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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: