cools, it turns back into
water and falls to Earth as rain or snow.
22. What is snow? What is the weather usually like

when snow falls?
Snow is made from ice crystals that fall to the ground
when the weather is very cold.

82 Assessment
Name Date Lesson 1
Test

1. Which tools are used to measure how air moves?
A anemometer and C ruler and balance
wind sock
B thermometer D clock and flag
and rain gauge
2. How are temperature and precipitation alike?
A They can both C They are both
be controlled. weather tools.
B They can both D They are both
be measured. easy to see.
3. Look at the picture.

What is the girl doing?
A waiting for the C measuring the

snow to melt temperature
B observing the soil D measuring precipitation
Think and Write How does weather affect us?

Answers will vary but should include references to how
we travel, what we wear, where we live, or how we work.
Chapter 7 • Observing Weather Use with Lesson 1

Assessment Weather
83
Lesson 2 Name Date
Test

1. What happens to a puddle on a hot day?
A It condenses. C It gets hard.
B It gets larger. D It evaporates.
2. What happens as air cools?

A Snow and ice C Wind disappears
begin to melt. and rain stops.
B Lakes and D Water condenses
streams flood. and clouds form.
3. What does the water cycle show?

A how water evaporates C what people can
and is returned to Earth do to save water
B how much water D how water can
people use be filtered
Think and Write Look at the picture below.

Explain what will happen
to the wet clothes.
The wet clothes will get dry. The Sun and the wind will
make the water on the clothes evaporate into the air.

84 Assessment The Water Cycle
Name Date Lesson 3
Test

1. Different types of clouds tell people
A the places that need rain.
B where lightning will strike.
C the kind of weather that is coming.
D the temperature of the air.
2. What should you not do in a storm?

A climb a tree C stay in a car
B avoid open spaces D get out of a pool
3. Which clouds usually mean good weather?

A low, thick stratus clouds
B high, wispy cirrus clouds
C tall, dark cumulus clouds
D small, puffy cumulus clouds
Think and Write Fill in the chart below with words

that tell about each kind of storm.
Tornado Hurricane
lots of wind and a spinning lots of wind, rain, and

column of air thunder and lightning

Assessment Changes in Weather
85
Chapter Name Date
Test B
Observing Weather
anemometer cumulus stratus water cycle

cirrus evaporate temperature
condenses precipitation tornadoes
1. High wispy clouds are called cirrus

clouds.
2. A(n) cumulus cloud is a white, puffy cloud.
3. When thick, low stratus clouds appear, a

storm is likely.
4. Liquid or frozen water that falls from clouds is precipitation .
5. A(n) anemometer is a tool used to measure

wind speed.
6. When water vapor condenses , it turns back

into a liquid.
7. A thermometer is used to measure temperature .

8. A hot, sunny day can cause water to evaporate .
9. Whirling, spinning columns of air are called tornadoes .
10. Water turns into vapor and ice in the water cycle .

86 Assessment
Name Date Chapter
Test B

question.
11. What does it mean when stratus clouds appear?
A The Sun will come out. C There will be rain or snow.
B The temperature will rise. D There will be less wind.
12. What happens when there are differences in air

temperature?
A There is rain. C There is snow.
B There is wind. D There is lightning.
13. How are clouds formed?

A Water condenses. C Snow melts.
B Water evaporates. D Storms come.
14. During rainstorms people avoid

A looking for cirrus clouds. C using an anemometer.
B standing near tall objects. D measuring the temperature.
15. How does rain form?

A The Sun heats the C Water vapor condenses
air and dries Earth. and falls to Earth.

B Ice melts and turns D Water evaporates and
to water vapor. rises in the air.

Assessment
87
Chapter Name Date
Test B

16. Describe a stratus cloud.
A stratus cloud is a low cloud form that extends over
a large area.
17. The chart below shows the number of snowy days

each month.
Month Number of Snowy Days
November 5
December 11
January 7
February 4
Which month had the least number of days with

precipitation?
February
18. What tool can help you track cold spells and heat
waves?
a thermometer
19. Without watching the sky, how can you tell

lightning has struck nearby?
You will probably hear thunder after the lightning.

88 Assessment
Name Date Chapter
Test B
Look at the chart below, and then answer

questions 20 to 22.
Five-Day Weather Report
Monday Tuesday Wednesday Thursday Friday
Hot and Hot and Stormy and Cooler and Cool and
Dry Dry Windy Cloudy Clear
88° 90° 85° 77° 73°
20. Which part of the water cycle happened on

Monday and Tuesday? Why?
The weather was hot and dry, so evaporation
happened.
21. What probably caused Wednesday’s weather?

Why?
It was hot and then it got cooler. The water vapor
condensed and fell as rain.

22. On which day would it be best to wear a sweater?

Friday

Assessment
89
Assessment
Observing Weather
Objective: Children will use weather forecasts
to chart the weather predicted in their area over Materials
several days.
• newspaper
Scoring Rubric pages with
weather
points Child correctly completes the chart by forecasts
identifying precipitation by type (rain, snow, from the
sleet); expressing high temperatures in terms
of degrees; and stating wind speeds for each
same week
day.
• large piece
of paper
points Child completes the chart by stating
whether there was precipitation, giving a • pencil
numerical value for high temperature, and
stating wind speeds for each day. • ruler
points Child may omit some information from • crayons
the chart. Child may use yes or no to indicate or
precipitation, use words such as hot or
cold to designate temperature, and use
markers
yes or no to indicate presence of wind.
point Child has difficulty completing the chart. There are

many omissions. Child may use incorrect terminology to
describe weather for each day.

90 Assessment
Assessment
Observing Weather
Make a chart showing the weather
You Need
that was predicted for a week.
• newspaper
1. Copy the chart below on a large pages with
piece of paper. weather
forecasts
2. Gather copies of the weekly weather from the
forecast in your local newspaper. same week
See what kind of weather was predicted • large piece
for each day. of paper
3. In the Precipitation box, tell what • pencil
precipitation was predicted for each • ruler
day. If none, write OPOF.
• crayons
4. In the Temperature box, tell what high or
temperature was predicted for each day. markers
5. In the Wind box, tell if a light wind, strong
wind, or no wind was predicted for each day.
Day 1 Day 2 Day 3 Day 4 Day 5
Precipitation
Temperature
Wind

Assessment
91
Chapter Name Date
Test A
Earth and Space

Write the word or words that best complete each sentence in
the spaces below. Words may be used only once.
axis phases seasons Sun

Jupiter planets solar system
orbit rotation star
1. An object in space that is made of hot gases is a star .
2. There are many planets that move around

the Sun.
3. The spinning of Earth is called rotation .

4. Changes in how the Moon’s shape looks are called
phases .
5. Earth spins on its axis , an imaginary line

through its center.
6. The largest of the planets is Jupiter .
7. Changes in Earth’s tilt toward the Sun cause the seasons .

8. The path Earth takes around the Sun is called its orbit .
9. The star that gives Earth light is the Sun .
10. Planets, moons, and the Sun make up the solar system .
Chapter 8 • Earth and Space Use with Chapter 8

92 Assessment
Name Date Chapter
Test A

question.
11. What causes day and night?
A the phases of the Moon
B the spinning of Earth
C the Sun moving in the sky
D Earth orbiting the Sun
12. What makes the Moon shine brightly?

A sunlight and moon dust C the rotation of Earth
B hot gases and fire D the light from Earth
13. Why do most stars look like specks of light?

A They are very close together.
B They are very small.
C They are very far away.
D There are many of them.
14. What can shadows tell us?

A the season of the year C the patterns of the stars
B the orbits of the planets D the time of day
15. How long does it take Earth to orbit the Sun?

A 88 days C 300 days
B 225 days D 365 days

Assessment
93
Chapter Name Date
Test A
Look closely at this picture, and then answer

questions 16 to 18.
Mercury
Venus
Mars
Jupiter
Saturn
Uranus
Neptune
Pluto
16. What does this picture show?

the solar system
17. Which planet name is missing?

Earth
18. Why is it colder on Pluto than it is on Venus?

Pluto is farther from the Sun than Venus.

94 Assessment
Name Date Chapter
Test A

Columbus, Ohio
La Paz,
Bolivia
19.
Meg Marco
Which child lives in Columbus, Ohio? Meg

Meg is dressed for winter. It is winter
in Columbus, Ohio because that part of
Earth is tilted away from the Sun.

Assessment
95
Lesson 1 Name Date
Test

1. What happens as Earth rotates?
A day changes to night C the Moon changes
shape
B spring changes to fall D Earth’s axis changes
2. Which is true about Earth as it rotates?

A Earth’s spinning makes C Earth spins in the
people dizzy. same direction.
B Earth rotates once D Earth stops and starts.
a year.
3. What is Earth’s axis?

A the path Earth takes as it C the time it takes for Earth
moves around the Sun to make one rotation
B an imaginary line that runs D a side of Earth that
through Earth’s center faces the Moon
Think and Write Look at the pictures below. What

caused the sky to change? © Macmillan/McGraw-Hill
The sky changed because the Earth turns or rotates.
Chapter 8 • Earth and Space Use with Lesson 1

96 Assessment Day and Night
Name Date Lesson 2
Test

1. What is Earth’s orbit?
A the time it takes C the change in the
Earth to rotate tilt of Earth’s axis
B the path Earth takes D the seasonal changes
around the Sun in weather
2. What two things cause Earth’s seasons?

A Earth’s rotation and C Earth’s orbit and the
the Moon’s orbit tilt of its axis
B the Sun’s movement D the Sun’s light and
and Earth’s orbit the tilt of Earth’s axis
3. What season comes after spring?

A night C fall
B summer D winter
Think and Write Explain why the seasons are

different.
Sometimes, some parts of Earth are tilted toward the
Sun. They get a lot of light. It is spring and summer.

Sometimes, parts of Earth are tilted away from the Sun.
They get less light. It is fall and winter.

Assessment Why Seasons Happen
97
Lesson 3 Name Date
Test

1. What is the Moon made of?
A fire C rock
B gas D water
2. What are stars made of?

A rocks C water
B ice D gas
3. Which is Earth’s closest neighbor?

A the Moon C stars
B the Sun D planets
Think and Write Draw a picture showing the Sun,

Earth, and the Moon as they look together. Show
Earth’s path and the Moon’s path.
Pictures should show the Moon orbiting Earth and
Earth orbiting the Sun. © Macmillan/McGraw-Hill

98 Assessment The Moon and Stars
Name Date Lesson 4
Test

1. Which is not a planet?
A the Moon C Venus
B Mars D Earth
2. What is the brightest star in our solar system?

A the Moon C the Sun
B Pluto D Jupiter
3. What keeps people from seeing stars and planets

during the day?
A the Moon’s changing shape C Earth’s tilted axis
B the Sun’s bright light D the distance to the stars
Think and Write Explain the difference between a

moon and a planet.
A planet is an object that orbits the Sun. A moon is an
object that orbits a planet. Planets are much bigger than
moons.

Assessment The Solar System
99
Chapter Name Date
Test B
Earth and Space

axis phases seasons Sun

Jupiter planets solar system
orbit rotation stars
1. The star that is closest to Earth is the Sun .
2. Earth’s spinning motion is called its rotation .
3. The change in seasons is caused by Earth’s

tilt.
4. In space, objects made of hot gases are known as stars .

5. Earth travels around the Sun along a path called
its orbit .
6. There are planets, moons, and the Sun in our solar system .
7. Each month, the Moon’s shape seems to change
phases
during its .
8. Mars is one of the planets .

9. Earth spins on an imaginary line called its axis .
10. Of all the planets, Jupiter is the largest.

100 Assessment
Name Date Chapter
Test B

question.
11. What can help people tell the time of day?
A patterns of stars C shapes of the Moon
B shadows on the ground D ways people dress
12. Earth completely orbits the Sun in
A 365 days. C 225 days.

B 300 days. D 88 days.
13. What makes day and night?
A the Sun moving C Earth spinning
B Earth tilting D the Moon shining
14. Why do stars appear as dots of light?

