Cstrtqscience 5

G R A D E
CA L I F O R N I A S TA N DA R D S T E S T
Science
Released Test Questions
Introduction - Grade 5 Science
The following released test questions are taken from the Grade 5 Science Standards Test. This test is one of the
California Standards Tests administered as part of the Standardized Testing and Reporting (STAR) Program
under policies set by the State Board of Education.
All questions on the California Standards Tests are evaluated by committees of content experts, including teachers
and administrators, to ensure their appropriateness for measuring the California academic content standards
in Grade 5 Science. In addition to content, all items are reviewed and approved to ensure their adherence to
the principles of fairness and to ensure no bias exists with respect to characteristics such as gender, ethnicity,
and language.
This document contains released test questions from the California Standards Test forms in 2004, 2005, 2006,
2007, and 2008. First on the pages that follow are lists of the Grades 4 and 5 standards assessed on the Grade 5
Science Test. Note that Grade 5 Earth Sciences Standard 3.e is not assessed on the Grade 5 Science Test and,
therefore, is not represented in these released test questions. Next are released test questions. Following the
questions is a table that gives the correct answer for each question, the content standard that each question is
measuring, and the year each question appeared on the test. Reference sheets, provided for students taking the
test, are also included as they are necessary in answering some of the questions.
The following table lists each reporting cluster, the number of items that appear on the exam, and the number
of released test questions that appear in this document. Note that the questions testing the Investigation and
Experimentation content standards are embedded within the correlating reporting cluster (i.e. Grade 5
Life Sciences).
1
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright 2009 California Department of Education.
G R A D E
Science

NUMBER OF
QUESTIONS
ON EXAM
REPORTING CLUSTER
NUMBER OF
RELEASED
TEST QUESTIONS
Physical Sciences
Grade 5 (Standards: 5PS1. a-i)
Grade 4 (Standards: 4PS1. a-g)
11
8
13
11
Life Sciences
Grade 5 (Standards: 5LS2. a-g)
Grade 4 (Standards: 4LS2. a-c, 4LS3. a-d)
13
9
16
12
Earth Sciences
Grade 5 (Standards: 5ES3. a-e, 5ES4. a-e, 5ES5. a-c)
Grade 4 (Standards: 4ES4. a-b, 4ES5. a-c)
11
8
14
9
TOTAL
60
75
In selecting test questions for release, three criteria are used: (1) the questions adequately cover a selection of the
academic content standards assessed on the Grade 5 Science Test; (2) the questions demonstrate a range of
difficulty; and (3) the questions present a variety of ways standards can be assessed. These released test questions do
not reflect all of the ways the standards may be assessed. Released test questions will not appear on future tests.
For more information about the California Standards Tests, visit the California Department of Educations
Web site at http://www.cde.ca.gov/ta/tg/sr/resources.asp.
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G R A D E
Science
THE PHYSICAL SCIENCES REPORTING CLUSTER

The following nine California content standards are included in the Grade 5 Physical Sciences reporting cluster
and are represented in this booklet by 13 test questions. These questions represent only some ways in which
these standards may be assessed on the California Grade 5 Science Standards Test.
CALIFORNIA CONTENT STANDARDS IN THIS REPORTING CLUSTER
Physical Sciences
Grade 5 Standards
5PS1.
Elements and their combinations account for all the varied types of matter in
the world. As a basis for understanding this concept:
5PS1.a.
Students know that during chemical reactions the atom in the reactants rearrange to
form products with different properties.
5PS1.b.
Students know all matter is made of atoms, which may combine to form molecules.
5PS1.c.
Students know metals have properties in common, such as high electrical and thermal
conductivity. Some metals, such as aluminum (AI), iron (Fe), nickel (Ni), copper (Cu),
silver (Ag), and gold (Au), are pure elements; others, such as steel and brass,
are composed of a combination of elemental metals.
5PS1.d.
Students know that each element is made of one kind of atom and that the elements
are organized in the periodic table by their chemical properties.
5PS1.e.
Students know scientists have developed instruments that can create discrete images
of atoms and molecules that show that the atoms and molecules often occur in wellordered arrays.
5PS1.f.
Students know differences in chemical and physical properties of substances are used
to separate mixtures and identify compounds.
5PS1.g.
Students know properties of solid, liquid, and gaseous substances, such as sugar
(C6H12O6), water (H2O), helium (He), oxygen (O2), nitrogen (N2), and carbon dioxide (CO2).
5PS1.h.
Students know living organisms and most materials are composed of just a
few elements.
5PS1.i.
Students know the common properties of salts, such as sodium chloride (NaCI).
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G R A D E
Science
THE PHYSICAL SCIENCES REPORTING CLUSTER

