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Quest: 5th Grade Science Assessment

Back to the SSA page.

Here are some science questions from the Standards for Grades 2-5 to help you test your knowledge of the Next Generation Sunshine State Standards.

The questions are chosen randomly, so this quest will be different each time you reload the page.

* Click here to see only the most recently added questions.



Which of the following is arranged from biggest to smallest?

  1. Galaxy, universe, constellation, solar system

  2. Universe, galaxy, constellation, solar system

  3. Universe, constellation, galaxy, solar system

  4. Galaxy, constellation, universe, solar system

Think about it, and when you think you know the answer, then continue.

The answer is 2.

  1. The universe is the largest, containing all galaxies, constellations, and solar systems.
  2. Galaxies come next. Each galaxy contains millions of stars.
  3. Constellations are made up of several individual stars which are often separated by hundreds of lightyears, and only appear close together from our view point on Earth.
  4. Each star can have one or more planets, forming a solar system.



Click to see which state standards this question tests, and which of my videos, experiments, and other resources support that topic.

Florida


SC.5.E.5.1 Recognize that a galaxy consists of gas, dust, and many stars, including any objects orbiting the stars. Identify our home galaxy as the Milky Way.
Review Space-2 practice
Review Space-1 practice
Review Space-10 practice

SC.8.E.5.3 Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition.
Making a Scale Model of the Solar System video, ClosedCaptions
Planets and Pennies video, ClosedCaptions
How Far is That Planet? text page
Review Space-3 practice
Review Space-2 practice
Review Space-10 practice

Utah


UT.6.IV.1.c Compare the size of the Solar System to the size of the Milky Way galaxy.
Review Space-2 practice
Review Space-10 practice

NGSS


MS-ESS1-3 Analyze and interpret data to determine scale properties of objects in the solar system.
Making a Scale Model of the Solar System video, ClosedCaptions
Global Science video, ClosedCaptions
Planets and Pennies video, ClosedCaptions
How Far is That Planet? text page
Review Space-3 practice
Review Space-2 practice
Review Space-4 practice

The "strings" in a stalk of celery are made up of xylem and phloem. Which part of your body comes closest to serving the same function?

  1. Skeleton

    No. Your skeleton provides support and protection. In plants, the cell wall provides support and protection.
  2. Intestines

    No. Your intestines allow you to absorb nutrients from your food. Plants make their own food, so they do not need a digestive system.
  3. Nerves

    No. Your nerves carry signals to let the parts of your body communicate. They carry messages for your senses, to move your muscles, etc. Instead of having nerves, plants release chemicals that signal other parts of the plant.
  4. Blood Vessels

    Yes! Your blood vessels carry water and nutrients to different parts of your body. In plants, the xylem is made up of tubes that carry water and some nutrients from the roots upwards to other parts of the plant. The phloem is made up of tubes that carry the sugar produce by photosynthesis to other parts of the plant. While they work in very different ways, your blood vessels serve basically the same function (carrying water and nutrients) as the xylem and phloem in plants.



Click to see which state standards this question tests, and which of my videos, experiments, and other resources support that topic.

Florida


SC.3.L.14.1 Describe structures in plants and their roles in food production, support, water and nutrient transport, and reproduction.
Heartless Plants video, ClosedCaptions, checked
Pumpkin Guts video, free, ClosedCaptions, checked
Measuring Photosynthesis video, checked
Seed Search video, ClosedCaptions, checked
Orange Slices video, ClosedCaptions
Testing a Leaf for Starch video, ClosedCaptions
Flowers video, ClosedCaptions
Smell the Flowers text page
Review Plants-3 practice
Review Plants-2 practice
Review Plants-5 practice
Review Plants-6 practice
Review Plants-7 practice
Review Plants-8 practice

SC.5.L.14.2 Compare and contrast the function of organs and other physical structures of plants and animals, including humans, for example: some animals have skeletons for support — some with internal skeletons others with exoskeletons — while some plants have stems for support.
Bird Bones video, free
Reading a Skeleton video, free, checked
Orange Slices video, ClosedCaptions
Thoughts on an Exoskeleton text page, free
Review Plants-5 practice
Review Plants-6 practice
Review Plants-7 practice

Utah


UT.6.V.1.b Compare characteristics common in observed organisms (e.g., color, movement, appendages, shape) and infer their function (e.g., green color found in organisms that are producers, appendages help movement).

UT.7.IV.2.d Relate the structure of organs to an organism’s ability to survive in a specific environment (e.g., hollow bird bones allow them to fly in air, hollow structure of hair insulates animals from hot or cold, dense root structure allows plants to grow in compact soil, fish fins aid fish in moving in water).
Hunting with an Umbrella video, free, ClosedCaptions, Updated
Bendable Bones video, checked
Calling a Woodpecker video, checked
Selective Smelling video, checked
Seed Search video, ClosedCaptions, checked
Orange Slices video, ClosedCaptions
Flowers video, ClosedCaptions
Onion Crystals video
Thoughts on an Exoskeleton text page, free
Review Plants-5 practice
Review Plants-6 practice
Review Plants-7 practice

NGSS


MS-LS1-1 Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Microscopes: Making a Hay Infusion video, free, learnalong, checked
Microscopes: Making a Wet Mount video, learnalong, checked
Microscopes: Making a Dry Mount video, learnalong, checked
901 photo challenge, free

Which of these processes forms the VISIBLE part of a cloud?

  1. Evaporation

    No. Evaporation changes liquid water into water vapor. Water vapor is an invisible gas, so it is not the visible part of the cloud.
  2. Condensation

    Yes! Condensation changes water vapor into droplets of liquid water to form the cloud. These are just like the tiny water droplets that form fog, letting you see the cloud.
  3. Precipitation

    No. Precipitation can fall from a cloud, but it is not the process that forms the cloud.
  4. Convection

    No. Convection carries the water vapor upwards so it can cool and condense, but condensation is what forms the visible part of the cloud.



Click to see which state standards this question tests, and which of my videos, experiments, and other resources support that topic.

Florida


SC.3.P.9.1 Describe the changes water undergoes when it changes state through heating and cooling by using familiar scientific terms such as melting, freezing, boiling, evaporation, and condensation.
Cloud Formation, part 2 video
Making a Solar Still video
Wonderful Water video, checked
A Watched Pot video
Why We Sweat video, checked
Photographing Snowflakes video, checked
Ice Cream Science video, checked
Cloud Formation, part 1 video, ClosedCaptions, checked
The Water Cycle video, checked
A Model of the Water Cycle video, ClosedCaptions, checked
What Really Happens With Evaporation? text page, free, checked
Review Weather-1 practice
Review Weather-2 practice
Review Weather-10 practice

SC.5.E.7.1 Create a model to explain the parts of the water cycle. Water can be a gas, a liquid, or a solid and can go back and forth from one state to another.

>>> Teacher Page: Water Cycle

Cloud Formation, part 2 video
Cloud Types video
Making a Solar Still video
A Watched Pot video
Photographing Snowflakes video, checked
The Water Cycle video, checked
A Model of the Water Cycle video, ClosedCaptions, checked
Review Weather-1 practice
Review Weather-2 practice
Review Weather-8 practice
Review Weather-10 practice

Utah


UT.4.I.2.a Locate examples of evaporation and condensation in the water cycle (e.g., water evaporates when heated and clouds or dew forms when vapor is cooled).
Cloud Types video
Making a Solar Still video
A Watched Pot video
Cloud Formation, part 1 video, ClosedCaptions, checked
The Water Cycle video, checked
A Model of the Water Cycle video, ClosedCaptions, checked
A Cool Experiment text page
Review Weather-1 practice
Review Weather-2 practice

NGSS


MS-ESS2-5 Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.
Cloud Types video
Nephoscope video, checked
Cloud Formation, part 1 video, ClosedCaptions, checked
Pine Cone Weather text page, free
Review Weather-1 practice
Review Weather-2 practice
Review Weather-6 practice
Review Weather-4 practice
Review Weather-3 practice

This is Johnson Wash, that runs down the middle of the canyon where we live. It is usually dry, but when it rains up north, we get flash floods. Is this an example of erosion, weathering, both, or neither?

  1. Erosion

    Yes, the is partially correct! You can tell by the muddy appearance of the water that it is carrying sand, clay and dirt along with it. Erosion is when bits of rock are moved by wind, water, ice, or gravity, so this counts as erosion..
  2. Weathering

    Yes, the is partially correct! The term "weathering" causes confusion because it sounds like it has something to do with weather. In Earth Science, weathering means "breaking apart." Weathering breaks rocks apart into smaller bits. The fast moving water causes smaller rocks to smash into larger rocks, breaking them apart.

  3. Both erosion and weathering

    Yes! The flash flood in this photo is causing weathering, and erosion. As the flood decreases, and the water slows down, it will drop the sand, clay, dirt, and rocks in a process called deposition.
  4. Neither erosion nor weathering

    No. This flash flood is causing both weathering and erosion.



Click to see which state standards this question tests, and which of my videos, experiments, and other resources support that topic.

