Grade Five Science Winter Break Packet December 2008 January 2009 Teacher Booklet

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1 Grade Five Science Winter Break Packet December 2008 January 2009 Teacher Booklet

2 Winter Break Packet Teacher Booklet Grade 5 i

3 Table of Contents Page Note to Teacher... 1 Answers for Student Booklet Student Booklet MSA Scoring Rubric...12 Winter Break Packet Teacher Booklet Grade 5 ii

4 Note to Teachers This homework packet for the Winter Break has been created to provide practice for students to work through selected response and brief constructed response items related to previously learned life science and current earth science concepts. It is intended to be used for review purposes in preparation for the Maryland State Assessment (MSA) in Science. The Winter Break Packet contains a technical passage, selected and brief constructed response items (SRs and BCRs), graphs, charts and a scoring rubric for brief constructed response items (BCRs). Please write your response to the SRs and BCRs on the space provided in this booklet. Enclosed in this packet, is a copy of the Maryland State Assessment Rubric for scoring BCRs. It can also be found online at Maryland State Department of Education (MSDE) website mdk12.org. It is highly recommended that this rubric be used when responding to BCRs. *Grading Scale Overall score Grade 10 points A 9 points A 8 points B 7 points C 6 points D 5 0 points E *Each Selected Response question is worth 1 point. The Brief Constructed Response Question (number 8) is worth a maximum of 3 points. Approximate time: The allocated amount of time required to complete this Winter Break Packet is minutes. Winter Break Packet Teacher Booklet Grade 5 1

5 Part I - Directions: Identify the letter of the choice that best answers the question. c 1. Decomposers eat waste and dead matter. They break material into smaller pieces and put it back into the soil. Living organisms can then use the minerals and nutrients from waste. Which statement best supports this information? a. Decomposers are types of birds. b. Decomposers are types of chemicals. c. Decomposers help recycle minerals and nutrients. d. Decomposers help recycle minerals and living materials. From what you have learned about the water cycle use the diagram to answer items c 2. Which part of this diagram is number 3? a. erosion b. evaporation c. precipitation d. weathering a 3. What source of energy causes the change in the water cycle? a. sun b. trees c. water d. wind 2

6 The name mouse refers to a number of species of rodents. Read through the chart to learn more about several of these organisms. Use this chart to answer questions 4-6 on page 4. Name Average Length Color of Fur Hair on Tail Diet Problems House Mouse 17 cm yellowish-gray to brown, sometimes light gray underneath almost no hair length - 8 cm seeds, green stems, insects and leaves can carry human disease and contaminate food Kangaroo Mouse 31 cm gray to brown, white underneath small amount, length cm grass seeds, fruit and insect larvae can carry human disease and contaminate food Hazel Dormouse 14 cm reddish-brown a lot of hair, bushy length cm berries, seeds, nuts and insects can carry human disease and contaminate food Deer Mouse 17 cm brown or tan on the top of the body, white fur on the underbelly and throat moderate amount of hair, length cm seeds, berries, acorns, fruits, insects and other small invertebrates can carry human disease and contaminate food 3

7 d 4. According to the chart, which mouse is the longest in length? a. Deer Mouse b. House Mouse c. Hazel Dormouse d. Kangaroo Mouse b 5. Review the eating habits of the mice found in the chart. Which of the following statement best describes a diet for mice? a. Mice prefer to eat a diet of only plants. b. Mice prefer to eat a diet of plants and insects. c. Mice prefer to eat a diet that contains a lot of fish. d. Mice prefer to eat a diet that contains only insects. b 6. Look at the picture of the squirrel. Based on the information found in the chart, which mouse has a tail most similar to a squirrel s tail? a. Deer Mouse b. Hazel Dormouse c. House Mouse d. Kangaroo Mouse c 7. Which behavior of mice is beneficial to humans and other animals? a. They can transmit diseases. b. They can gnaw on electrical wires. c. They spread the seeds of plants in forests. d. They can damage and contaminate food supplies. 4

Part II - Directions: Use the passage below to answer items 8a and 8b. Many species of mice were originally found throughout the continents of Asia and Europe.

As other areas were explored and settlements created, the mouse population grew and inhabited areas where no mice had existed in the past.

8 Part II - Directions: Use the passage below to answer items 8a and 8b. Many species of mice were originally found throughout the continents of Asia and Europe. When people began to explore the New World, mice found places to hide on their ships. These mice began to populate the New World. As other areas were explored and settlements created, the mouse population grew and inhabited areas where no mice had existed in the past. Now mice can be found in almost every habitat around the world. Mice are the prey of many animals. Owls and hawks eat a lot of mice. A large number of Maryland snakes feed on mice. 8a. Draw arrows to show how energy flows through a food web of mice, a hawk, an owl, a snake, seeds and fruit. 8b. Use your food web from above to answer the following: Identify the primary source of energy needed for all organisms to grow and survive. Describe what might happen if the mice were removed from the food web. Write your answer in the space provided. Possible Answer: The sun is the primary source of energy needed for all organisms to grow and survive. If the mice were removed from the food web then the owls, snakes, and hawks might not have enough food to survive. If there weren t enough food for these animals, they might die. 5

9 MSA SCIENCE RUBRIC LEVEL 3 There is evidence in this response that the student has a full and complete understanding of the question or problem. The supporting scientific evidence is complete and demonstrates a full integration of scientific concepts, principles, and/or skills. The response reflects a complete synthesis of information, such as data, cause-effect relationships, or other collected evidence. The accurate use of scientific terminology strengthens the response. An effective application of the concept to a practical problem or real-world situation reveals a complete understanding of the scientific principles. * LEVEL 2 There is evidence in this response that the student has a general understanding of the question or problem. The supporting scientific evidence is generally complete with some integration of scientific concepts, principles, and/or skills. The response reflects some synthesis of information, such as data, cause-effect relationships, or other collected evidence. The accurate use of scientific terminology is present in the response. An application of the concept to a practical problem or real-world situation reveals a general under standing of the scientific principles. * LEVEL 1 There is evidence in this response that the student has minimal understanding of the question or problem. The supporting scientific evidence is minimal. The response provides little or no synthesis of information, such as data, cause-effect relationships, or other collected evidence. The accurate use of scientific terminology may not be present in the response. An application, if attempted, is minimal. * LEVEL 0 There is evidence that the student has no understanding of the question or problem. The response is completely incorrect or irrelevant or there is no response. *On the Maryland School Assessment, the application of a concept to a practical problem or real-world situation will be scored when it is required in the response and requested in the item stem. October 2005 Copyright 2005 by Maryland State Department of Education

10 Grade Five Science Winter Break Packet December 2008 January 2009 Student Booklet Name School

12 Note to Students and Parents This homework packet for the Winter Break has been created to provide practice for students to work through selected response and brief constructed response items related to previously learned life science and current earth science concepts. It is intended to be used for review purposes in preparation for the Maryland State Assessment (MSA) in Science. The Winter Break Packet contains a technical passage, selected and brief constructed response items (SRs and BCRs), graphs, charts and a scoring rubric for brief constructed response items (BCRs). Please write your response to the SRs and BCRs on the space provided in this booklet. Enclosed in this packet, is a copy of the Maryland State Assessment Rubric for scoring BCRs. It can also be found online at Maryland State Department of Education (MSDE) website mdk12.org. It is highly recommended that this rubric be used when responding to BCRs. *Grading Scale Overall score Grade 10 points A 9 points A 8 points B 7 points C 6 points D 5 0 points E *Each Selected Response question is worth 1 point. The Brief Constructed Response Question (number 8) is worth a maximum of 3 points. Approximate time: The allocated amount of time required to complete this Winter Break Packet is minutes. Winter Break Packet Teacher Booklet Grade 5

Part I - Directions: Identify the letter of the choice that best answers the question. 1. Decomposers eat waste and dead matter. They break material into smaller pieces and put it back into the soil.

13 Part I - Directions: Identify the letter of the choice that best answers the question. 1. Decomposers eat waste and dead matter. They break material into smaller pieces and put it back into the soil. Living organisms can then use the minerals and nutrients from waste. Which statement best supports this information? a. Decomposers are types of birds. b. Decomposers are types of chemicals. c. Decomposers help recycle minerals and nutrients. d. Decomposers help recycle minerals and living materials. From what you have learned about the water cycle use the diagram to answer items Which part of this diagram is number 3? a. erosion b. evaporation c. precipitation d. weathering 3. What source of energy causes the change in the water cycle? a. sun b. trees c. water d. wind

14 The name mouse refers to a number of species of rodents. Read through the chart to learn more about several of these organisms. Use this chart to answer questions 4-6 on page 4. Name Average Length Color of Fur Hair on Tail Diet Problems House Mouse 17 cm yellowish-gray to brown, sometimes light gray underneath almost no hair length - 8 cm seeds, green stems, insects and leaves can carry human disease and contaminate food Kangaroo Mouse 31 cm gray to brown, white underneath small amount, length cm grass seeds, fruit and insect larvae can carry human disease and contaminate food Hazel Dormouse 14 cm reddish-brown a lot of hair, bushy length cm berries, seeds, nuts and insects can carry human disease and contaminate food Deer Mouse 17 cm brown or tan on the top of the body, white fur on the underbelly and throat moderate amount of hair, length cm seeds, berries, acorns, fruits, insects and other small invertebrates can carry human disease and contaminate food

15 4. According to the chart, which mouse is the longest in length? a. Deer Mouse b. House Mouse c. Hazel Dormouse d. Kangaroo Mouse 5. Review the eating habits of the mice found in the chart. Which of the following statement best describes a diet for mice? a. Mice prefer to eat a diet of only plants. b. Mice prefer to eat a diet of plants and insects. c. Mice prefer to eat a diet that contains a lot of fish. d. Mice prefer to eat a diet that contains only insects. 6. Look at the picture of the squirrel. Based on the information found in the chart, which mouse has a tail most similar to a squirrel s tail? a. Deer Mouse b. Hazel Dormouse c. House Mouse d. Kangaroo Mouse 7. Which behavior of mice is beneficial to humans and other animals? a. They can transmit diseases. b. They can gnaw on electrical wires. c. They spread the seeds of plants in forests. d. They can damage and contaminate food supplies.

16 Part II - Directions: Use the passage below to answer items 8a and 8b. Many species of mice were originally found throughout the continents of Asia and Europe. When people began to explore the New World, mice found places to hide on their ships. These mice began to populate the New World. As other areas were explored and settlements created, the mouse population grew and inhabited areas where no mice had existed in the past. Now mice can be found in almost every habitat around the world. Mice are the prey of many animals. Owls and hawks eat a lot of mice. A large number of Maryland snakes feed on mice. 8a. Draw arrows to show how energy flows through a food web of mice, a hawk, an owl, a snake, seeds and fruit. 8b. Use your food web from above to answer the following: Identify the primary source of energy needed for all organisms to grow and survive. Describe what might happen if the mice were removed from the food web. Write your answer in the space provided.

17 MSA SCIENCE RUBRIC LEVEL 3 There is evidence in this response that the student has a full and complete understanding of the question or problem. The supporting scientific evidence is complete and demonstrates a full integration of scientific concepts, principles, and/or skills. The response reflects a complete synthesis of information, such as data, cause-effect relationships, or other collected evidence. The accurate use of scientific terminology strengthens the response. An effective application of the concept to a practical problem or real-world situation reveals a complete understanding of the scientific principles. * LEVEL 2 There is evidence in this response that the student has a general understanding of the question or problem. The supporting scientific evidence is generally complete with some integration of scientific concepts, principles, and/or skills. The response reflects some synthesis of information, such as data, cause-effect relationships, or other collected evidence. The accurate use of scientific terminology is present in the response. An application of the concept to a practical problem or real-world situation reveals a general under standing of the scientific principles. * LEVEL 1 There is evidence in this response that the student has minimal understanding of the question or problem. The supporting scientific evidence is minimal. The response provides little or no synthesis of information, such as data, cause-effect relationships, or other collected evidence. The accurate use of scientific terminology may not be present in the response. An application, if attempted, is minimal. * LEVEL 0 There is evidence that the student has no understanding of the question or problem. The response is completely incorrect or irrelevant or there is no response. *On the Maryland School Assessment, the application of a concept to a practical problem or real-world situation will be scored when it is required in the response and requested in the item stem. October 2005 Copyright 2005 by Maryland State Department of Education

(producer) seeds (primary consumer) sparrow (secondary consumer) hawk

(producer) seeds (primary consumer) sparrow (secondary consumer) hawk What Are Some Parts of a Food Chain and a Food Web? Plants use light energy of the sun to make food. The food is stored in the cells of the plant. Plants are called producers because they make food. Some