A They are very small.
B There are many of them.
C They are very close together.
D They are very far away.
15. What causes the Moon to shine brightly?

A hot gases and fire

B the rotation of Earth
C sunlight and moon dust
D the light from Earth

Assessment
101
Chapter Name Date
Test B
Look at the chart, and then answer questions 16 to 18.
Sun
Made of hot gases Made of cold rock
Planets orbit it Orbits Earth
Shines brightly during Shines brightly at night

the day
16. What word goes in the empty space?

Moon
17. How are the Sun and Moon alike?

They both shine brightly.
18. Which is the center of our solar system?

the Sun

102 Assessment
Name Date Chapter
Test B
Look closely at the postcard, and then answer

19. Circle the picture that shows where Jess is visiting

her grandparents.
Boston,
Mass.
Lima, Peru

Jess said she was wearing shorts, so she must be
where it is warm. Lima is tilted toward the Sun. Boston
is tilted away from the Sun. It is warmer in Lima.

Assessment
103
Assessment
Earth and Space

Objective: Children will recognize seasonal
and annual patterns related to Earth’s rotation Materials
and revolution by naming the four seasons in
proper sequence and describing the weather • paper
characteristics of each season. Children will cut
out the picture cards from the following page and • scissors
paste them in the correct sequence. Children will
add details to each picture card to show weather • glue or
conditions that are consistent with the named paste
season.
• crayons or
Scoring Rubric markers
points Child pastes all of the cards in the
correct sequence. Child adds numerous details to
each card showing the weather conditions appropriate
for each season.
points Child pastes all of the cards in the correct

sequence. Child adds some details to each card showing the
correct weather conditions.
points Child pastes two of the four cards in the correct

sequence. Child adds some correct weather details to
two or three cards and adds incorrect or no details to the
remaining card(s).
point Child does not paste the cards in correct sequence.

Child adds correct weather details to only one card.

104 Assessment
Assessment
Earth and Space

Read the words on the picture cards below.
You Need
Then cut out the picture cards. Glue or paste
the cards in the correct order of the seasons • paper
on another sheet of paper. Use crayons or • scissors
markers to show the weather conditions on
• glue or
each card to match the named season. paste
• crayons or
markers
Spring Fall
✄
Summer Winter

Assessment
105
Chapter Name Date
Test A
Looking at Matter
Write the word that best completes each sentence in
balance mass properties volume

gas matter ruler
liquids object solid
1. All things are made of matter .
2. Different objects have different amounts of mass .
3. Size and shape are properties of matter.
4. All liquids take the shape of the container

they are in.
5. A(n) solid has a shape all its own.

6. The amount of space something takes up is called
volume .
7. A form of matter that can be felt but not seen is
gas
8. Anything that can be seen or touched is a(n) object .
9. A tool used to measure length is a(n) ruler .
10. A tool used to measure mass is a(n) balance .
Chapter 9 • Looking at Matter Use with Chapter 9

106 Assessment
Name Date Chapter
Test A

question.
11. Which of the following is true about all forms of
matter?
A They take the shape of their container.
B They are made by people.
C They take up space and have mass.
D They have their own special shape.
12. What is one property of liquids?

A They flow. C They are in the air.
B They bend. D They are smooth.
13. How is matter grouped?

A by its shadow C by where it is found
B by its properties D by how it is used
14. What are bubbles?

A solids with liquids inside C liquids with gases inside
B liquids with solids inside D solids with gases inside
15. What is one way to know if one object has more

mass than another?
A if it feels smoother C if it looks thicker
B if it looks bigger D if it is heavier

Assessment
107
Chapter Name Date
Test A
Look closely at the

Supply List for Math Class
chart, and then answer
questions 16 to 19.
16. Which object probably has the greatest mass?

scissors
17. Which object probably has the least mass?

pencil
18. Which objects will probably float in water?

pencil, ruler, notebook
19. What form of matter are all the objects?

They are solids.

108 Assessment
Name Date Chapter
Test A
Look at the picture below, and then answer

questions 20 to 22.
Brian and Mita went to a fair in their town. Here is what
they saw.
20. Which person is holding something that contains
a liquid? the woman
21. Which person is holding an object that contains

a gas? the clown
22. Which person is holding a solid object?

the man and/or the woman

Assessment
109
Lesson 1 Name Date
Test

1. What is matter?
A anything that people C only things that have
need and use their own shape
B anything that takes up D only things that
space and has mass are made by people
2. How is mass measured?

A with a ruler C with a balance
B with a cup D with a spoon
3. How do people describe matter?

A by naming its C by naming where it
properties comes from
B by telling how it D by telling how it is
is used measured
Think and Write Look at the

picture at right. Tell how matter
is being used. © Macmillan/McGraw-Hill
Children are using a rope. Cloth was used to make their
clothes. A fence is made of wood. These things are matter.
Chapter 9 • Looking at Matter Use with Lesson 1

110 Assessment Describing Matter
Name Date Lesson 2
Test

1. How can you tell if something is a solid?
A It feels cold. C It has its own shape.
B It takes up space. D It has a lot of mass.
2. Which tool could not be used to measure a solid?

A a ruler C a measuring tape
B a balance D a thermometer
3. Which solid would float in water?

A stone C metal
B wood D brick
Think and Write How is a lemon like an orange?

How are they different? Use the chart below to
show the properties of both.
Oranges Both Lemons
juicy;
bumpy
orange color; yellow color;
skin; grow on
sweet taste; sour/bitter taste;

trees; have
round shape not round
seeds;
fruits

Assessment Solids
111
Lesson 3 Name Date
Test

1. How are liquids and gases alike?
A They do not have C They do not have
their own shapes. properties.
B They do not have D They cannot be
mass. measured.
2. Which word tells how much space something

takes up?
A mass C volume
B matter D properties
3. Which is a liquid?
A sand C milk
B snow D air
Think and Write Read the information in the chart

below. In the empty spaces, write LIQUID if the
words describe a liquid. Write GAS if the words
describe a gas.
LIQUID GAS
1. comes in different colors 1. cannot be seen
2. can be thick or thin 2. can be felt
3. flows when poured 3. spreads out

112 Assessment Liquids and Gases
Name Date Chapter
Test B
Looking at Matter
balance mass properties volume

gas matter ruler
liquid object solid
1. A(n) object is something that can be

seen or touched.
2. Matter that keeps its own shape is a solid .
3. All objects around us are made of matter .
4. Some properties of matter are taste and

smell.
5. The amount of matter in an object is its mass .
6. A balance can be used to compare the

mass of two objects.
7. A type of matter that flows and spreads out is a(n) liquid .

volume
8. The of matter tells how much

space it takes up.
9. A(n) gas will expand evenly to fill a

container.
10. A(n) ruler can measure length.

Assessment
113
Chapter Name Date
Test B

question.
11. How are properties important?
A They measure mass. C They identify matter.
B They change matter. D They measure volume.
12. How are all forms of matter alike?

A They flow and spread. C They are natural.
B They have mass and D They have their own
take up space. special shape.
13. Why would a smaller object be heavier than a

larger object?
A It is a gas. C It has more volume.
B It is a different shape. D It has more mass.
14. How are liquids different from solids?

A They keep their own shape.
B They take the shape of their container.
C They can be measured with a ruler.
D They can be measured with a balance.
15. Which is a gas inside a solid?

A a helium balloon C a chicken egg
B a cup of milk D an oatmeal cookie

114 Assessment
Name Date Chapter
Test B
Look at the picture, and then answer questions

16 to 19.
16. What form of matter is on the raised side of

the balance?
a gas
17. If you placed a loaf of bread on the raised side,

would the balance move? How?
Yes, the side with the bread would go down a little.
18. What would happen if you took away the bread

and put a potted plant on the balance?
The side with the potted plant would go way down
and the notebook would go up.
19. Please explain your answer to question 18.

The potted plant has more mass than the book.

Assessment
115
Chapter Name Date
Test B
Questions 20 to 22. Look at the chart below. Fill in

each circle with the form of matter shown in the
box below it.
Matter
Liquid Solid
Gas
Milk, Soup, Pie, Bread,

Juice Ice Cream
Steam, Smoke,
Wind

116 Assessment
Assessment
Matter Changes Materials

Objective: Children will compare solids, liquids,
and gases and order them on a chart according • 4 small
to their mass. paper
drink cups
Mass Material • sand
1 • dry
oatmeal
2 • water
3 • pencil
Scoring Rubric
points Child performs procedure correctly and places
materials in order from greatest mass to least mass as
shown on the chart.
points Child performs procedure correctly and places

three of the four materials correctly in order from greatest
mass to least mass as shown on the chart.
points Child performs procedure correctly and places two

of the four materials correctly in order from greatest mass
to least mass as shown on the chart.
point Child performs procedure correctly but cannot place

the materials correctly in order from greatest mass to least
mass as shown on the chart.

Assessment
117
Assessment
Compare different forms of matter to see

You Need
which one has the greatest mass.
• 4 small
1. Fill one cup with sand. Fill another cup paper
with oats. Fill a third cup with water. drink cups
The last cup will hold just air. • sand
2. Hold the cup of sand in your left hand. • dry
Hold the cup of oats in your right hand. oatmeal
Compare. See which cup feels heavier. • water
3. Compare the rest of the cups.
• pencil
Remember how heavy each one feels.
4. Fill in the chart below. Write the name of the
material that has the greatest mass next to
number 1. Write the name of the material that has
almost as much mass next to number 2. Write the
name of the material that has less mass next to
number 3. Write the name of the material that has
the least mass next to number 4.
Mass Material
1 Sand
2 Water
3 Oats
4 Air

118 Assessment
Name Date Chapter
Test A
Changes in Matter
boiling evaporate physical change

chemical change freeze solution
condense melting
dissolve mixture
1. A(n) mixture is made when two or more

things come together.
2. Heated water that produces bubbles is boiling .
3. Liquids slowly turn to gas as they evaporate .
4. Liquids that freeze change into solids.

5. Making the size or shape of matter different
causes a(n) physical change .
6. Solids that mix evenly in a liquid dissolve .

7. When matter changes into a different kind of
matter, it goes through a chemical change .

8. A mixture that is hard to take apart is a(n) solution .
9. Cooling water vapor causes water to condense .
10. Solids change to liquids when they begin melting .

Chapter 10 • Changes in Matter Use with Chapter 10
Assessment
119
Chapter Name Date
Test A

question.
11. What can cause a chemical change in matter?
A bending and folding C wetting and drying
B heating and burning D melting and freezing
12. What happens to water vapor when it settles on

cool objects?
A It evaporates into C It combines to form
the air. a mixture.
B It dissolves in D It condenses into
a solution. drops of water.
13. What can help to separate matter in a solution?

A evaporation C freezing
B condensation D melting
14. Which is an example of a physical change?

A a cake baking C a glass breaking
B a nail rusting D a log burning
15. Which are clues a chemical change is happening?

A seeing light and C seeing matter change

feeling heat in shape
B seeing matter change D seeing and feeling
in size water

120 Assessment
Name Date Chapter
Test A
Look at the pictures on the left. Draw a line from

each picture to the words that tell how matter is
changing.
16.
gas to liquid
17.
solid to liquid
18.
liquid to gas
19.
liquid to solid

Assessment
121
Chapter Name Date
Test A

questions 20 to 24.
fruit salad punch drink cereal with milk
20. What do all three pictures show?

mixtures
21. How is the punch drink different from the fruit

salad and the cereal?
It is a solution.
22. How could the fruit salad be separated?

by picking out the different pieces of fruit
23. How might the punch drink be separated?

by heating the punch and evaporating the water
24. How could the milk and cereal be separated?

by using a filter

122 Assessment
Name Date Lesson 1
Test

1. Cutting a piece of paper is an example of a
A temperature change. C physical change.
B property change. D chemical change.
2. How does one kind of matter become a different

kind of matter?
A when it breaks into C when it goes through
pieces a chemical change
B when it goes through D when it becomes
a physical change frozen
3. Which is an example of a chemical change?

A a pond freezing C a nail rusting
B a crayon melting D a shirt tearing
Think and Write Look at the chart below. Label

each picture as a physical or chemical change.
How to Make Scrambled Eggs

1. Break open 2. Scramble 3. Pour egg into
the egg. the egg. pan and cook it.
physical change physical change chemical change
Chapter 10 • Changes in Matter Use with Lesson 1

Assessment Matter Changes
123
Lesson 2 Name Date
Test

1. How does butter change when it is heated?
A it evaporates C it freezes
B it melts D it condenses
2. What do the bubbles in a pot of boiling water

show?
A a solid that is melting
B a gas that is condensing
C a liquid that is freezing
D a liquid that is turning into a gas
3. Which is true about all liquids?

A They melt at low temperatures.
B They turn into gases when cooled.
C They freeze at different temperatures.
D They condense into solids when heated.
Think and Write What happens when heat is

added to ice?
When heat is added to ice, the ice melts and becomes a
liquid. If enough heat is added to the liquid, it will boil and
become a gas.

124 Assessment Changes of State
Name Date Lesson 3
Test

1. Which mixture is a solution?
A salt water C fruit salad
B cheese and crackers D water and ice
2. Which tool would you use to separate a mixture?

A C
B D
3. How does a solid become part of a solution?

A it floats C it dissolves
B it sinks D it cools
Think and Write Etta put several drops of ink

in a cup of water. She put the cup of water by a
window. A week later, all that was left in the cup
was a dark spot. What happened?
All the water in the cup evaporated. The coloring in the
ink was left at the bottom.

Assessment Mixtures
125
Chapter Name Date
Test B
Changes in Matter
boil evaporate physical changes

chemical change freeze solutions
condense melting
dissolve mixture
1. Liquids turn to solids when they freeze .

2. Two or more types of matter combine to form a(n)
mixture .
3. When wood burns, a(n) chemical change happens.
4. To change from a gas to a liquid is to condense .
5. Liquids placed on a hot stove will boil .
6. Adding heat to a solid will cause melting .
7. A dish of water left outside will soon evaporate .
8. Cutting and chopping are examples of physical changes .

9. Salt added to warm water will dissolve .
10. Mixtures called solutions are very

difficult to separate.

126 Assessment
Name Date Chapter
Test B

question.
11. Why do drops form on the sides of a cold glass?
A Water is evaporating. C Water is freezing.
B Ice is melting. D Vapor is condensing.
12. What happens when matter changes in size or

shape only?
A a physical change C a rapid change
B a chemical change D a slow change
13. How can you tell when a chemical change has

happened?
A Matter turns into C Matter changes from
different matter. a liquid to a gas.
B Matter changes from a D Matter grows larger
liquid to a solid. or smaller.
14. How can salt be separated from ocean water?

A by cooling the salt C by freezing the water
B by boiling the water D by melting the salt
15. Which of these is a physical change?

A a cake baking C apples rotting
B cheese melting D toast burning

Assessment
127
Chapter Name Date
Test B
Look at the pictures in column one. Write a

description of how matter is changing in
column two.
Changing Matter
solid to liquid
liquid to gas
liquid to solid
gas to liquid

128 Assessment
Name Date Chapter
Test B
Look at the lunch menu below, and then answer

questions 20 to 24.
Smith Street School

Tuesday Lunch Menu
Milk
Chocolate Milk
Tossed Salad
Tuna Sandwich
Cream of Broccoli Soup
Chocolate Chip Cookie
20. How is the milk different from all the other items on
the menu? It is not a mixture.
21. How are the chocolate milk and the cream of
broccoli soup the same? They are solutions.
22. Could you separate the vegetables in the tossed salad?
Yes, the vegetables can be easily separated by hand.

23. Could you separate every ingredient in the
chocolate chip cookie? No
24. Why or why not? You could take out the chocolate chips,
but not the other ingredients.

Assessment
129
Assessment
Changes in Matter
Objective: Children will create a poster showing the
effects of heating and cooling on different forms of Materials
matter. Children will cut and paste picture cards in
the appropriate spaces on the poster, and correctly • large blank
illustrate how the matter pictured would look after piece of
heating or cooling. paper
Scoring Rubric • picture

cards
points Child correctly completes the poster;
all cards have been pasted in the correct spots • scissors
and all drawings accurately reflect the effects of
temperature changes on the matter shown on • glue
each card.
• pencil
points Child correctly completes most of the
poster; all cards have been pasted in the correct • markers
spots and four drawings accurately reflect the or
effects of temperature changes on the matter crayons
shown on each card.
points Child correctly completes the poster; most of the

cards have been pasted in the correct spots and two to
three drawings accurately reflect the effects of temperature
changes on the matter shown on each card.
point Child completes the poster, but with many errors;

few cards have been pasted in the correct spots and only
one to two drawings accurately reflect the effects of
temperature changes on the matter shown on each card.

130 Assessment
Assessment
Changes in Matter
Make a poster showing how heat and
You Need
cold change matter.
• large blank
1. Copy the chart below onto a large piece piece of
of blank paper. paper
Drawing of • picture
1. + heat cards
melted crayon
Drawing of ice • scissors
2. + cold
cubes
• glue
Drawing of
3. + heat
bowl of water • pencil
Drawing of
4. + heat • markers
melted butter or
Drawing of crayons
5. + cold
snowflakes
2. Cut out the picture cards. Glue each card in the

correct numbered space on your paper.
3. Use your markers or crayons to make a drawing
after each arrow. Your drawing should show how
the picture card has changed.

1. 3. 5.
2. 4.

Assessment
131
Chapter Name Date
Test A
How Things Move

force gravity poles weight

friction lever ramp
fulcrum motion speed
1. Objects that change position are in motion .

2. The time it takes to move from one position to
another is speed .
3. A force can move an object, changing its

position.
4. The amount of force needed to pull an object to
Earth is its weight .
5. A seesaw is a kind of lever .
6. The force that pulls all things to Earth is called gravity .
7. A surface that is straight and slanted is a ramp .

8. The point of a lever that stays still is the fulcrum .
9. Dragging an object slows it down and causes friction .
10. The poles are the two ends of a magnet.
Chapter 11 • How Things Move Use with Chapter 11

132 Assessment
Name Date Chapter
Test A

question.
11. What do the words above and below describe?
A force C position
B weight D speed
12. How do iron objects react to magnets?

A They are repelled by magnets.
B They are attracted to magnets.
C They make less friction.
D They become heavier.
13. Which machine is best for sliding a box off

a truck?
A a pulley C a wheel and axle
B a lever D a ramp
14. How can you tell if two magnetic poles are the
same?
A They attract each other. C They attract iron.
B They repel each other. D They stop friction.
15. What information do you need to measure speed?

A pole and kind of material C size and weight
B force and kind of surface D time and position

Assessment
133
Chapter Name Date
Test A
Questions 16 to 17. Look at the chart below.

Write the kind of machine shown in the space
beneath each picture.
Simple Machines
wheel and axle lever pulley
16. What kind of force makes the third machine work

best?
a pull
17. What kind of force makes the second machine

work best?
a push © Macmillan/McGraw-Hill

134 Assessment
Name Date Chapter
Test A

questions 18 to 21.
18. What force did the girl use to jump up into the air?
She used a pushing force.
19. What force makes the girl move down to the

water?
gravity
20. What kind of machine is the diving board?

It is a kind of lever.
21. What part of the diving board stays still? What is

that part called?
The part attached to the ladder stays still. This part is
called the fulcrum.

Assessment
135
Lesson 1 Name Date
Test

1. What is the best way to tell the position of an
object?
A compare it to another object C write down the time
B measure its size D turn it upside down
2. What do you need to measure speed?

A a balance C a stopwatch
B a thermometer D a calculator
3. Look at the chart.

Speed of Farm Animals
Feet per minute
Dog Pig Horse Cow

Which animal moves the fastest?
A dog C horse
B pig D cow
Think and Write What information describes how

fast something is going? Give an example.
How much time it takes for something to go a certain
distance describes speed.

Chapter 11 • How Things Move Use with Lesson 1
136 Assessment Position and Motion
Name Date Lesson 2
Test

1. What is needed to put an object in motion?
A time C weight
B friction D force
2. What makes a ball roll down a hill?

A friction C distance
B gravity D position
3. What kind of force moves things closer to you?

A pushing C friction
B gravity D pulling
Think and Write Ben is in a play. When Ben

walks across the stage, his shoes slip on the
smooth wood surface. What can Ben do to keep
this from happening?
Ben could wear different shoes to increase friction so he
does not slip.


Assessment Forces
137
Lesson 3 Name Date
Test

1. A steering wheel is made of
A a ramp and a pulley. C a wheel and an axle.
B a rope and a pulley. D a lever and an axle.
2. What is a fulcrum?
A a kind of simple C the part of a lever
machine that does not move
B a force that pulls D the part of a wheel that
things to Earth spins around
3. Look at the pictures below. Which ramp is easiest

to use?
A C
B D
Think and Write Suppose you want to use a

pulley to move a box. What kind of force will you
use on the pulley? How does this make lifting

easier?
When you use a pulley, you pull down. Gravity pulls your
arms down too, so you do not have to pull as hard.

138 Assessment Using Simple Machines
Name Date Lesson 4
Test

1. What does this picture show?
A A magnet can pull only C Magnets point toward

metal objects. the North Pole.
B Magnets come in different D A magnet’s poles have
shapes and sizes. the strongest pull.
2. What happens when two north poles are put

together?
A They combine to make C They point toward a
stronger force. Earth’s South Pole.
B They push away D They cannot attract
from each other. anything made of iron.
3. Which tool uses magnetic parts?

A a lever C a compass
B a ramp D a pulley
Think and Write How is Earth like a big magnet?

Earth has both north and south poles. All magnets have
north and south poles, too.

Assessment Exploring Magnets
139
Chapter Name Date
Test B
How Things Move

force gravity poles weight

friction lever ramp
fulcrum motion speed
1. A bar that helps lift heavy objects is called a lever .
2. The fulcrum is part of a lever that does not move.
3. Every magnet has two opposite poles .
4. An object’s speed tells how long it takes to

move from one position to another.
5. Two objects rubbing against each other cause friction .
6. When an object changes position, motion happens.
7. A push is an example of a force .
8. Everything on Earth is pulled down by gravity .
9. An object’s weight is the amount of force

that pulls it to the ground.

10. A simple machine used to move an object from
one place to another is a ramp .

140 Assessment
Name Date Chapter
Test B

question.
11. What is true about opposite magnetic poles?
A They stick to wooden C They move away from
objects. each other.
B They are attracted D They cannot pick up
to each other. steel objects.
12. What is needed to cause motion?

A change in weight C pulling or pushing force
B magnetic poles D two rough surfaces
13. What must you know to describe an object’s

motion?
A its size and weight C the material it is made of
B its change in position D its shape and color
14. What kind of machine is a doorknob?

A a lever C a wheel and axle
B a ramp D a pulley
15. What is true about all magnets?

A They are shaped C They have two similar

like bars. poles.
B They are simple D They can sort metal
machines. objects.

Assessment
141
Chapter Name Date
Test B
Look at the pictures below. Write the name of the

machine being used in the second column. Write
the force making it move in the third column.
Machine Force
16.
lever push
17.
wheel and axle push
18.
pulley pull
19. What makes it harder to slide an object across a

carpeted floor than a wooden floor?
The carpeted floor is not as smooth as the wooden floor,
so there is more friction. The friction slows motion.
20. Why is it easier to run downhill than it is to run

uphill?
When you run uphill, you are running against gravity.
When you run downhill, gravity is helping to pull you
along.

142 Assessment
Name Date Chapter
Test B
Look at the picture below, and then answer

questions 21 to 24.
21. Could the rock be rolled easily?

no
22. Why or why not?

The rock is not smooth or round. There would be too
much friction for it to roll easily.
23. What would be needed to pick up the rock? Why?

The rock is heavy because gravity is pulling it down. A
lot of force is needed to move it.
24. What simple machine would work best to help the

boy move the rock?
Answers will vary but may include a lever or pulley.

Assessment
143
Assessment
How Things Move Materials

Objective: Children will create an ad for a moving
company showing how simple machines can be • paper
used to move objects. The ad will show several
simple machines, such as a ramp, lever, and pulley, • pencil
and explain how these machines operate.
• ruler
Scoring Rubric • crayons
points Child correctly illustrates and labels or
four simple machines (pulley, lever, ramp, wheel markers
and axle). The ad includes a clear, accurate
explanation of how these machines can be used
(pushing, pulling) and the forces they move against
(friction, gravity).
points Child correctly illustrates and labels three simple

machines (pulley, lever, ramp, or wheel and axle). The ad
includes an explanation of how these machines can be
used (pushing, pulling).
points Child illustrates and labels two simple machines

(pulley, lever, ramp, or wheel and axle) or may illustrate
and incorrectly label two of four simple machines. The
explanation is rather vague and does not indicate a
thorough understanding of how machines make work
easier.
point Child draws a picture of one simple machine (pulley,

lever, ramp, wheel and axle) but may or may not label it.
The ad may include a partial explanation that is somewhat
inaccurate or no explanation at all.

144 Assessment
Assessment
How Things Move You Need

The boss at Mighty Moving Company wants • paper
to put an ad in the newspaper. He wants
• pencil
your help with the ad. He wants the ad to
show how his company can move heavy • ruler
objects. • crayons
or
markers
1. Think of four kinds of simple machines the Mighty

Moving Company could use.
2. Think of how these machines work. What kinds of
forces are being used? What kinds of forces must
be overcome?
3. Use your pencil, crayons and markers, and paper
to create a sample ad for the boss. Be neat, but
be sure to include as much important information
as you can.

Assessment
145
Chapter Name Date
Test A
Using Energy
charge fuel pitch vibrate

circuit heat energy sound
eardrum light temperature
1. A kind of energy we can hear is called sound .

2. Tiny pieces of matter that attract or repel each
other have a charge .
3. One way to change the state of matter is to use heat energy .
4. The kind of energy that helps us see is called light .

5. When an object moves back and forth quickly,
it vibrates .
6. Something that gives off heat when it is burned is
called fuel .
7. A sound’s pitch tells how high or low it is.
8. The path on which electricity travels is called a circuit .
9. A thermometer measures temperature .
10. The part of our body that hears sound is the eardrum .
Chapter 12 • Using Energy Use with Chapter 12
146 Assessment
Name Date Chapter
Test A

question.
11. Where does most heat energy on Earth come from?
A wood C coal
B oil D the Sun
12. When light bounces off a surface, it

A burns. C stops.
B reflects. D vibrates.
13. What is lightning?

A static electricity C heat energy
B current electricity D sound energy
14. What is one source of current electricity?

A a doorknob C a storm cloud
B a battery D animal fur
15. How does sound travel to the ears?

A by changes in temperature C by a closed circuit
B by an electric charge D by vibrations in the air

Assessment
147
Chapter Name Date
Test A
Look closely at this picture, and then answer

questions 16 to 18.
16. What do the wires in this picture show?

an electrical circuit
17. Ben wants to flip the light switch. Will the light go on?
No.

The circuit must be complete for the light to go on. A
mouse has chewed the wire, which broke the circuit.

148 Assessment
Name Date Chapter
Test A
Look closely at the two boxes, and then answer

questions 19 and 20. Each box has a rubber band
stretched over the open side.
Box B
Box A
19. Which rubber band has a lower pitch when it is
plucked? Box A
20. Why is this so?

Box A is longer and has a wider rubber band. The
rubber band on Box A will vibrate slower, so it will
have a lower pitch.

Assessment
149
Lesson 1 Name Date
Test

1. Which is not a source of heat energy?
A the Sun C oil
B the ocean D coal
2. What is fuel?
A anything that gives off C anything that is
heat energy when burned warmed by the Sun
B anything that comes from D anything that causes
deep inside Earth motion
3. Look at the chart.

Fuel
coal
gas
Which word belongs in the blank space?

A smoke C soil
B water D wood
Think and Write Explain why people rub their hands

together on cold days.
When people rub their hands together, the motion makes
heat energy. The heat warms their hands.
Chapter 12 • Using Energy Use with Lesson 1

150 Assessment Heat
Name Date Lesson 2
Test

1. What causes sound?
A air C vibrations
B pitch D strings
2. How do most of the sounds people hear travel?

A through air C through solids
B through water D through light
3. How does an object vibrate?

A It changes color rapidly. C It changes shape slowly.
B It moves back and D It disappears bit by bit.
forth quickly.
Think and Write How is your eardrum like a real

drum?
A drum vibrates to make sound. My eardrum vibrates too
when it hears sound.


Assessment Sound
151
Lesson 3 Name Date
Test

1. What do people need to see things?
A glass prisms C color filters
B dark shadows D reflected light
2. What happens when light bends?

A shadows appear C light passes through
on walls objects
B different colors D certain colors are
are separated blocked
3. Which object will reflect the most light?

A a tree C a mirror
B a dog D a bed
Think and Write Explain why it is hard to see

things in a dark room.
People need light to see things. Light must bounce off
objects and go into our eyes. If there is no light, then we
can not see things that are there.


152 Assessment Light
Name Date Lesson 4
Test

1. What kind of energy makes a television work?
A heat C sound
B light D electrical
2. What makes lightning?

A sound energy from thunder C bits of charged matter
B heat from the Sun D water falling to the
ground
3. What can be used to store electricity?

A circuits C charges
B batteries D lights
Think and Write Look at the picture

at right. Explain what is happening
to the socks.
The socks are stuck to the shirt because of static
electricity. The socks’ charge is attracted to the shirt.

Assessment Exploring Electricity
153
Chapter Name Date
Test B
Using Energy
charge fuel pitch vibrate

circuit heat energy sound
eardrums light temperature
1. People use their eardrums to hear sounds.
2. Electricity travels along a path called a circuit .
3. Something that burns and gives off heat is fuel .
4. A type of energy that can be heard is sound .
5. To change the state of matter, one can use heat energy .

6. When tiny bits of matter attract or repel each
other, they have a charge .
7. A kind of energy called light helps us see.

8. An object that moves back and forth very quickly
is said to vibrate .
9. The pitch of a sound tells how high or low it is.

10. People can tell how hot or cold something is by
finding out its temperature .

154 Assessment
Name Date Chapter
Test B

question.
11. How is light reflected?
A It burns and gives off heat.
B It moves back and forth quickly.
C It bounces off a surface.
D It changes states of matter.
12. Where would one most likely find static electricity?

A on the Sun C in a battery
B in a storm cloud D in the ocean
13. What happens when air vibrates?

A sound is heard C lightning strikes
B matter changes D the temperature rises
14. What does a lamp need to work?

A sound energy C static electricity
B heat energy D current electricity
15. Most of Earth’s heat energy comes from

A black coal. C chopped wood.

B dark oil. D the Sun.

Assessment
155
Chapter Name Date
Test B
Look closely at this diagram, and then answer

questions 16 to 18.
Travels along Has a Makes clothes

a circuit. charge. stick together.
Circle 1 Circle 2
16. What does the first circle describe?

current electricity
17. What does the second circle describe?

static electricity
18. Which one do people use for power?

People use current electricity for power.

156 Assessment
Name Date Chapter
Test B

Bongo Drum
Bass Drum
19. Which drum has a higher pitch when it is struck?

The bongo drum.
20. Why is this?

The bongo drum is much smaller than the bass drum.
The bongo drum will vibrate faster when it is struck,

so it will have a higher pitch.

Assessment
157
Assessment
Using Energy
Objective: Children will recognize variations in
pitch and the factors that contribute to these Materials
variations. Children will demonstrate that sound
is caused by vibration through a material. Have • three glass
children fill one drinking glass halfway with water drinking
and one with water to the top and leave one glasses
empty. Children will tap each glass with a metal
spoon and note differences in pitch, and they will • water
correctly complete a chart showing the results.
Children will explain how holding the glass reduces • a metal
the vibration of the glass when struck, thereby spoon
muffling the sound.
• scissors
Scoring Rubric
• paste or
points Child conducts test correctly and
glue
matches and pastes all cards on the chart.
Child correctly explains why holding a glass
does not change the pitch, but does muffle
the sound when the glass is struck by the
metal spoon.
points Child conducts test correctly and matches and

pastes two pairs of cards on the chart. Child notes that
holding the glass muffles the sound when the glass is struck
by the metal spoon but cannot explain why.
points Child conducts test and matches and pastes one

pair of cards on the chart. Child notes that holding the glass
muffles the sound when the glass is struck by the metal
spoon but cannot explain why.
point Child pastes one of the cards in correct sequence.

Child notes that holding the glass muffles the sound when
the glass is struck by the metal spoon but cannot explain
why.

158 Assessment
Assessment
Using Energy
Fill one glass to the top with water. Fill
You Need
another glass halfway with water. Leave
one glass empty. Tap the side of each • three glass
drinking
glass with a metal spoon. Listen to the glasses
sound each glass makes. Cut out the
• water
cards below and paste them in the chart
to tell what happened. Then put your hand • a metal
around each glass and tap them again. Tell spoon
why the glasses sound different this time. • scissors
• paste or
Water Level Pitch glue

HIGH LOWER HIGHER

Assessment
159

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LIFE SCIENCE EARTH SCIENCE

Performance Assessment Rubric . . . . . . 51 Chapter Test B . . . . . . . . . . . . . . . . . . . . 100

Chapter Test B . . . . . . . . . . . . . . . . . . . . .154

flower minerals roots traits

1. A living thing and its parents share traits .

2. Rocks and soil help plants grow by giving them minerals .

3. The part of a plant that can make seeds is the flower .

5. Plants give off oxygen that animals breathe.

6. Plants are held in place by their roots .

7. The sticky yellow powder inside flowers is called pollen .

8. The part that grows into a new plant is the seed .

9. A plant’s leaves use sunlight to make food.

10. A seed grows into a young plant called a seedling .

Chapter 1 • Plants Use with Chapter 1

Circle the letter of the best answer for each question.

12. How can we tell that plants are alive?

13. How do animals help seeds grow?

14. What is one way leaves and stems move?

15. What do plants give animals?

Chapter 1 • Plants Use with Chapter 1

Look closely at each set of pictures, and then

16. How is the plant like the balloon?

17. How is the plant different from the balloon?

from a seed and the balloon does not. The plant is

alive and the balloon is not alive.

18. How can you tell which one is alive?

on their own. A balloon does not need any of those

things. It gets big when someone puts air in it.

Chapter 1 • Plants Use with Chapter 1

Look closely at the picture, and then answer

19. Compare the two trees. Then fill in the chart

20. Do you think these trees are related? How so?

The taller tree is the parent of the shorter tree.

Chapter 1 • Plants Use with Chapter 1

Circle the best answer for each question.

2. How are plants different from animals?

3. Where does a plant get minerals?

Think and Write Some plastic plants look very

Real Plant Alike Plastic Plant

grows and will always

leaves will not grow

Chapter 1 • Plants Use with Lesson 1

Circle the best answer for each question.

2. What does a seed coat do?

3. When does the life cycle of a plant begin?

Think and Write Compare the pictures below.

longer to grow than the flower.

Chapter 1 • Plants Use with Lesson 2

Circle the best answer for each question.

2. What might cause a plant to bend?

3. How can you tell if two plants are related?

Think and Write Look at the chart. Fill in reasons

to stay safe to get water,

Chapter 1 • Plants Use with Lesson 3

flower minerals roots traits

1. A plant uses leaves to make food from sunlight.

2. Animals and people breathe in oxygen that

3. Flowers contain a yellow powder called pollen .

4. Living things and their parents share the same traits .

5. Young plants called seedlings grow from

6. Plants get minerals from the soil.

7. The life cycle of a living thing shows how it

8. The part of a plant called the flower makes

¥.BDNJMMBO.