Florida


SC.4.E.6.1 Identify the three categories of rocks: igneous, (formed from molten rock); sedimentary (pieces of other rocks and fossilized organisms); and metamorphic (formed from heat and pressure).
Evaporites video, learnalong, checked
Igneous Rocks and Bubbles video, free, learnalong, Updated
Sedimentary Rocks video, learnalong
What is a Rock? video, learnalong, checked
Bioclastics: Rocks With No Minerals video
Homemade Fossil Dig text page
Foliated and Unfoliated Rocks text page, learnalong
Identifying Igneous Rocks text page, learnalong
Intrusive and Extrusive Igneous Rocks text page, learnalong
Light and Dark Minerals text page, learnalong
Review Rocks-9 practice
Review Rocks-7 practice
Review Rocks-10 practice
Review Rocks-10 practice
Review Rocks-10 practice
Review Rocks-1 practice
Review Rocks-2 practice
Review Rocks-3 practice
Review Rocks-4 practice
Review Rocks-5 practice
Review Rocks-6 practice
Review Rocks-8 practice

SC.7.E.6.2 Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building).
Evaporites video, learnalong, checked
What is a Rock? video, learnalong, checked
The Rock Cycle video, learnalong
Change: Fast and Slow video
Erosion video, checked
Continuous Change video, checked
Bioclastics: Rocks With No Minerals video
Weathering and Erosion video, learnalong, checked
Review Rocks-10 practice
Review Rocks-10 practice
Review Rocks-1 practice
Review Erosion-1 practice
Review Erosion-2 practice
Review Erosion-3 practice
Review Erosion-4 practice
Review Erosion-5 practice
Review Rocks-4 practice
Review Rocks-5 practice
Review Rocks-6 practice
Review Rocks-8 practice
Review Rocks-9 practice
Review Rocks-7 practice

Utah


UT.4.III.2.b Distinguish between weathering (i.e., wearing down and breaking of rock surfaces) and erosion (i.e., the movement of materials).
Change: Fast and Slow video
Erosion video, checked
Weathering and Erosion video, learnalong, checked
Review Erosion-1 practice
Review Erosion-2 practice
Review Erosion-3 practice
Review Erosion-4 practice
Review Erosion-5 practice

UT.5.II.1.a Identify the objects, processes, or forces that weather and erode Earth’s surface (e.g., ice, plants, animals, abrasion, gravity, water, wind)
Change: Fast and Slow video
Erosion video, checked
Continuous Change video, checked
Weathering and Erosion video, learnalong, checked
Review Erosion-1 practice
Review Erosion-2 practice
Review Erosion-3 practice
Review Erosion-4 practice
Review Erosion-5 practice

UT.8.III.2.b Describe the role of energy in the processes that change rock materials over time.
Igneous Rocks and Bubbles video, free, learnalong, Updated
Sedimentary Rocks video, learnalong
Change: Fast and Slow video
Erosion video, checked
Continuous Change video, checked
Weathering and Erosion video, learnalong, checked

NGSS


4-ESS2-1 Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
Change: Fast and Slow video
Erosion video, checked
Continuous Change video, checked
Weathering and Erosion video, learnalong, checked
Review Erosion-1 practice
Review Erosion-2 practice
Review Erosion-3 practice
Review Erosion-4 practice
Review Erosion-5 practice

Which organ produces bile to digest the fat in this bacon?

  1. Liver

    Yes! The liver produces bile, which digests fats.
  2. Gall Bladder

    No. The gall bladder stores the bile, but does not produce it.
  3. Pancreas

    No. The pancreas produces insulin to digest sugar.
  4. Thyroid

    No. The thyroid produces several hormones which control growth and metabolism, but it does not produce bile.



Click to see which state standards this question tests, and which of my videos, experiments, and other resources support that topic.

Florida


SC.2.L.14.1 Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions.
Bird Bones video, free
Bendable Bones video, checked
Reading a Skeleton video, free, checked
Review Anatomy-1 practice
Review Anatomy-2 practice
Review Anatomy-3 practice

SC.5.L.14.1 Identify the organs in the human body and describe their functions, including the skin, brain, heart, lungs, stomach, liver, intestines, pancreas, muscles and skeleton, reproductive organs, kidneys, bladder, and sensory organs.
Bird Bones video, free
Kneesy, Earsy, Nosey video, checked
Bendable Bones video, checked
Just a Suggestion video
Reaction Time video
Reading a Skeleton video, free, checked
Muscles Don't Push text page
Review Anatomy-1 practice
Review Anatomy-2 practice
Review Anatomy-3 practice

SC.6.L.14.5 Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis.
Bird Bones video, free
Bendable Bones video, checked
Reaction Time video
Reading a Skeleton video, free, checked
Muscles Don't Push text page
Review Anatomy-1 practice
Review Anatomy-2 practice
Review Anatomy-3 practice

Utah


UT.7.III.2.c Relate the structure of an organ to its component parts and the larger system of which it is a part.
Reaction Time video
Reading a Skeleton video, free, checked
Review Anatomy-1 practice
Review Anatomy-2 practice
Review Anatomy-3 practice

NGSS


MS-LS1-3 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Bird Bones video, free
Bendable Bones video, checked
Reaction Time video
Reading a Skeleton video, free, checked
Review Anatomy-1 practice
Review Anatomy-2 practice
Review Anatomy-3 practice

The questions are chosen randomly, so this quest will be different each time you reload the page.