Download Science - Laurel County Schools

Hazel Green (Week 12)
Skill: Patterns/Relationships of Earth/Sun Systems
Science
Grade 4
This test section contains EIGHT multiple-choice and ONE open-response (short-answer)
questions. Please mark your answers for the multiple-choice questions in the spaces provided on
your Student Response Booklet. Mark only one answer for each question. If you do not know the
answer, make your best guess. DO NOT WRITE ANY ANSWERS IN THIS TEST BOOKLET.
WHEN YOU FINISH, DO NOT WORK ON ANY OTHER TEST SECTION.
1.
What would the conditions be in the Southern Hemisphere at this point of the year?
O
O
A.
Short days
B.
Winter
O
C.
Summer
O
D.
The Sun lower in the sky
2.
O
What does the Sun provide that is necessary for Earth’s survival?
A.
Oxygen and light
O
B.
Heat and oxygen
O
C.
Water and light
O
D.
3.
O
What do the Sun, the Earth’s moon, and the planets have in common?
A.
They all orbit each other
O
B.
They all move in certain patterns.
O
C.
They all emit their own light.
O
D.
The location of each determines the seasons.
4.
In the Northern Hemisphere, why is it warmer when the Earth is tilted away from
the Sun?
O
A.
The rays of the Sun strike the Earth for a shorter amount of time.
O
B.
The rays of the Sun strike the Earth indirectly.
O
C.
The rays of the Sun strike the Earth directly.
O
D.
The rays of the Sun reflect off the moon.
Heat and light
PLEASE GO ON TO THE NEXT PAGE 
5.
O
The reason that Earth’s day is 24 hours long is because
A.
It takes Earth 24 hours to orbit the sun
O
B.
It takes Earth 24 hours to make one rotation on its axis
O
C.
Earth tilts toward and away from the sun every 24 hours
O
D.
The moon moves between Earth and the sun every 12 hours.
6.
O
The sun rises in the east because
A.
Earth revolves from west to east
O
B.
The sun revolves from east to west
O
C.
The sun rotates from east to west
O
D.
Earth rotates from west to east
7.
O
What season would a town in the Southern Hemisphere have during January?
A.
Winter
O
B.
Spring
O
C.
Summer
O
D.
fall
8.
O
How would day and night differ if Earth’s axis were not titled?
A.
Day and night would be equal 12-hour periods all year long.
O
B.
Day and night would be equal 12-hour periods for fall and winter only.
O
C.
There would be no difference.
O
D.
Day would be 6 hours longer than night.
PLEASE GO ON TO THE NEXT PAGE 
PLEASE GO ON TO THE NEXT PAGE 
OPEN-RESPONSE QUESTION
Read all parts of the open-response question before you begin. Write your answers to the openresponse question in the space provided on your Student Response Booklet. DO NOT WRITE ANY
ANSWERS IN THIS TEST BOOKLET.
Our Solar System
9.
Our solar system is made up of the sun, eight planets and their moons, asteroids, and
comets. Each planet revolves in an elliptical orbit around the sun and rotates on its
own axis. The sun is the source of almost all the energy in our solar system. Some of
this energy reaches Earth as light, and some reaches it as heat.
Use the following definitions to help you answer the questions that follow:
Rotation: the Earth is spinning around an imaginary line called an axis. This
spinning on Earth’s axis gives us one day.
Revolution: the time is takes for Earth to make one full cycle around the sun. It
takes Earth 365 ¼ days to make one complete revolution.
A. Illustrate this by drawing a diagram showing the Earth’s path around the sun.
B. What would life be like on Earth if the Earth didn’t rotate?
Do not write on this page. Please write your
answer to this open-response question in
the test answer booklet
PLEASE GO ON TO THE NEXT PAGE 
OPEN-RESPONSE QUESTION
Read all parts of the open-response question before you begin. Write your answers to the openresponse question in the space provided on your Student Response Booklet. DO NOT WRITE ANY
ANSWERS IN THIS TEST BOOKLET.
Moon’s Phases
10.
Look at the diagram of the phases of the moon.
A. Explain what causes people on Earth to see the shape of the moon change.
B. Describe how the Sun shines on the Moon during the New Moon phase.
Do not write on this page. Please write your
answer to this open-response question in
the test answer booklet
STOP!
Student Name___________________________________________________
9.
Student Name___________________________________________________
10.
...
STOP!
Scoring Guide – Open Response question #9
SCORE
4
3
2
1
0
Blank
DESCRIPTION
Student must correctly discuss and conclude that if the Earth did not
rotate, one “day” would likely last for about 183 days. The student must
also discuss how this would affect life on Earth.
Student also provides correct illustration of a diagram showing that the
path around the sun would cause a “day” that lasts for 183 days.
Student generally discusses and concludes that if the Earth did not
rotate, one “day” would likely last for about 183 days. The student must
also discuss how this would affect life on Earth.
Student also provides correct illustration of a diagram showing that the
path around the sun would cause a “day” that lasts for 183 days.
The response demonstrates a limited understanding of what would
happen if the earth did not rotate and/or student response attempts to
draw a conclusion about what would happen if the earth did not rotate
but contains errors or misconceptions.
The response demonstrates a minimal understanding of the Earth’s
rotation around the sun.
Student’s response is totally incorrect or irrelevant.
No student response.
Scoring Guide – Open Response question # 10
SCORE
4
3
2
1
0
Blank
DESCRIPTION
The response demonstrates a thorough understanding of the Moon’s
phases. The relationship between the Sun shining and Moon.
The response demonstrates a general understanding of the Moon’s
phases and the relationship between the Sun and the Moon.
The response demonstrates a limited understanding of the Moon’s
phases and the relationship between the Sun and the Moon.
The response demonstrates a minimal understanding of the Moon’s
phases and the relationship between the Sun and the Moon.
Student’s response is totally incorrect or irrelevant.
No student response.
Annotated Rubric/ Performance Expectations for ORQ
Academic Expectation: 2.3
Core Content: Earth/Space Science
SC-04-2.3.4
Students will interpret a variety of representations/models (e.g. diagrams, sundials, distance of sun above horizon) of the sun’s movement in the sky to identify patterns,
recognize relationships, and draw conclusions about the earth-sun system.
Changes in movement of objects in the sky have patterns that can be observed, described, and modeled. The sun appears to move across the sky in the same way every day, but
the Sun’s apparent path changes slowly over seasons. Data collected can be used to identify patterns, recognize relationships, and draw conclusions about the Earth & Sun
System.
Ceiling DOK Level: 3
Question DOK Level: 3
Question Type (underline): Scaffold, Single Dimension/Component, Two or More Relatively Independent Components, Student
Choice, Respond to Provided Information
An appropriate student response should provide evidence of the student’s understanding……….
The Earth’s rotation on its axis causes day and night.
For example, an appropriate response to this question would show
 Possible answers to include in part A: The Earth’s rotation on its axis causes day and night. The side of Earth that faces the
sun has day. At the same time, the opposite side of Earth has night. If the Earth did not rotate, one “day” would likely last for
about 183 days
 Possible answers to include in Part B. The student would draw an elliptical diagram that show that the path around the sun
would likely cause a “day” that would last for about 183 days.

