minnesota comprehensive assessments-series...

Minnesota ComprehensiveAssessments-Series III

ITEM SAMPLERS ARE NOT SECURE TEST MATERIALS. THIS ITEMSAMPLER SCRIPT MAY BE COPIED OR DUPLICATED.

Science Item Sampler ScriptGrade 5

Not for student use.

READ ONLY WHAT IS IN BOLD TYPE 3

MINNESOTA COMPREHENSIVE ASSESSMENTS ITEM SAMPLER

GRADE 5 SCIENCE SCRIPT

INSTRUCTIONS CONTAINED IN THE ITEM SAMPLER SCRIPT REFLECT THE CONTENT OF THE ACTUAL TEST AND MAY NOT APPLY TO THE

ADMINISTRATION OF THE ITEM SAMPLER.

This script is for the Test Monitor only; it is not for students. This script is the only source a Test Monitor may use to read the Science Item Sampler test to students. This script may be used in conjunction with the grade 5 Science Item Sampler online test or the Science Item Sampler large print or braille test. For braille, Test Monitors should also refer to the Test Administrator Notes included with the braille test book. PRIOR TO TEST ADMINISTRATION IN CONJUNCTION WITH AN ONLINE TEST:

ATTENTION: Prior to administering the script in conjunction with an online test, Test Monitors must confirm that the student is in a test session with the Accommodatedform group type. If not in a test session with the Accommodated form group type, thestudent’s test will not match the script.

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GENERAL INSTRUCTIONS FOR TEST MONITORS: Prior to test administration, review the applicable Test Monitor Directions for detailed

policy and procedure information for test administration (e.g., stopping testing for the day): o Refer to the Test Monitor Directions for MCA if using the script in conjunction with

the online test. o Use the Test Monitor and Student Directions for Paper Accommodations for MCA if

using the script in conjunction with the large print or braille test.

Before students start the test, present or read the applicable Test Monitor Directions to students to instruct them about testing procedures: o Use the Student Directions for MCA presentation if using the script in conjunction

with the online test. o Use the Test Monitor and Student Directions for Paper Accommodations for MCA if

using the script in conjunction with the large print or braille test.


This script contains two sets of instructions: the first set is used for administering the

script with the online test and the second set is used for administering the script in conjunction with a large print or braille test book. Use the watermark and tabs on the pages to confirm you are using the correct script; the large print instructions are used for braille test administration with a script.

o Refer to pages 5-18 when using the script in conjunction with an online test. o Refer to pages 19-30 when using the script in conjunction with a large print or

braille test. o In these sections, read aloud to students ONLY what is in BOLD TYPE.

Online


SCRIPT FOR USE WITH THE ONLINE ITEM SAMPLER Say the following before you begin reading the questions on page 6. We will now begin the Science Item Sampler. Enter your name and select the “Start Test Now” button to start the Item Sampler. After I read each question, I will pause for as much time as you need to answer the question. Then I will read the next question. You may ask me to repeat any question as many times as you need. When you have answered the question on the screen, you must select the Blue arrow at the top to continue.

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ITEM SAMPLER MAY BE DUPLICATED.

GRADE 5 SCIENCE ITEM SAMPLER SCRIPT FOR USE WITH ONLINE ITEM SAMPLER

Title Page:

Minerals in the Soil Select the Blue arrow at the top to go on. Scene:

Plants need minerals to grow. Sometimes people help plants get these minerals by adding fertilizers.

Question number one (1):

Identify the part of the plant that takes in the most minerals.

Select the part you want to choose. Beginning at the upper left side and continuing clockwise, the diagram is labeled: Fruit, Flowers, Leaves, Roots.

Scene:

Not all of the minerals that are added are used by the plants. Some minerals get into streams or lakes.

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Question number two (2):

Identify the part of the water cycle that takes minerals into a lake.

Select the part you want to choose. Beginning at the upper right side and continuing clockwise, the diagram is labeled: Condensation, Precipitation, Collection, Evaporation.

Question number three (3):

What process turns water vapor into rain clouds?

Choose one of the following answers. (Read answers aloud.)

A. Condensation B. Evaporation C. Freezing D. Melting

Scene:

Farmers often use the same field every year to grow plants. The plants use up some of the minerals where they grow. Sometimes, farmers add more minerals to their fields to replace what the plants have used. If too much fertilizer is added, the minerals will end up in a stream or lake.

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Question number four (4):

Which step should the farmer take to prevent too much fertilizer from going into the stream or lake?


A. Apply fertilizer and water at the same time B. Apply the fertilizer many times C. Measure the amount of minerals the soil needs D. Purchase the fertilizer early

Title Page:

Ice Cream Investigation Select the Blue arrow at the top to go on. Scene:

This class is going to make ice cream in a bag. They put milk and sugar in a small plastic bag. Then they place the small bag into a large bag of ice. They add salt to the ice, and shake the bag for five (5) minutes.

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Question number five (5):

What will happen to the milk when it gets cold?


A. It will start to melt. B. It will become a solid. C. It will have less mass. D. It will be harder to see.

Scene:

After five (5) minutes, the students are ready to take out the ice cream. The bags feel so cold that the students hold them by the edges.

Question number six (6):

Identify the tool that would show how cold the ice cream gets.

Select the tool you want to choose.

The answer choices are titled: Tools. The top row of choices is labeled, from left to right: Hand Lens, Ruler. The bottom row of choices is labeled, from left to right: Balance, Thermometer.

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Scene:

Students want to find out how much salt to add to ice when making ice cream. They plan an experiment to see how cold ice will get with different amounts of salt. Here are the steps that they have written.

One (1.) Put ice cubes into five (5) different beakers. Two (2.) Put salt into four (4) of the beakers. Three (3.) Do not put any salt into one (1) beaker. This is the control. Four (4.) See how cold each beaker gets after five (5) minutes.

Question number seven (7):

Another class wants to repeat this experiment. What additional information is needed to be able to repeat this experiment? Select each statement you want to choose.

The answer choices are labeled: Information. How much salt was added to each, beaker, How many ice cubes were used in each beaker, What flavor of ice cream was made, The size of beaker used.

Scene:

The class is going to find out what the salt does to the ice. They will collect water from two (2) melting ice cubes. Students put two (2) identical ice cubes into two (2) funnels. Salt is sprinkled on one (1) of the ice cubes. Both ice cubes melt for five (5) minutes. The water collects in two (2) beakers. The beaker on the left is labeled: Ice Only. The beaker on the right is labeled: Ice and Salt.

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Question number eight (8):

Determine the amount of water in each beaker. Make a graph of this data.

Drag the top of each bar to the correct height. The horizontal axis of the graph is labeled: Beakers. The vertical axis is labeled: Amount of Water (milliliters (mL)). The horizontal axis reads, from left to right: Ice Only, Ice and Salt.

STOP Stop when the student reaches the end of Segment 1. This is the end of Section One (1) of your science test. If you want to review your answers, you may do so now. You may ask me to repeat any question. You will not be able to come back to these questions later. To go to a question, select the Review button and select the question number. (Pause while the student reviews his or her answers.) When you have finished reviewing, select the “Submit Section” button. At the Section Exit Warning screen, select the “Yes” button. Title Page:

Pintail Ducks Select the Blue arrow at the top to go on.

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Scene:

The pintail duck is very common in the United States. An adult pintail duck and a young pintail duck are shown below. Young ducks have some characteristics that are the same as the adult and some that are different.


Five characteristics of pintail ducks are listed. Identify which characteristics are the same and which characteristics are different in these pintail ducks.

Drag each of the characteristics into the diagram. The diagram is labeled, from left to right: Same, Different. The answer choices are titled: Characteristics of Pintail Ducks. The choices are labeled, from top to bottom: Body size, Kind of feathers, Number of legs, Shape of beak, Webbed feet.

Scene:

The pintail duck lives in wetlands and ponds. It eats water plants that it finds on the surface and under the water.


Identify two (2) different adaptations that make this duck able to feed on water plants better than other kinds of birds.

Select the two (2) adaptations you want to choose. Beginning on the left side and continuing clockwise, the duck is labeled: Tail, Head, Beak, Body, Webbed Feet.

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Scene:

A pintail duck is swimming. Pintail ducks are strong swimmers and spend much of their time in water. They swim by moving their feet under the water.


Identify the force that causes the duck to slow down after it stops moving its feet.


A. Air pressure pushes forward on the duck. B. Friction from water pulls backward on the duck. C. Gravity pulls down on the duck. D. Water pushes up on the duck.

Scene:

The graph below shows data for a population of pintail ducks in Minnesota.

The graph is titled: Duck Population. The horizontal axis is labeled: Year. The vertical axis is labeled: Number of Ducks.


There has been no rain for a long period of time. This has affected the Minnesota pintail duck population. Based on the data from the graph, in what year did this lack of rain begin to affect the pintail duck population?

Enter your answer in the box.

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Title Page:

Electromagnets Select the Blue arrow at the top to go on. Scene:

Electromagnets can be used to separate materials at recycling centers. Question number five (5):

Identify each of the tasks at the recycling center that an electromagnet is designed to help perform.

Select each task you want to choose. The answer choices are titled: Tasks. The top row of choices is labeled, from left to right: Moving large objects, Cleaning dirty objects. The bottom row of choices is labeled, from left to right: Recycling materials, Sorting materials.


The materials picked up by an electromagnet at a recycling center can be weighed. Which tool measures weight?


A. Balance B. Metric ruler C. Thermometer D. Graduated cylinder

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Materials at the recycling center are made from both renewable resources and nonrenewable resources. Identify each of the materials that are made from renewable resources.

Select each of the materials you want to choose. The answer choices are titled: Materials. The top row of choices is labeled, from left to right: Plastic, Metal. The bottom row of choices is labeled, from left to


Identify the map that is most useful when finding a recycling center.

Select the map you want to choose. The answer choices are titled: Maps. The top row of choices is labeled, from left to right: Weather map, State map. The bottom row of choices is labeled, from left to right:

Question number nine (9):

How does choosing to recycle affect the environment?


A. More landfills are needed. B. More new materials are used. C. Fewer recycling centers are built. D. Fewer nonrenewable resources are used.

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right: Paper, Glass.

Street map, Land map.

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Scene:

In this task, you will investigate the strength of an electromagnet. Use the arrows to change the number of coils around the metal rod. Then select Run. The electromagnet will pick up paper clips. The diagram is labeled, from top to bottom: Number of Coils, Run.

Question number ten (10):

Record the number of coils and the number of paper clips that are picked up by the electromagnet in the data table. Drag the numbers into the table. The table has two columns and four rows. The columns are labeled, from left to right: Number of Coils, Number of Paper Clips.

Question number eleven (11):

Identify which variables were changed, kept the same, and measured in this investigation. Drag the variables into the diagram. The top row of the diagram is labeled, from left to right: Number of coils, Type of wire, Voltage of battery. The bottom row of the diagram is labeled, from left to right: Paper clips picked up, Length of metal rod. The choices are labeled, from left to right:

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Changed, Kept the same, Measured.

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Question number twelve (12):

Electromagnets need conductors. Which characteristic describes a conductor?


A. Allows electricity to move through it B. Changes amount of moving electricity C. Controls direction of moving electricity D. Prevents electricity from moving through it

Question number thirteen (13):

Place two (2) electromagnets in positions so that the electromagnets will attract each other. Drag the electromagnets into the diagram.

The diagram is titled: Electromagnets Attracted to Each Other. The answer choices are titled: Electromagnets. The top row of choices is labeled, from left to right: N, Battery, S, S, Battery, N. The bottom row of choices is labeled, from left to right: N, Battery, S, S, Battery, N.

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STOP When the student gets to the last item in the online Item Sampler, read the script below to end the online Item Sampler. This is the end of the Science Item Sampler. If you want to review your answers, you may do so now. You may ask me to repeat any question. You will not be able to come back to these questions later. To go to a question, select the Review button and select a question number. (Pause while the student reviews his or her answers.) When you have finished reviewing, select the Review button and select “End of Section” from

Select the “Submit Final Answers” button.

You should now see your score report. You can review the report, review your answers from

You should now see a screen confirming you have signed out from TestNav.

Collect the test materials from the student as specified in the Test Monitor Directions for MCA.

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the bottom of the Review list to go back to the End Test screen.

section two , or print this page. (2)

When you are finished, select the “Sign out” button.

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SCRIPT FOR USE WITH THE LARGE PRINT ITEM SAMPLER Say the following before you begin reading the questions on page 20. We will now begin the Science Item Sampler. After I read each question, I will pause for as much time as you need to answer the question. Then I will read the next question. You may ask me to repeat any question as many times as you need.

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GRADE 5 SCIENCE ITEM SAMPLER SCRIPT FOR USE WITH LARGE PRINT ITEM SAMPLER

SEGMENT 1 We will now begin Segment One (1). Title Page:

Minerals in the Soil Scene:

Plants need minerals to grow. Sometimes people help plants get these minerals by adding fertilizers.


Identify the part of the plant that takes in the most minerals.

On the diagram, circle the part you want to select. You may only circle one (1). Clockwise from the top right the figure is labeled: Flowers, Leaves, Roots, Fruit.

Scene:

Not all of the minerals that are added are used by the plants. Some minerals get into streams or lakes.

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Identify the part of the water cycle that takes minerals into a lake.

On the diagram, circle the part you want to select. You may only circle one (1). Clockwise from the top right the figure is labeled: Condensation, Precipitation, Collection, Evaporation.


What process turns water vapor into rain clouds?


A. Condensation B. Evaporation C. Freezing D. Melting

Scene:

Farmers often use the same field every year to grow plants. The plants use up some of the minerals where they grow. Sometimes, farmers add more minerals to their fields to replace what the plants have used. If too much fertilizer is added, the minerals will end up in a stream or lake.

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Which step should the farmer take to prevent too much fertilizer from going into the stream or lake?


A. Apply fertilizer and water at the same time B. Apply the fertilizer many times C. Measure the amount of minerals the soil needs D. Purchase the fertilizer early

Title Page:

Ice Cream Investigation Scene:

This class is going to make ice cream in a bag. They put milk and sugar in a small plastic bag. Then they place the small bag into a large bag of ice. They add salt to the ice, and shake the bag for five (5) minutes.

Question number five (5):

What will happen to the milk when it gets cold?


A. It will start to melt. B. It will become a solid. C. It will have less mass. D. It will be harder to see.

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Scene:

After five (5) minutes, the students are ready to take out the ice cream. The bags feel so cold that the students hold them by the edges.


Identify the tool that would show how cold the ice cream gets.

On the diagram, circle the tool you want to select. You may only circle one (1).

The figure is titled: Tools. From left to right the first row is labeled: Hand Lens, Ruler. From left to right the second row is labeled: Balance, Thermometer.

Scene:

Students want to find out how much salt to add to ice when making ice cream. They plan an experiment to see how cold ice will get with different amounts of salt. Here are the steps that they have written.

One (1.) Put ice cubes into five (5) different beakers. Two (2.) Put salt into four (4) of the beakers. Three (3.) Do not put any salt into one (1) beaker. This is the control. Four (4.) See how cold each beaker gets after five (5) minutes.

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Another class wants to repeat this experiment. What additional information is needed to be able to repeat this experiment? On the diagram, circle each of the statements you want to select.

The title of the figure is: Information. From top to bottom, the figure is labeled: How much salt was added to each beaker, How many ice cubes were used in each beaker, What flavor of ice cream was made, The size of the beaker used.

Scene:

The class is going to find out what the salt does to the ice. They will collect water from two (2) melting ice cubes. Students put two (2) identical ice cubes into two (2) funnels. Salt is sprinkled on one (1) of the ice cubes. Both ice cubes melt for five (5) minutes. The water collects in two (2) beakers. In the third picture, the beaker on the left is labeled: Ice Only. The beaker on the right is labeled: Ice and (&) Salt.


Determine the amount of water in each beaker. Make a graph of this data.

Write a plus sign (“+”) above each of the bars where the top of the bar should be. The horizontal axis of the graph is titled: Beakers. The vertical axis is titled: Amount of Water (milliliters (mL)). From left to right, the horizontal axis is labeled: Ice Only, Ice and Salt.

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STOP

Stop when the student reaches the end of Segment 1. This is the end of Segment One (1) of your Science Item Sampler. If you want to review your answers, you may do so now. You may ask me to repeat any question. You will not be able to come back to these questions later. (Pause while the student reviews his or her answers.) After you have reviewed your answers, seal this segment of your test book.

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GRADE 5 SCIENCE ITEM SAMPLER SCRIPT FOR USE WITH LARGE PRINT ITEM SAMPLER

SEGMENT 2 We will now begin Segment Two (2). Title Page:

Pintail Ducks Scene:

The pintail duck is very common in the United States. An adult pintail duck and a young pintail duck are shown below. Young ducks have some characteristics that are the same as the adult and some that are different.

Question number nine (9):

Five characteristics of pintail ducks are listed. Identify which characteristics are the same and which characteristics are different in these pintail ducks.

Each characteristic is labeled A, B, C, D, or E. Write the letter of each characteristic in the correct box. You may only use each letter one (1) time. From left to right the diagram on the top is labeled: Same, Different. The figure on the bottom is titled: Characteristics of Pintail Ducks. From top to bottom the figure is labeled: A., Body size, B., Kind of feathers, C., Number of legs, D., Shape of beak, E., Webbed feet.

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Scene:

The pintail duck lives in wetlands and ponds. It eats water plants that it finds on the surface and under the water.

Question number ten (10):

Identify two (2) different adaptations that make this duck able to feed on water plants better than other kinds of birds.

On the diagram, circle the adaptations you want to select. You may only circle two (2). Clockwise from the top middle, the figure is labeled: Head, Beak, Body, Webbed Feet, Tail.

Scene:

A pintail duck is swimming. Pintail ducks are strong swimmers and spend much of their time in water. They swim by moving their feet under the water.

Question number eleven (11):

Identify the force that causes the duck to slow down after it stops moving its feet.


A. Air pressure pushes forward on the duck. B. Friction from water pulls backward on the duck. C. Gravity pulls down on the duck. D. Water pushes up on the duck.

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Scene:

The graph below shows data for a population of pintail ducks in Minnesota.

The title of the graph is: Duck Population. The horizontal axis is titled: Year. The vertical axis is titled: Number of Ducks. From left to right the horizontal axis is labeled: nineteen ninety-two (1992), nineteen ninety-three (1993), nineteen ninety-four (1994), nineteen ninety-five (1995), nineteen ninety-six (1996), nineteen ninety-seven (1997), nineteen ninety-eight (1998), nineteen ninety-nine (1999), two thousand (2000), two thousand one (2001). From bottom to top, the vertical axis is labeled: zero (0), one hundred (100), two hundred (200), three hundred (300), four hundred (400), five hundred (500), six hundred (600), seven hundred (700).

Question number twelve (12):

There has been no rain for a long period of time. This has affected the Minnesota pintail duck population. Based on the data from the graph, in what year did this lack of rain begin to affect the pintail duck population?

Write your answer in the box. You may use up to five (5) numbers.

Title Page:

Electromagnets Scene:

Electromagnets can be used to separate materials at recycling centers. The first figure is labeled: Recycling Center. The second figure is labeled: Recycling Center. The third figure is labeled: Recycling Center.

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Question number thirteen (13):

Identify each of the tasks at the recycling center that an electromagnet is designed to help perform.

On the diagram, circle each of the tasks you want to select. The title of the figure is: Tasks. From left to right the first row is labeled: Moving large objects, Cleaning dirty objects. From left to right the second row is labeled: Recycling materials, Sorting materials.

Question number fourteen (14):

The materials picked up by an electromagnet at a recycling center can be weighed. Which tool measures weight?


A. Balance B. Metric ruler C. Thermometer D. Graduated cylinder

Question number fifteen (15):

Materials at the recycling center are made from both renewable resources and nonrenewable resources. Identify each of the materials that are made from renewable resources.

On the diagram, circle each of the materials you want to select. The title of the figure is: Materials. From left to right the figure is labeled: Plastic, Metal, Paper, Glass.

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Question number sixteen (16):

Identify the map that is most useful when finding a recycling center.

On the diagram, circle the map you want to select. You may only circle one (1). The title of the figure is: Maps. From left to right the figure is labeled: Weather map, State map, Street map, Land map.

Question number seventeen (17):

How does choosing to recycle affect the environment?


A. More landfills are needed. B. More new materials are used. C. Fewer recycling centers are built. D. Fewer nonrenewable resources are used.

STOP

This is the end of the Science Item Sampler. If you want to review your answers, you may do so now. You may ask me to repeat any question. You will not be able to come back to these questions later. (Pause while the student reviews his or her answers.) After you have reviewed your answers, seal this segment of your test book. Collect the test materials from the student as specified in the Test Monitor and Student Directions for Paper Accommodations for MCA.

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1105383 ISD15253

minnesota comprehensive assessments-series...

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