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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.

What season is the area that the arrow points to having?

  1. Winter

    Yes! Even though that area is in daylight, the Earth's axis in that hemisphere is pointing away from the Sun. It gets less direct light, and has shorter days.

  2. Spring

    No. For spring, the Earth's axis for that hemisphere would be in between pointing towards the Sun and away from the Sun.

  3. Summer

    No. Although it is daytime in that area, the Earth's axis in that hemisphere is pointing away from the Sun. It gets less direct light, and has shorter days.

  4. Autumn

    No. For autumn, the Earth's axis for that hemisphere would be in between pointing towards the Sun and away from the Sun.

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.5.1 Observe that the patterns of stars in the sky stay the same although they appear to shift across the sky nightly, and different stars can be seen in different seasons.
Global Science video, ClosedCaptions
Review Space-5 practice
Review Space-8 practice
Review Space-12 practice

Utah

UT.6.II.2.e Use a model to explain why the seasons are reversed in the Northern and Southern Hemispheres.
Global Science video, ClosedCaptions
Review Space-5 practice
Review Space-8 practice
Review Space-12 practice

NGSS

3-ESS2-1 Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
Nephoscope video, checked
Pine Cone Weather text page, free
Review Weather-5 practice
Review Weather-6 practice
Review Weather-4 practice
Review Weather-3 practice
Review Space-5 practice
Review Space-8 practice
5-ESS1-2 Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.
Global Science video, ClosedCaptions
Finding Your Way video, checked
Review Space-5 practice
Review Space-8 practice
Review Space-12 practice

Which of the following observations is NOT scientifically testable?

  1. Butterflies have pretty wings.

    Yes! Pretty is an opinion, and can vary from person to person, so it is NOT scientifically testable.

  2. Butterflies have six legs.

    No. This could be tested by counting the legs of a variety of butterflies.

  3. Butterflies can sting like bees.

    No. A claim does not have to be true to be testable. Examination of a variety of butterflies would show that they do not have stingers.

  4. Most butterflies drink nectar from flowers.

    No. This could be tested by observing the feeding habits of butterflies.

Explain more about it.

If I said that butterflies did not have six legs, you could show me physical evidence by counting their legs. After counting the legs, the physical evidence would show that butterflies have six legs.

If I said that I don't think butterfly wings are pretty, you could show me wings that you think are pretty, but I might not agree with your opinion. "Pretty" is not something that we can measure. What is pretty to one person might not be pretty to another, so it is not a testable property.

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

Florida

SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence.
My Position on Science and Religion video
What is Science?: Objective video
Mobius Strip video
Is Your Project Scientifically Testable? text page
Is Your Project Scientifically Testable? Part 2 text page
Review Scientific Process-3 practice
Review Scientific Process-4 practice
Review Scientific Process-8 practice
SC.8.N.2.1 Distinguish between scientific and pseudoscientific ideas.
What is Science? video, ClosedCaptions
Feeding Bread to Birds text page
Fact checking GMOs text page
I Saw It on the Internet, part four text page
I Saw It on the Internet, part three text page
I Saw It on the Internet, part two text page
I Saw It on the Internet, part one text page
Review Scientific Process-3 practice
Review Scientific Process-4 practice
Review Scientific Process-8 practice

Utah

NGSS

It takes the Earth 24 hours to:

  1. Rotate

    Yes. The Earth turns on its axis to make one full rotation every 24 hours.

  2. Revolve

    No. It takes a year for the Earth to revolve around the Sun.

  3. Orbit

    No. It takes a year for the Earth to orbit around the Sun.

  4. Reverse

    No. The motion of the Earth does not reverse.

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.5.3 Recognize that Earth revolves around the Sun in a year and rotates on its axis in a 24-hour day.
Making a Scale Model of the Solar System video, ClosedCaptions
Global Science video, ClosedCaptions
Finding Your Way video, checked
Review Space-11 practice
SC.8.E.5.7 Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions.
Making a Scale Model of the Solar System video, ClosedCaptions
Global Science video, ClosedCaptions
Planets and Pennies video, ClosedCaptions
Review Space-4 practice
Review Space-11 practice

Utah

UT.3.I.2.a Describe the motions of Earth (i.e., the rotation [spinning] of Earth on its axis, the revolution [orbit] of Earth around the sun).
Global Science video, ClosedCaptions
Review Space-11 practice
UT.6.I.2.a Identify the difference between the motion of an object rotating on its axis and an object revolving in orbit.
Review Space-11 practice

NGSS

I used this piece of calcite to scratch this penny. Then I used the penny to scratch the piece of calcite. What does that tell us?

  1. It tells us that I did the test wrong.

    No. The test was done correctly.

  2. It tells us that they both have the same hardness.

    Yes! You test the hardness of a mineral by testing to see what will scratch it. If two substances scratch each other, they have the same hardness.

  3. It tells us that calcite is not a mineral.

    No. Scratching a specimen will not tell you if it is a mineral.

  4. It tells us that calcite has cleavage.

    No. You do not test for cleavage by scratching a mineral.

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.6.2 Identify the physical properties of common earth-forming minerals, including hardness, color, luster, cleavage, and streak color, and recognize the role of minerals in the formation of rocks.
What is a Mineral? video, checked
Identifying Minerals video, learnalong
Definition of a Mineral video, checked
Minerals Around You text page, learnalong, checked
Review Minerals-1 practice
Review Minerals-2 practice
Review Minerals-3 practice
Review Minerals-4 practice
Review Minerals-5 practice
Review Minerals-6 practice
Review Minerals-7 practice
Review Minerals-8 practice

Utah

UT.4.III.1.b Observe rocks using a magnifying glass and draw shapes and colors of the minerals.
What is a Mineral? video, checked
Identifying Minerals video, learnalong
What is a Rock? video, learnalong, checked
Definition of a Mineral video, checked
Review Minerals-3 practice
Review Minerals-4 practice
Review Minerals-5 practice
Review Minerals-6 practice
Review Minerals-7 practice
Review Minerals-8 practice
UT.8.III.1.b Observe and describe the minerals found in rocks (e.g., shape, color, luster, texture, hardness).
What is a Mineral? video, checked
Identifying Minerals video, learnalong
What is a Rock? video, learnalong, checked
Definition of a Mineral video, checked
Review Minerals-1 practice
Review Minerals-2 practice
Review Minerals-3 practice
Review Minerals-4 practice
Review Minerals-5 practice
Review Minerals-6 practice
Review Minerals-7 practice
Review Minerals-8 practice

NGSS

5-PS1-3 Make observations and measurements to identify materials based on their properties.
Raw Egg or Boiled? video, checked
Making Turmeric Paper video, checked
Testing for Tannic Acid video
Definition of a Mineral video, checked
Floating Bubbles video, checked
Finding Fat in Foods video, ClosedCaptions, checked
Fireworks Colors video
Iron Cereal video, ClosedCaptions, checked
Density: Ice, Oil, and Water video, checked
Wax and Wood, part 1 video, checked
Wax and Wood, part 2 video, checked
What is a Mineral? video, checked
Identifying Minerals video, learnalong
A Cool Change text page
Acid Hunt text page
Review Minerals-2 practice
Review Minerals-3 practice
Review Minerals-4 practice
Review Minerals-5 practice
Review Minerals-6 practice
Review Minerals-7 practice
Review Minerals-8 practice

As we look at the rock cycle, we can see that heat and pressure can change a sedimentary rock into a metamorphic rock. What would change a metamorphic rock into a sedimentary rock?

  1. More heat and pressure

    No. More heat and pressure would cause more metamorphic change.

  2. Erosion and deposition

    Yes. If the rock was eroded and deposited, that would form a sedimentary rock.

  3. Melting and cooling

    No. Melting the rock and then cooling it would produce an igneous rock.

  4. A metamorphic rock cannot become a sedimentary rock

    No. In the rock cycle, a rock from any group (igneous, sedimentary, metamorphic) can be changed into a rock from any group.

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
Light and Dark Minerals text page, learnalong
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
Review Rocks-2 practice
Review Rocks-3 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
Review Rocks-10 practice
Review Rocks-10 practice
Review Rocks-10 practice
Review Rocks-1 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 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
Review Rocks-10 practice
Review Rocks-10 practice
Review Rocks-1 practice
Review Erosion-1 practice
Review Erosion-2 practice
Review Erosion-3 practice

Utah

UT.4.III.1.a Describe the differences between minerals and rocks.
What is a Mineral? video, checked
Identifying Minerals video, learnalong
What is a Rock? video, learnalong, checked
Bioclastics: Rocks With No Minerals video
Definition of a Mineral video, checked
Review Rocks-1 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
Review Rocks-10 practice

NGSS

4-ESS1-1 Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.
Evaporites video, learnalong, checked
Igneous Rocks and Bubbles video, free, learnalong, Updated
Sedimentary Rocks video, learnalong
Reading the Rocks: Law of Superposition video
Reading the Rocks: Law of Crosscutting video
What is a Rock? video, learnalong, checked
Reading the Rocks: The Present is the Key to the Past video, ClosedCaptions
Paleo Cookies video
Homemade Fossil Dig text page
Review Geologic Time-2 practice
Review Rocks-5 practice
Review Rocks-6 practice
Review Rocks-8 practice
Review Rocks-9 practice
Review Rocks-7 practice
Review Rocks-10 practice
Review Geologic Time-3 practice
Review Rocks-1 practice
Review Geologic Time-1 practice
Review Rocks-4 practice
MS-ESS2-1 Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.
Evaporites video, learnalong, checked
Definition of a Mineral video, checked
Igneous Rocks and Bubbles video, free, learnalong, Updated
What is a Mineral? video, checked
Identifying Minerals video, learnalong
Sedimentary Rocks video, learnalong
What is a Rock? video, learnalong, checked
The Rock Cycle video, learnalong
Bioclastics: Rocks With No Minerals video
Light and Dark Minerals text page, learnalong
Review Rocks-2 practice
Review Rocks-3 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
Review Rocks-10 practice
Review Rocks-10 practice
Review Rocks-10 practice
Review Rocks-1 practice

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

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