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Quest: 5th Grade Science Assessment

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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.

These building stones are made of a rock called coquina. The rock is almost entirely made up of pieces of fossil sea shells. What kind of rock is it?

  1. Igneous

    No. Igneous rocks formed from magma or lava. That would have melted and destroyed the fossil shells. This is not an igneous rock.

  2. Sedimentary

    Yes! Sedimentary rocks are deposited by wind, water, ice, or gravity, and they often contain fossils. These bits of shell were deposited by water, so coquina is a Sedimentary rock.

  3. Metamorphic

    No. Coquina has not been changed by heat and pressure from a different kind of rock, so it is not metamorphic.

  4. Coquina is not a rock.

    No. Coquina is a naturally occurring solid that forms large layers in the Earth. Coquina is a rock.

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
Identifying Igneous Rocks text page, learnalong
Intrusive and Extrusive Igneous Rocks text page, learnalong
Light and Dark Minerals text page, learnalong
Homemade Fossil Dig text page
Foliated and Unfoliated 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).
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
Evaporites video, learnalong, checked
What is a Rock? video, learnalong, checked
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
Review Rocks-10 practice
Review Rocks-10 practice

Utah

UT.4.III.1.a Describe the differences between minerals and rocks.
Bioclastics: Rocks With No Minerals video
Definition of a Mineral video, checked
What is a Mineral? video, checked
Identifying Minerals video, learnalong
What is a Rock? video, learnalong, 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.
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
Evaporites video, learnalong, checked
Igneous Rocks and Bubbles video, free, learnalong, Updated
Homemade Fossil Dig text page
Review Rocks-1 practice
Review Geologic Time-1 practice
Review Rocks-4 practice
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
MS-ESS2-1 Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.
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
Evaporites video, learnalong, checked
Definition of a Mineral video, checked
Igneous Rocks and Bubbles video, free, learnalong, Updated
Light and Dark Minerals text page, learnalong
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
Review Rocks-9 practice
Review Rocks-7 practice
Review Rocks-10 practice
Review Rocks-10 practice
Review Rocks-10 practice

I placed this plant near the window. After two hours, I examined it. What would you expect to happen to the leaves during that time?

  1. The leaves will turn towards the light.

    Yes. The leaves will move and turn so that their surface gets as much light as possible. The following is a time lapse video, showing what happened with the plant.

  2. The leaves will turn away from the light.

    No. The leaves need light, so they turn to catch as much light as possible.

  3. The leaves will turn a darker green.

    No. While more light could eventually cause the leaves to grow and darken, the process would not happen in a couple of hours.

  4. The leaves will not change.

    No. Plants are adapted to turn their leaves towards a light source.

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.14.2 Investigate and describe how plants respond to stimuli (heat, light, gravity), such as the way plant stems grow toward light and their roots grow downward in response to gravity.
Review Plants-1 practice
SC.5.L.17.1 Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycles variations, animal behaviors and physical characteristics.
Selective Smelling video, checked
Seed Search video, ClosedCaptions, checked
Flowers video, ClosedCaptions
Onion Crystals video
A Walk in the Park video, checked
Nature Watching video, checked
Calling a Woodpecker video, checked
Review Plants-1 practice
Review Adaptation-2 practice
Review Adaptation-3 practice
Review Adaptation-4 practice
Review Adaptation-5 practice
Review Adaptation-6 practice

Utah

UT.8.IV.4.d Investigate and report the response of various organisms to changes in energy (e.g., plant response to light, human response to motion, sound, light, insects’ response to changes in light intensity).
Making a Screamer video, free, Updated
Review Plants-1 practice
UT.3.II.2.b Predict the effects of changes in the environment (e.g., temperature, light, moisture) on a living organism.
Color Changing Flowers video, checked
Weather and Climate video
Review Plants-1 practice
UT.3.V.1.b Observe and report how sunlight affects plant growth.
Measuring Photosynthesis video, checked
Testing a Leaf for Starch video, ClosedCaptions
Review Plants-1 practice

NGSS

2-LS2-1 Plan and conduct an investigation to determine if plants need sunlight and water to grow.
Measuring Photosynthesis video, checked
Testing a Leaf for Starch video, ClosedCaptions
Review Plants-1 practice
3-LS3-1 Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.
Who Evolved on First? text page, free, checked
Review Cells-4 practice
K-ESS2-2 Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
Seed Search video, ClosedCaptions, checked
Review Plants-1 practice
4-LS1-1 Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
Heartless Plants video, ClosedCaptions, checked
Nature Watching video, checked
Calling a Woodpecker video, checked
Pumpkin Guts video, free, ClosedCaptions, checked
Seed Search video, ClosedCaptions, checked
Orange Slices video, ClosedCaptions
Bird Bones video, free
Feathers video, checked
Thoughts on an Exoskeleton text page, free
Eye Shine text page
How Does a Butterfly Fly? text page, free
Review Plants-3 practice
Review Plants-1 practice
Review Plants-5 practice
Review Plants-6 practice
Review Plants-7 practice
Review Plants-8 practice
MS-LS1-5 Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Color Changing Flowers video, checked
Yeast and Sugar, part 2 video, checked
Yeast and Sugar, part 1 video, checked
Measuring Photosynthesis video, checked
Who Evolved on First? text page, free, checked
Review Plants-1 practice

When this cannon fires, cannon and the cannon ball both move, but the cannon ball moves much farther and faster than the cannon. Why?

  1. The cannon ball is smaller.

    No. While smaller size means a little less air resistance, that is not enough to cause the difference.

  2. The wheels on the cannon are stuck.

    No. Even with the wheels moving freely, the cannon ball will still move much faster and much farther.

  3. The cannon ball is round.

    No. While the round shape means a little less air resistance, that is not enough to cause the difference.

  4. The cannon ball weighs less.

    Yes! According to Newton's Second Law of Motion, the more mass an object has, the less it will be affected by a force. Newton's Third Law of Motion tells us that the cannon and the cannon ball will both be pushed by the same amount of force, but since the cannon is much heavier (more mass), it will not move as fast or as far.

    If the cannon was made of very light weight plastic, so that it was much ligher (less mass) than the cannon ball, then the cannon would move farther and faster.

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

Florida

SC.5.P.13.3 Investigate and describe that the more mass an object has, the less effect a given force will have on the object's motion.
Water in a Glass, part 1 video, checked
Obedient Coin video, checked
Wrong Way Balloon video, checked
High Bounce video, checked
The Difference Between Weight and Mass video, checked
Water in a Glass, part 2 video, checked
Water in a Glass, part 3 video, checked
Review Force and Motion-1 practice
Review Force and Motion-2 practice

Utah

UT.3.III.2.b Compare and chart the relative effects of a force of the same strength on objects of different weight (e.g., the breeze from a fan will move a piece of paper but may not move a piece of cardboard).
Water in a Glass, part 1 video, checked
High Bounce video, checked
Floating Cups video, checked
Water in a Glass, part 2 video, checked
Water in a Glass, part 3 video, checked
Review Force and Motion-1 practice
Review Force and Motion-2 practice

NGSS

MS-PS2-2 Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
Torque video
Water in a Glass, part 2 video, checked
Water in a Glass, part 3 video, checked
Water in a Glass, part 1 video, checked
Newton's First Law of Motion video, ClosedCaptions
Obedient Coin video, checked
Wrong Way Balloon video, checked
Strange Flame, part 2 video, checked
Strange Flame, part 1 video, checked
Science Friction video, checked
Raw Egg or Boiled? video, checked
More Science of Balance video, checked
Science of Balance video, checked
Bernoulli Effect video
The Old Tablecloth Trick video
Smoke Rings video
Floating Cups video, checked
The Difference Between Weight and Mass video, checked
Balancing a Meter Stick text page
Review Force and Motion-1 practice
Review Force and Motion-2 practice
Review Force and Motion-4 practice

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.
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
Cloud Formation, part 2 video
Making a Solar Still video
Wonderful Water video, checked
A Watched Pot video
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

The Water Cycle video, checked
A Model of the Water Cycle video, ClosedCaptions, checked
Cloud Formation, part 2 video
Cloud Types video
Making a Solar Still video
A Watched Pot video
Photographing Snowflakes video, 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).
The Water Cycle video, checked
A Model of the Water Cycle video, ClosedCaptions, checked
Cloud Types video
Making a Solar Still video
A Watched Pot video
Cloud Formation, part 1 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 Formation, part 1 video, ClosedCaptions, checked
Cloud Types video
Nephoscope video, 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

We enjoy the hummingbirds that visit our feeders. I am trying to find the mixture of sugar and water that they like the best.

Each day, I put out four feeders with different amounts of water and sugar. At the end of each day, I measure to see how much of each the hummingbirds drank. Which of the following is NOT an important part of this experiment?

  1. One of the feeders should only contain water, with no sugar.

    No. This IS an important part of the experiment. The feeder without any sugar is the control. If the hummingbirds drink just as much pure water, it would indicate that the sugar is not important.

  2. The feeders should be placed randomly every day.

    No. This IS an important part of the experiment. If you always put the same mixture in the same location, the results may be because the birds like that location instead of because they like the amount of sugar.

  3. I should repeat this experiment every day for several weeks.

    No. This IS an important part of the experiment. The more times you repeat the same test, the more likely you are to get accurate results.

  4. The different mixtures should be colored different colors with nontoxic food coloring.

    Yes. This is NOT an important part of the experiment. It would add a second variable to the experiment, which is a bad thing. You want everything to be the same for each sample, with the only difference being the amount of sugar. If you used different colors and different amounts of sugar, you would not know whether the results were due to the color or the sugar.

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.1.4 Identify a control group and explain its importance in an experiment.
Bacteria and Antibiotics video, ClosedCaptions
Testing a Leaf for Starch video, ClosedCaptions
Review Scientific Process-2 practice
Review Scientific Process-9 practice
Review Scientific Process-11 practice
Review Scientific Process-1 practice
SC.7.N.1.4 Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment.
Floating Cups video, checked
Testing for Tannic Acid video
Review Scientific Process-9 practice
Review Scientific Process-11 practice
Review Scientific Process-1 practice
Review Scientific Process-2 practice

Utah

NGSS

3-5-ETS1-3 Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
What is Science? video, ClosedCaptions
Review Scientific Process-9 practice
Review Scientific Process-10 practice
Review Scientific Process-11 practice
Review Scientific Process-1 practice
Review Scientific Process-2 practice
Review Scientific Process-7 practice

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