The following seven California content standards are included in the Grade 4 Physical Sciences reporting
cluster and are represented in this booklet by 9 test questions. These questions represent only some
ways in which these standards may be assessed on the California Grade 5 Science Standards Test.
Physical Sciences
Grade 4 Standards
4PS1.
Electricity and magnetism are related effects that have many useful applications in
everyday life. As a basis for understanding this concept:
4PS1.a.
Students know how to design and build simple series and parallel circuits by using
components such as wires, batteries, and bulbs.
4PS1.b.
Students know how to build a simple compass and use it to detect magnetic effects,
including Earths magnetic field.
4PS1.c.
Students know electric currents produce magnetic fields and know how to build a
simple electromagnet.
4PS1.d.
Students know the role of electromagnets in the construction of electric motors,

electric generators, and simple devices, such as doorbells and earphones.
4PS1.e.
Students know electrically charged objects attract or repel each other.
4PS1.f.
Students know that magnets have two poles (north and south) and that like poles
repel each other while unlike poles attract each other.
4PS1.g.
Students know electrical energy can be converted to heat, light, and motion.
4
G R A D E
Science
THE LIFE SCIENCES REPORTING CLUSTER

The following seven California content standards are included in the Grade 5 Life Sciences reporting cluster
Life Sciences
Grade 5 Standards
5LS2.
Plants and animals have structures for respiration, digestion, waste disposal,
and transport of materials. As a basis for understanding this concept:
5LS2.a.
Students know many multicellular organisms have specialized structures to support

the transport of materials.
5LS2.b.
Students know how blood circulates through the heart chambers, lungs, and body and
how carbon dioxide (CO2) and oxygen (O2) are exchanged in the lungs and tissues.
5LS2.c.
Students know the sequential steps of digestion and the roles of teeth and the mouth,
esophagus, stomach, small intestine, large intestine, and colon in the function of the
digestive system.
5LS2.d.
Students know the role of the kidney in removing cellular waste from blood and
converting it into urine, which is stored in the bladder.
5LS2.e.
Students know how sugar, water, and minerals are transported in a vascular plant.
5LS2.f.
Students know plants use carbon dioxide (CO2) and energy from sunlight to build
molecules of sugar and release oxygen.
5LS2.g.
Students know plant and animal cells break down sugar to obtain energy,
a process resulting in carbon dioxide (CO2) and water (respiration).
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G R A D E
Science
THE LIFE SCIENCES REPORTING CLUSTER

The following seven California content standards are included in the Grade 4 Life Sciences reporting cluster
Life Sciences
Grade 4 Standards
4LS2.
All organisms need energy and matter to live and grow. As a basis for
understanding this concept:
4LS2.a.
Students know plants are the primary source of matter and energy entering most
food chains.
4LS2.b.
Students know producers and consumers (herbivores, carnivores, omnivores,

and decomposers) are related in food chains and food webs and may compete
with each other for resources in an ecosystem.
4LS2.c.
Students know decomposers, including many fungi, insects, and microorganisms,

recycle matter from dead plants and animals.
4LS3.
Living organisms depend on one another and on their environment for survival.
As a basis for understanding this concept:
4LS3.a.
Students know ecosystems can be characterized by their living and nonliving

components.
4LS3.b.
Students know that in any particular environment, some kinds of plants and
animals survive well, some survive less well, and some cannot survive at all.
4LS3.c.
Students know many plants depend on animals for pollination and seed dispersal,
and animals depend on plants for food and shelter.
4LS3.d.
Students know that most microorganisms do not cause disease and that
many are beneficial.
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G R A D E
Science
THE EARTH SCIENCES REPORTING CLUSTER

The following 13 California content standards are included in the Grade 5 Earth Sciences reporting cluster and
are represented in this booklet by 14 test questions. These questions represent only some ways in which these
standards may be assessed on the California Grade 5 Science Standards Test.
Earth Sciences
Grade 5 Standards
5ES3.
Water on Earth moves between the oceans and land through the processes
of evaporation and condensation. As a basis for understanding this concept:
5ES3.a.
Students know most of Earths water is present as salt water in the oceans,
which cover most of Earths surface.
5ES3.b.
Students know when liquid water evaporates, it turns into water vapor in the air and can
reappear as a liquid when cooled or as a solid if cooled below the freezing point of water.
5ES3.c.
Students know water vapor in the air moves from one place to another and can form fog
or clouds, which are tiny droplets of water or ice, and can fall to Earth as rain, hail, sleet,
or snow.
5ES3.d.
Students know that the amount of fresh water located in rivers, lakes, underground
sources, and glaciers is limited and that its availability can be extended by recycling
and decreasing the use of water.
5ES3.e.
Students know the origin of the water used by their local communities.
5ES4.
Energy from the Sun heats Earth unevenly, causing air movements that result in
changing weather patterns. As a basis for understanding this concept:
5ES4.a.
Students know uneven heating of Earth causes air movements (convection currents).
5ES4.b.
Students know the influence that the ocean has on the weather and the role that the
water cycle plays in weather patterns.
5ES4.c.
Students know the causes and effects of different types of severe weather.
5ES4.d.
Students know how to use weather maps and data to predict local weather and know
that weather forecasts depend on many variables.
5ES4.e.
Students know that Earths atmosphere exerts a pressure that decreases with
distance above Earths surface and that at any point it exerts this pressure equally
in all directions.
5ES5.
The solar system consists of planets and other bodies that orbit the Sun in
predictable paths. As a basis for understanding this concept:
5ES5.a.
Students know the Sun, an average star, is the central and largest body in the solar
system and is composed primarily of hydrogen and helium.
5ES5.b.
Students know the solar system includes the planet Earth, the Moon, the Sun, eight
other planets and their satellites, and smaller objects, such as asteroids and comets.
5ES5.c.
Students know the path of a planet around the Sun is due to the gravitational attraction
between the Sun and the planet.
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G R A D E
Science
THE EARTH SCIENCES REPORTING CLUSTER

The following five California content standards are included in the Grade 4 Earth Sciences reporting cluster
and are represented in this booklet by nine test questions. These questions represent only some ways in which
Earth Sciences
Grade 4 Standards
4ES4.
The properties of rocks and minerals reflect the processes that formed them.
As a basis for understanding this concept:
4ES4.a.
Students know how to differentiate among igneous, sedimentary, and metamorphic

rocks by referring to their properties and methods of formation (the rock cycle).
4ES4.b.
Students know how to identify common rock-forming minerals (including quartz,

calcite, feldspar, mica, and hornblende) and ore minerals by using a table of
diagnostic properties.
4ES5.
Waves, wind, water, and ice shape and reshape Earths land surface. As a basis
for understanding this concept:
4ES5.a.
Students know some changes in the earth are due to slow processes, such as erosion,
and some changes are due to rapid processes, such as landslides, volcanic eruptions,
and earthquakes.
4ES5.b.
Students know natural processes, including freezing and thawing and the growth of
roots, cause rocks to break down into smaller pieces.
4ES5.c.
Students know moving water erodes landforms, reshaping the land by taking it away
from some places and depositing it as pebbles, sand, silt, and mud in other places
(weathering, transport, and deposition).
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G R A D E
Science
INVESTIGATION AND EXPERIMENTATION

The following nine California content standards are distributed among the Grade 5 reporting clusters and are
represented in this booklet by four test questions. These questions represent only some ways in which these
Investigation and Experimentation
Grade 5 Standards
5IE6.
Scientific progress is made by asking meaningful questions and conducting

careful investigations. As a basis for understanding this concept and addressing
the content in the other three strands, students should develop their own
questions and perform investigations. Students will:
5IE6.a.
Classify objects (e.g., rocks, plants, leaves) in accordance with appropriate criteria.
5IE6.b.
Develop a testable question.
5IE6.c.
Plan and conduct a simple investigation based on a student-developed question and

write instructions others can follow to carry out the procedure.
5IE6.d.
Identify the dependent and controlled variables in an investigation.
5IE6.e.
Identify a single independent variable in a scientific investigation and explain how

this variable can be used to collect information to answer a question about the
results of the experiment.
5IE6.f.
Select appropriate tools (e.g., thermometers, meter sticks, balances, and graduated
cylinders) and make quantitative observations.
5IE6.g.
Record data by using appropriate graphic representations (including charts, graphs,

and labeled diagrams) and make inferences based on those data.
5IE6.h.
Draw conclusions from scientific evidence and indicate whether further information is
needed to support a specific conclusion.
5IE6.i.
Write a report of an investigation that includes conducting tests, collecting data or

examining evidence, and drawing conclusions.
9
G R A D E
Science
INVESTIGATION AND EXPERIMENTATION

The following six California content standards are distributed among the Grade 4 reporting clusters and are
represented in this booklet by three test questions. These questions represent only some ways in which these
Investigation and Experimentation
Grade 4 Standards
4IE6.
Scientific progress is made by asking meaningful questions and conducting

careful investigations. As a basis for understanding this concept and addressing
the content in the other three strands, students should develop their own
questions and perform investigations. Students will:
4IE6.a.
Differentiate observation from inference (interpretation) and know scientists

explanations come partly from what they observe and partly from how they
interpret their observations.
4IE6.b.
Measure and estimate the weight, length, or volume of objects.
4IE6.c.
Formulate and justify predictions based on cause-and-effect relationships.
4IE6.d.
Conduct multiple trials to test a prediction and draw conclusions about the
relationships between predictions and results.
4IE6.e.
Construct and interpret graphs from measurements.
4IE6.f.
Follow a set of written instructions for a scientific investigation.
10
G R A D E
Science

1
Which action will result in a product with new

chemical properties?
A
shredding a newspaper
breaking a mirror
cutting wood
popping popcorn
5
CSZ20059
2
Which of the following represents a chemical

reaction?
A
a sugar cube dissolving in water
ice cubes forming in a freezer
ice cream melting in a bowl
a cake baking in an oven
A metal spoon was left in a pot of boiling soup.

The cook burned a finger by touching the
spoon. Why did the finger get burned?
A
The metal spoon chemically reacted with the

cooks hand.
The metal spoon conducted electricity to the

cooks hand.
The metal spoon conducted heat to the cooks

hand.
The metal spoon insulated the cooks hand.

CSZ10266
6
Students are gathering materials and building

an electrical circuit.
CSZ20560
3
What do water, aluminum, redwood trees, and

valley quail all have in common?
A
They are all pure elements.
They are all made of cells.
They are all living creatures.
They are all made of atoms.
A
B
Which material will allow electricity to flow

between the battery and the light bulb?
CSZ10068
4
Sterling silver is a combination of silver

and copper. Which of the following is also
a combination of two or more metals?
copper wire
wooden rod
aluminum
cotton string
lead
rubber tube
gold
brass
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11
G R A D E
5
7
Science
A scientist uses an instrument to observe the

pattern of molecules in a substance. The picture
below shows what the scientist sees.
The diagram below shows a mixture.
salt water
What state of matter is the scientist most likely

observing?
Which of the following pieces of equipment

should be used to separate this mixture?
gas
magnet
liquid
balance
vapor
funnel
solid
hot plate
CSZ20171
A scientist needs to take a picture of the

well-ordered arrangements of the atoms and
molecules within a substance. Which of the
following instruments would be best for the
scientist to use?
A
a laser light with holograph
a seismograph
an electron microscope
a stereoscope
CSZ10130
10
Which of the following is a property of CO2 gas?

A
It feels like a rock.
It smells like a lemon.
It is colorless.
It is hard.
CSZ10302
11
CSZ10300
All living things contain which element?

A
helium
sodium
copper
carbon
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12
G R A D E
Science

12
Plants and animals are composed of organic

compounds. Which of the following are the
common elements found in organic compounds?
A
iron, oxygen, nickel, copper
sodium, potassium, gold, hydrogen
helium, neon, argon, krypton
carbon, hydrogen, oxygen, nitrogen
14
Which best describes a parallel circuit?

A
Electricity flows along one pathway.
The flow of electricity comes from

one source.
Electricity flows along more than

one pathway.
The flow of electricity comes from

more than one source.
CSZ10233

13
CSZ10383
When homemade ice cream is made, salt is

added to the ice that surrounds the ice cream
chamber.
15
The diagram below shows an electrical circuit.
Ice cream chamber
This circuit is a series circuit because
Ice and salt
Which property of salt is important when

making ice cream?
A
Salt conducts electricity in water.
Salt dissolves in water.
Salt lowers the freezing point of water.
Salt adds flavor to the ice cream mixture.
it has two light bulbs.
the same current flows through both light

bulbs.
it uses a single battery.
the current is divided between the light bulbs.

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13
G R A D E
Science
16
17

+
Which of the following is shown above?

A
electromagnet
electric motor
electric generator
transformer
Which of the following electromagnets would

have the greatest magnetic field?
CSZ10350
CSZ10387
14
G R A D E
18
A balloon has a negative charge. A glass rod

has a positive charge.
19
Iron filings and bar magnets were placed on a

sheet of paper. The following diagram shows
the pattern made on the paper.
balloon
Science
3
S
glass
rod
What will happen when the glass rod is

brought near the balloon?
A
The balloon will be attracted to the rod.
At which location is the magnetic field

the strongest?
The balloon will be repelled by the rod.
The balloon will remain in place.
The balloon will spin in circles.
CSZ10182
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15
G R A D E
5
20
Science
The diagram below shows that the magnetic

field of Earth is similar to that of a bar magnet.
22
When electric current flows through the metal

filament of a light bulb, electrical energy is
converted to
A
heat energy only.
heat and light energy.
light and motion energy.
light energy only.
CSZ20273
23
2
1
At which location is Earths magnetic field

the strongest?
circulatory
digestive
respiratory
reproductive
CSZ10304
24
Which of the following is a harmful waste

material that leaves the blood and travels
through the lungs before leaving the body?
CO2
O2
H2 O
NaCl
CSZ10385
21
Which of the following systems breaks food

into nutrients that can be used by the body?
Which of the following converts electrical energy

into motion?
CSZ10243
25
light switch
electric stove
light bulb
the brain
electric fan
the heart
the kidney
the stomach
CSZ10278
Where does oxygen-rich blood go after leaving

the lungs?
CSZ10104
16
G R A D E
26
29
The digestion process begins in which of the

following?
large intestine
the large intestine
mouth
the small intestine
small intestine
the kidney
stomach
the heart
30
Which list gives the correct order of food

traveling through the digestive system after
it is swallowed?
CSZ10086
Which of the following best explains how stems

transport water to other parts of the plant?
A
through a chemical called chlorophyll
A stomach, esophagus, large intestine,

small intestine
by using photosynthesis
through a system of tubes
B small intestine, large intestine, esophagus,

stomach
by converting water to food

CSZ10245
C esophagus, stomach, large intestine,

small intestine
31
D esophagus, stomach, small intestine,

large intestine
CSZ20156
28
Which organ removes cell waste from

the blood?
CSZ10244
27
Science
Which best describes the role of the esophagus

in digestion?
A
It releases acid and mixes food.
It aids in absorption of nutrients from food.
It carries food from the mouth to the stomach.
It carries food from the stomach to
the intestines.
Which of the following gases do plants use

in photosynthesis?
hydrogen
oxygen
carbon dioxide
carbon monoxide
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17
G R A D E
Science
32
34
Photosynthesis Experiment
Which of the following is produced when sugar

is digested in an animal cell?
A
carbon dioxide
chlorophyll
Test tube
oxygen
Gas
sunlight
Lamp
CSZ10238
Water
Funnel
35
The diagram below shows a simple food web.
Green water plant
red fox
owl
Which gas is forming in the test tube

shown above?
A
carbon dioxide
hydrogen
oxygen
nitrogen
black bear
rabbit
deer
CSZ10031
33
berries
Which of the following is broken down in

the body to release energy?
A
sugar
water
salt
oxygen
Which animal is classified as an omnivore?

A
red fox
deer
black bear
rabbit
CSZ10247
CSZ20162
18
G R A D E
Science

36
The diagram below shows a simple food chain.
Sun
grass
mouse
coyote
Which of the following animals might compete with the coyote in this food chain?

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19
G R A D E
5
37
Science
A group of students is building a model of an ecosystem. Which of the following organisms should the
students select to act as a decomposer?
D
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20
G R A D E
38
Science

41
Decomposers are important in the food chain

because they
Shown below are four different skin patterns

found in the western garter snake.
A produce their own food using light from

the Sun.
B
stop the flow of energy from one organism

to another.
C break down dead organisms and recycle

nutrients into the soil.
Coast
pattern
Wandering
pattern
Mountain
pattern
Melanistic
pattern
D are microscopic and other organisms cannot

consume them.
CSZ50776
39
Which of the following is a living component of

a desert in California?
A
low rainfall
hot temperature
polar bear
horned lizard
The patterns most likely reflect differences in

the snakes
CSZ20146
40
Salt concentration, water temperature,

plankton, and the whale shark might all be
used in a description of an ocean
A
climate.
food web.
ecosystem.
population.
life cycle.
food source.
size.
habitat.
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21
G R A D E
5
42
Science

44
A student wants to put some plants in a

window-box planter. The window selected
for the plants is always shaded by a large
tree outside the window.
Peach trees have sweet-smelling blossoms and

produce rich fruit. What is the main purpose of
the flowers of a peach tree?
to attract bees for pollination
to create flower arrangements
to protect the tree from disease
to feed migratory birds
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45
Which characteristic of the plants would most

likely affect the plants growth in this location?
shelter.
pollination.
seed dispersal.
sunlight.
CSZ10358
46
Where is most of Earths water located?
leaf shape
light requirement
glaciers
plant price
lakes
flower color
oceans
rivers
CSZ10001
43
Many animals depend on plants for
Which animals are most likely to carry the

seeds found in berries from the parent plant
to another area?
CSZ10053
47
Which of the following processes is responsible

for changing liquid water into water vapor?
bees
photosynthesis
birds
condensation
flies
evaporation
caterpillars
precipitation
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22
G R A D E
48
51
Above a continent, a warm air mass slowly

passes over a cold air mass. As the warm air
begins to cool, clouds form. What will most
likely happen next?
A
Rain will fall.
Hurricanes will form.
Lightning will strike.
Hail will form.
Science
The picture below shows a place where air

currents will form due to the uneven heating
of Earth.
CSZ10148
49
Why is watering plants and grass in the early

morning a way to conserve water?
A
There is always more water in the morning.
Smaller amounts of water evaporate in the

cool morning.
Water used in the morning can be recycled

for afternoon use.
Grass can absorb water only in the morning.

CSZ10021
50 Which location on Earth receives the most

direct sunlight?
A
the deserts
the South Pole
the equator
the Western Hemisphere
In which direction will air currents most

likely move?
A
straight down over the land
from the land toward the sea
straight up above the sea
from the sea toward the land

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23
G R A D E
5
52
Science
Which of the following systems would most likely have the greatest amount of moisture associated with it?
A
Wind
Wind
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24
G R A D E
Science

53
Which of the following factors would most likely

cause a hurricane to decrease in strength?
A
staying over a warm body of water for a

long time
increasing the number of large clouds
moving over a continent
moving toward tropical waters
55
The diagram below shows a landscape.
Upper atmosphere
CSZ10022
54
A city has a temperature of 75 F, with partly

cloudy skies. Weather forecasters are predicting
that the air pressure and temperature will drop
during the day. Which type of weather is most
likely for this area in the late afternoon?
A
rainy
sunny
snowing
hailing
Ocean
Where in the diagram would the air pressure

be the greatest?
CSZ10256
at the beach
on top of the mountain
at the bottom of the clouds
above Earths atmosphere
CSZ10108
56
The largest body in our solar system is

A
Earth.
the Sun.
Jupiter.
the Moon.
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25
G R A D E
5
57
Science
What is at the center of our solar system?

A
a medium planet with an atmosphere
a star composed of carbon and nitrogen
a black hole that was once a star
a star composed of hydrogen and helium
61
Shale is a sedimentary rock that can be

metamorphosed into slate by
A
cementation.
chemical weathering.
sedimentation.
increased pressure.
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CSZ20111
58
Which of these revolves around a planet?

A
an asteroid
a star
a comet
a moon
62
mica.
magnetite.
Gravity is responsible for the
hornblende.
orbits of the planets around the Sun.
quartz.
rotation of a planet on its axis.
tilt of Earths axis.
phases of the Moon.
CSZ10100
59
A student is trying to identify a mineral

that has a nonmetallic luster and is black.
It can also be scratched with a fingernail.
According to the mineral reference sheet,
the unidentified mineral is most likely
CSZ20414
63
The chart below shows a part of Mohs hardness

scale for minerals.
CSZ20334
60
Mohs Scale of Hardness
Why are most fossils found in sedimentary

rocks?
Talc Gypsum Calcite Fluorite Apatite

Mineral
Hardness 1
2
4
3
5
A Sedimentary rocks are not very old.

B Organisms live only in areas with
sedimentary rock.
A student is testing an unknown mineral

for hardness. The unknown mineral is tested
against fluorite, but neither mineral scratches
the other. Which of the following conclusions
can the student accurately make?
C Organisms can be preserved in

sedimentary rock.
D Sedimentary rocks are found only at
the surface of the ground.
The unknown mineral and apatite will not

scratch each other.
The unknown mineral and calcite will not

scratch each other.
The unknown mineral will scratch apatite.
The unknown mineral will scratch calcite.
CSZ10403
CSZ10261
26
G R A D E
Science

64
65
The landform below is a sea arch.
Which process is most responsible for the

formation of the Grand Canyon?
A
scouring by continental glaciers
erosion by wind and water
eruptions by explosive volcanoes
cracking of Earths crust by earthquakes

CSZ20112
What is responsible for shaping this arch?

A
plate tectonics
earthquakes
deposition
erosion
CSZ10405
66
How do plants most commonly break large

rocks into smaller pieces?
A
Plant leaves insulate surrounding rocks from

extreme temperatures.
Plant roots grow into cracks in rocks.
Seeds from plants fall onto rocks and release

acidic compounds.
Stems of plants surround and squeeze rocks.

CSZ10170
27
G R A D E
5
67
Science
The freezing and thawing action of water affects

a rock by
A
transforming the rock into igneous rock.
chemically changing the rock.
gradually breaking down the rock into smaller
pieces.
leaving behind sedimentary particles from

evaporated solutions.
69
The picture below shows several different birds.
CSZ20469
68
Moving water was the most important factor in

forming which of these?
A
the Grand Canyon
San Andreas Fault
the Rocky Mountains
Mount St. Helens Volcano
What characteristic do all birds share?
CSZ10286
They can fly.
They have feathers.
They have webbed feet.
They eat worms.
CSZ10063
28
G R A D E
70
Science
Which of the following questions is testable in

a scientific investigation?
A
Are dogs better pets than cats?
Are dogs happy when they are walked?
Are cats more active at night than during
the day?
Are cats easier to take care of than dogs?
71
A student will measure and record the growth

of two flowering plants every other day for
10 days.
10 mL
fertilizer
CSZ10003
200 mL water added to each pot
According to the diagram, which question is

being tested?
A
Do flowering plants grow better when

watered with salt water?
How much fertilizer do flowering plants need?
Does fertilizer added to the soil lead to

taller flowering plants?
How tall do flowering plants grow?

CSZ10046
29
G R A D E
5
72
Science
A student wants to see the xylem of a plant stem. Which instrument should the student use?
A
C
cm 1
10
11 12
13
14
CSZ10159
30
G R A D E
Science

73
A group of students observed the following tree

while hiking through a hilly area.
74
A student added a small ball to a graduated

cylinder containing 10 milliliters of water.
mL
25
20
15
10
5
mL
25
20
15
10
5
Hill
What is the volume of the ball?

What is the most likely cause for the angle of
growth of this tree?
A The tree is reaching toward the afternoon
sunlight.
B Water rolling down the hill uprooted the tree.
5 mL
10 mL
15 mL
20 mL
C Large rocks hit the tree when they rolled

down the hill.
CSZ10207
D Strong uphill winds have pushed against

the tree.
CSZ10205
31
G R A D E
5
75
Science
The chart below shows the results of an

experiment designed to study how exercise
affects heart rate.
Activity
Stage
Heart Rate of Heart Rate of Heart Rate of

Person A
Person B
Person C
(beats per min.) (beats per min.) (beats per min.)
Before
exercise
75
62
70
After
exercise
120
110
130
Which of the following statements is the best

conclusion for this experiment?
A
Exercise triples a persons heart rate.
Exercise decreases a persons heart rate.
Heart rate is not affected by exercise.
Heart rate is increased by exercise.
CSZ10043
32
G R A D E
Science
Question Number
Correct Answer
Standard
Year of Release
5PS1.A
2005
5PS1.A
2007
5PS1.B
2007
5PS1.C
2004
5PS1.C
2006
5PS1.C
2008
5PS1.E
2007
5PS1.E
2004
5PS1.F
2006
10
5PS1.G
2006
11
5PS1.H
2005
12
5PS1.H
2008
13
5PS1.I
2007
14
4PS1.A
2005
15
4PS1.A
2008
16
4PS1.C
2006
17
4PS1.C
2008
18
4PS1.E
2006
19
4PS1.F
2004
20
4PS1.F
2005
21
4PS1.G
2004
22
4PS1.G
2007
23
5LS2.A
2006
24
5LS2.B
2007
25
5LS2.B
2008
26
5LS2.C
2007
27
5LS2.C
2004
28
5LS2.C
2006
29
5LS2.D
2005
30
5LS2.E
2005
31
5LS2.F
2004
32
5LS2.F
2008
33
5LS2.G
2005
34
5LS2.G
2008
35
4LS2.B
2005
33
G R A D E
Science
Question Number
Correct Answer
Standard
Year of Release
36
4LS2.B
2007
37
4LS2.C
2007
38
4LS2.C
2008
39
4LS3.A
2004
40
4LS3.A
2008
41
4LS3.B
2005
42
4LS3.B
2006
43
4LS3.C
2004
44
4LS3.C
2007
45
4LS3.C
2006
46
5ES3.A
2004
47
5ES3.B
2006
48
5ES3.C
2007
49
5ES3.D
2005
50
5ES4.A
2007
51
5ES4.A
2004
52
5ES4.B
2008
53
5ES4.C
2008
54
5ES4.D
2006
55
5ES4.E
2007
56
5ES5.A
2005
57
5ES5.A
2008
58
5ES5.B
2004
59
5ES5.C
2007
60
4ES4.A
2004
61
4ES4.A
2008
62
4ES4.B
2004
63
4ES4.B
2006
64
4ES5.A
2007
65
4ES5.A
2006
66
4ES5.B
2005
67
4ES5.B
2008
68
4ES5.C
2005
69
5IE6.A
2005
70
5IE6.B
2004
34
G R A D E
Science

Question Number
Correct Answer
Standard
Year of Release
71
5IE6.B
2006
72
5IE6.F
2008
73
4IE6.A
2005
74
4IE6.B
2006
75
4IE6.D
2004
35
Grade 5 Science Reference Sheet
California Standards Test
18
Boron
13
Si
14
Carbon
14
Phosphorus
15
Nitrogen
15
34
Sulfur
16
Oxygen
16
Bromine
Br
35
Chlorine
Cl
17
Fluorine
17
54
Krypton
Kr
36
Argon
Ar
18
Neon
Ne
10
19
Sodium
Calcium
Ca
20
Magnesium
Scandium
Sc
21
Titanium
Ti
22
41
Vanadium
23
Cr
24
Mn
25
81
42
43
Ru Rh
Mt
Molybdenum Technetium Ruthenium
Meitnerium
Tl
Lead
Pb
82
Bismuth
Bi
83
Polonium
Po
84
Astatine
At
85
Radon
Rn
86
Mercury
Thallium
Gold
Au Hg
70
71
69
66
68
65
Lutetium
Mendelevium
Lu
Ytterbium
Holmium
Dy Ho
Thulium
Dysprosium
Tm Yb
Terbium
Er
Gadolinium
Erbium
Europium
100
103
99
102
98
Fermium
Nobelium Lawrencium
Turn over for Mineral Information.
Berkelium Californium Einsteinium
Lr
101
97
Curium
Es Fm Md No
96
Americium
Cf
95
64
67
Ga Ge As
K
40
Silver
80
Chromium Manganese
Potassium
39
Palladium
79
Hs
47
38
Rhodium
78
44
37
Niobium
Pt
Hassium
94
Neodymium Promethium Samarium
93
Plutonium
Np Pu Am Cm Bk
Neptunium
Helium
13
Silicon
Se
53
Xenon
Xe
Zr
77
Platinum
Metals
Al
33
Selenium
Zirconium
76
Ir
Atomic number
Aluminum
32
Arsenic
52
Iodine
Y
75
Os
109
Iridium
11
12
31
Germanium
Te
Yttrium
74
Re
108
Osmium
Metalloids (semimetals)
11
30
Gallium
51
Tellurium
Sr
73
107
Rhenium
Element symbol
10
29
Zinc
Zn
Sb
Strontium
72
Ta
106
Tungsten
Na
28
Copper
Cu
50
Antimony
Rb
57
Hf
105
Tantalum
Nonmetals
Ni
49
Tin
Sn
Rubidium
56
La
104
Hafnium
Element name
27
Nickel
48
In
55
Ba
89
Lanthanum
Sodium
26
Cobalt
Co
46
Indium
Cs
88
Barium
Nb Mo Tc
He
Be
H
3
Beryllium
Hydrogen
Li
12
Lithium
11
Iron
Fe
45
Cadmium
Pd Ag Cd
87
Bohrium
Sg Bh
Db
Seaborgium
Dubnium
62
Rf
61
Rutherfordium
60
Ac
59
Actinium
Pr
92
Ra
58
Praseodymium
Radium
Ce
91
Uranium
Fr
Cerium
Pa
Francium
90
Protactinium
63
Cesium
Na Mg
Key
Periodic Table of the Elements
Th
Nd Pm Sm Eu Gd Tb
Thorium
Copyright 2009 California Department of Education
Hardness
3
Mineral Information
Mineral
Calcite
Feldspar
California Standards Test
6.5
5.5
3.2
2.5
Steel File
Glass
Copper Penny
Fingernail
Mohs Hardness Scale
Grade 5 Science Reference Sheet
Color
colorless, white
Hardness
1
2
Calcite
Mineral
Talc
Gypsum
colorless, beige,
pink
heavy for its size
Other
bubbles when
acid is placed
on it
none
lead-gray
Streak
white
Mineral Identification Table

Luster
nonmetallic
nonmetallic
gray
metallic
4
5
2.5 3
Fluorite
Apatite
Galena
used for jewelry
metallic
yellow
2.5 3
golden
yellow
Gold
black
reddish
brown
called fools
gold
7
8
9
10
Feldspar
Graphite
12
5 6.5
metallic
metallic
or
nonmetallic
none
brassy yellow
feels greasy
Quartz
Topaz
Corundum
Diamond
feels greasy
Hematite
nonmetallic
black
none
gray to black
Hornblende 5 6
metallic
nonmetallic
greenish
black
6
2 2.5
metallic
Magnetite
Mica
6 6.5
silver-gray
or
red
dark green to
black
magnetic
black
dark brown, black flakes when
or
peeled
silver-white
Pyrite
none
white, greenish
to gray
nonmetallic
white
nonmetallic
Quartz
colorless, white,
rose, smoky,
purple, brown
Talc
Copyright 2009 California Department of Education

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G R A D E

Released Test Questions

Introduction - Grade 5 Science

Released Test Questions

Released Test Questions

THE PHYSICAL SCIENCES REPORTING CLUSTER

Released Test Questions

THE PHYSICAL SCIENCES REPORTING CLUSTER

Students know the role of electromagnets in the construction of electric motors,

Students know electrically charged objects attract or repel each other.

Released Test Questions

THE LIFE SCIENCES REPORTING CLUSTER

Students know many multicellular organisms have specialized structures to support

Released Test Questions

THE LIFE SCIENCES REPORTING CLUSTER

Students know producers and consumers (herbivores, carnivores, omnivores,

Students know decomposers, including many fungi, insects, and microorganisms,

Students know ecosystems can be characterized by their living and nonliving

Released Test Questions

THE EARTH SCIENCES REPORTING CLUSTER

Released Test Questions

THE EARTH SCIENCES REPORTING CLUSTER

Students know how to differentiate among igneous, sedimentary, and metamorphic

Students know how to identify common rock-forming minerals (including quartz,

Released Test Questions

INVESTIGATION AND EXPERIMENTATION

Scientific progress is made by asking meaningful questions and conducting

Develop a testable question.

Plan and conduct a simple investigation based on a student-developed question and

Identify the dependent and controlled variables in an investigation.

Identify a single independent variable in a scientific investigation and explain how

Record data by using appropriate graphic representations (including charts, graphs,

Write a report of an investigation that includes conducting tests, collecting data or

Released Test Questions

INVESTIGATION AND EXPERIMENTATION

Scientific progress is made by asking meaningful questions and conducting

Differentiate observation from inference (interpretation) and know scientists

Measure and estimate the weight, length, or volume of objects.

Formulate and justify predictions based on cause-and-effect relationships.

Construct and interpret graphs from measurements.

Follow a set of written instructions for a scientific investigation.

Released Test Questions

Which action will result in a product with new

Which of the following represents a chemical

a sugar cube dissolving in water

ice cubes forming in a freezer

ice cream melting in a bowl

a cake baking in an oven

A metal spoon was left in a pot of boiling soup.

The metal spoon chemically reacted with the

The metal spoon conducted electricity to the

The metal spoon conducted heat to the cooks

The metal spoon insulated the cooks hand.

Students are gathering materials and building

What do water, aluminum, redwood trees, and

They are all pure elements.

They are all made of cells.

They are all living creatures.

They are all made of atoms.