Essential Vocabulary: rotation, revolution, ellipse, solar system, planet
Resources/Technology:
Harcourt Science Earth Science Units C and D
Comprehensive Science Assessment
Kentucky CCT Coach- Science Grade 4
Annotated Rubric/ Performance Expectations for ORQ
Academic Expectation: 2.3
Core Content: Earth/Space Science
SC-04-2.3.4
Students will interpret a variety of representations/models (e.g. diagrams, sundials, distance of sun above horizon) of the sun’s movement in the sky to identify patterns,
recognize relationships, and draw conclusions about the earth-sun system.
Changes in movement of objects in the sky have patterns that can be observed, described, and modeled. The sun appears to move across the sky in the same way every day, but
the Sun’s apparent path changes slowly over seasons. Data collected can be used to identify patterns, recognize relationships, and draw conclusions about the Earth & Sun
System.
Ceiling DOK Level: 3
Question DOK Level: 3
Question Type (underline): Scaffold, Single Dimension/Component, Two or More Relatively Independent Components, Student
Choice, Respond to Provided Information
An appropriate student response should provide evidence of the student’s understanding……….
The response demonstrates a thorough understanding of the Moon’s phases. The response clearly describes that the moon
appearance changes with the lunar cycle. The response correctly states that the length of the lunar cycle is 28 days long.
For example, an appropriate response to this question would show
 Possible answers to include in part A: From Earth, the moon looks different at different times in its orbit because people on
Earth can see different parts. In other words the shape seems to change because of the lighted angles that we view.
 Possible answers to include in Part B. When the Moon is new, it is between the Sun and the Earth. No sunlight is reflected on
its surface.

Essential Vocabulary: lunar cycle, angles
Resources/Technology:
Harcourt Science Earth Science Units C and D
Comprehensive Science Assessment
Kentucky CCT Coach- Science Grade 4
Grade 4 -- Science
Question
1
First
A.E.
2.3
First CC
SC-04-2.3.4
Second
A.E.
DOK
Level of
MC
Question
Answer
Key
DOK Ceiling Level
2
C
Student understands relationship between
movement of sun and angle of earth during
rotation.
DOK Ceiling Level
2
D
Student understands the relationship of the
Sun to the planets (specifically Earth) within
the solar system.
Student compares the Sun, Earth, Moon, and
planets and identifies that all move in certain
patterns.
Student understands relationship between
movement of sun and angle of earth during
rotation.
Student understands relationship between
movement of sun and angle of earth during
rotation.
Second CC
Students will interpret a variety of
representations/models (e.g.
diagrams, sundials, distance of sun
above horizon) of the sun’s
movement in the sky to identify
patterns, recognize relationships,
and draw conclusions about the
earth-sun system.
Rational/Annotation for MC Questions
Changes in movement of objects in
the sky have patterns that can be
observed, described, and modeled.
The sun appears to move across the
sky in the same way every day, but
the Sun’s apparent path changes
slowly over seasons. Data collected
can be used to identify patterns,
recognize relationships, and draw
conclusions about the Earth & Sun
System.
2
2.3
Ceiling DOK 3
SC-04-2.3.1
Ceiling DOK 3
3
2.3
SC-04-2.3.1
Ceiling DOK 3
DOK Ceiling Level
2
B
4
2.3
SC-04-2.3.1
Ceiling DOK 3
DOK Ceiling Level
2
C
5
2.3
SC-04-2.3.1
Ceiling DOK 3
DOK Ceiling Level
2
B
6
2.3
SC-04-2.3.2
Ceiling DOK 3
DOK Ceiling Level
2
D
7
2.3
SC-04-2.3.2
Ceiling DOK 3
DOK Ceiling Level
2
C
8
2.3
SC-04-2.3.2
Ceiling DOK 3
DOK Ceiling Level
2
A
Student understands relationship between
movement of sun and rotation of earth.
Student understands relationship between
movement of sun and angle of earth during
rotation.
Student understands relationship between
movement of sun and angle of earth during
rotation.
Multiple Choice Item Information: