Fifth Grade Science

End-Of-Grade Test Preparation

Test-Taking Strategies per NCDPI Released Form E (2008-2009)

Note to Teacher: Use the following test-taking strategies to prepare for the fifth grade End-Of-Grade

Science Test. When reviewing these questions, model and demonstrate specific techniques. Apply your

classroom science experiences to the Standard Course of Study and unit objectives. Adapt and personalize

as needed. Questions are numbered per Released EOG – Form E (2008-2009).

LANDFORMS

Test-Taking Strategies: Skip Confusing Problems First – Then Go Back & Answer Later

46. When hiking, what is the best reference material to use to determine elevation?

A a globe of the world

B a topographic map of the area

C a road map of the state

D an atlas of the country

Maura: “I have no idea what the answer is! I have Reread for Details, I have Double-Checked, and I even

Underlined Key Words! Now what do I do? I think I’m going to skip it for now, and come back to it later.”

50. What has caused the formation of most of the valleys that exist on Earth?

A rivers and glaciers

B wind and rain

C lakes and rivers

D canyons and plateaus

Maura: “I remember watching a video about how running water and glaciers can form valleys. In fact, most

of those glaciers started on mountaintops. We even pushed ice cubes down our mountains in the stream

tables to remember this one. Since real life glaciers are so heavy, they leave deep holes in the soil, carving

out valleys as they melt and descend. It was really fun studying mountains, especially when we constructed

a model mountain out of blue foam layers... OH YEAH! Now I remember the Mallard Peak assessment, and

how I had to design a trail for William and his uncle to hike from the base to the peak, and back again! That

was a TOPOGRAPHIC MAP! WOOHOO! Back to question #46 I go!”

46. When hiking, what is the best reference material to use to determine elevation?

A a globe of the world

B a topographic map of the area

C a road map of the state

D an atlas of the country

Maura: “I’m positive about my answer now! The closer the lines – the steeper the slope! My Mallard Peak

Trail needed so much improving, because in some places on the mountain hike, I would have needed a rope

to climb down (or so my teacher said).”

Test-Taking Strategies: Process of Elimination, Current Events, Make an Educated Guess

9. All of the landforms on Earth are constantly changing shape. What is most responsible for the changes in

the landforms?

A earthquakes

B water erosion

C pollution

D oceans

DeSean: “This question sure is tricky. All of these can change landforms. I remember hearing about

earthquakes in Haiti and Chile. I know we talked about water erosion in our stream tables, like the Colorado

River shaping the Grand Canyon. Oceans are involved in tsunamis. I don’t know how pollution changes

landforms. I’m crossing pollution.

9. All of the landforms on Earth are constantly changing shape. What is most responsible for the changes in

the landforms?

A earthquakes

B water erosion

C pollution

D oceans

DeSean: “Oceans are big, but I only hear about them once in a while in hurricanes and tsunamis. I’m

crossing it off.”

9. All of the landforms on Earth are constantly changing shape. What is most responsible for the changes in

the landforms?

A earthquakes

B water erosion

C pollution

D oceans

DeSean: “I heard so much about the horrible bad earthquakes lately, that I don’t know how anyone could

say it’s not most responsible for changing the land. I would cross off water erosion, but Mrs. Gonzalez

talked about it sooooo much in class – it must be important! I don’t know what to do. I’m going to make an

educated guess right now, and then double check it later.

9. All of the landforms on Earth are constantly changing shape. What is most responsible for the changes in

the landforms?

A earthquakes

B water erosion

C pollution

D oceans

Test-Taking Strategies: Current Events, Remembering Classroom Experiences

27. Which factor causes a mud slide?

A the amount of rain in an area

B the amount of carbon dioxide in an area

C the amount of pollution in an area

D the amount of wind in an area

Emily: “I remember my teacher, Ms. Bailey, talking about this during social studies and science classes.

She said that the California Mudslides were caused by a tremendous amount of precipitation, especially

rain. After all, it takes water and dirt to make mud. I remember that we had to add some water to our sand

and clay before we were able to mold it into landforms in our stream tables.”

27. Which factor causes a mud slide?

A the amount of rain in an area

B the amount of carbon dioxide in an area

C the amount of pollution in an area

D the amount of wind in an area

Emily: “Ms. Bailey also predicted that California Mudslides and the Interstate 40 Rockslide near the North

Carolina-Tennessee border were very similar events, because both were caused by gravity pulling massive,

moist earth materials down an inclined plane.”

Teacher Background Information:

Interstate 40 Rockslide

http://www.wral.com/traffic/story/6278952/

http://www.wbir.com/news/local/story.aspx?storyid=102739

http://www.citizen-times.com/article/20091028/NEWS01/910280311/3-months-for-I-40-rock-slide-

cleanup-%E2%80%98unrealistic%5C-

California Mudslides

http://abcnews.go.com/Technology/california-storms-500-evactuated-mudslide-threat-rain-

continue/story?id=9613215

Test-Taking Strategies: Cross off Silly Answers, Remembering Classroom Experiences

30. Which will most likely be the result of a flood?

A Rock and soil will be deposited on a floodplain.

B Sand dunes will form along the river.

C The land around the river will be less able to grow plants.

D Nutrients will be picked up and flow back to the river’s source.

Tyler: “I remember creating flash floods in our stream tables. The flood source cup allowed so much water

into our stream bed, that it overflowed its banks. Water went everywhere on both sides of the stream. Our

river never went backwards though, so I’m going to cross off answer D.”

30. Which will most likely be the result of a flood?

A Rock and soil will be deposited on a floodplain.

B Sand dunes will form along the river.

C The land around the river will be less able to grow plants.

D Nutrients will be picked up and flow back to the river’s source.

Tyler: “Sand dunes are created by wind. Our teacher, Mr. Brown, showed us so many pictures of Jockey’s

Ridge State Park in Nags Head, North Carolina, that I began to feel a sea breeze on my face! That wasn’t

enough – we even saw pictures from the Indiana Dunes National Lakeshore in Chesterton, Indiana, and also

some pictures from Sahara Desert. It was awesome – these science lessons are blowing me away!”

30. Which will most likely be the result of a flood?

A Rock and soil will be deposited on a floodplain.

B Sand dunes will form along the river.

C The land around the river will be less able to grow plants.

D Nutrients will be picked up and flow back to the river’s source.

Tyler: “In our stream table flash flood, we had sediments and earth materials everywhere. Mr. Brown said

that we now had fertile floodplains on both sides of the stream. Fertile means that producers can grow there.

Answer C is false, and the correct answer is A.”

30. Which will most likely be the result of a flood?

A Rock and soil will be deposited on a floodplain.

B Sand dunes will form along the river.

C The land around the river will be less able to grow plants.

D Nutrients will be picked up and flow back to the river’s source.

Test-Taking Strategies: Underline Key Words, Choose the Best Possible Answer

8. Which human activity will most likely increase the amount of soil erosion?

A growing crops

B mowing grass

C planting flowers

D clear-cutting wooded areas

Shana: “Underlining Key Words in the question will help me figure out what I’m supposed to answer.”

8. Which human activity will most likely increase the amount of soil erosion?

A growing crops

B mowing grass

C planting flowers

D clear-cutting wooded areas

Shana: “Okay, which one will increase soil erosion. I remember going to

Wrightsville Beach in North Carolina, and seeing this sign. I asked my mom

why we couldn’t play in the beach grass, and she said it was to protect the

plants so they wouldn’t die. My teacher, Ms. Miller, said my mom was right.

Ms. Miller also added that the plants’ roots would help hold the sand in place

so the dunes won’t blow away. I didn’t know my Saturday of fun would turn

into a science lesson! So, answers A and C could grow roots, but answers B

and D could harm producers.”

8. Which human activity will most likely increase the amount of soil erosion?

A growing crops

B mowing grass

C planting flowers

D clear-cutting wooded areas

Shana: “It’s my job to mow the lawn at home. After I cut the grass, it always grows

back right away, (unless we’re in a drought). That means that the grass’ roots are still

alive, anchoring the soil in place. I don’t know what clear-cutting wooded areas

means, but it sounds permanent, like it would damage a habitat forever. I’m choosing

D as the best possible answer.”

8. Which human activity will most likely increase the amount of soil erosion?

A growing crops

B mowing grass

C planting flowers

D clear-cutting wooded areas

Resource created by Kyle G. Hamstra

Note to Teacher: The following “science” Think Aloud strategies reflect integrated skills across disciplines.

For example, some skills may be initially classified as reading or math skills. Personalize, customize, adapt,

integrate, and apply per student needs.

Think Aloud Strategies: SQ3R, (Survey, Question, Read, Recite/Write, Review)

Test-Taking Strategies: Underlining Key Words, Taking Your Time, Remembering Classroom

Experiences, Double-Checking

Simon: Survey: “Before I read, I’m going to skim and scan the entire reading selection. Hmm…The title

says it’s going to be about topographic maps. I see that there are seven paragraphs. It looks like I’ll need to

answer four questions at the end. I see some key words written sideways (italicized) – I bet they’re

important words! I love the color-coded legend, the maps with lines, and all the diagrams and pictures. That

helps me put into context what I’m about to do.”

Topographic Maps

Simon: Question: “’What in the world’ do I need to do here? What do the lines on the maps stand for? Did

we go over this in class? I can’t remember right now. What does topographic mean? I’m going to read all

four questions at the end before I read the selection. This way, I’ll know what I’m supposed to answer…

Still, this reading selection is over-whelming. I’m going to take a deep breath, and then begin reading.”

A. “The contour lines show the various walking trails on the mountain.”

B. “Contour lines that are close together represent gradual slopes.”

C. “If contour lines are farther apart, you have a large hill.”

D. “Contour lines that are close together show steep areas.”

Simon: Read: “I’m going to read this selection word-for-word, at my own pace. I’ll make sure to take my

time. If I rush, I might miss some important details. In fact, I’m going to underline key words to be sure that

I don’t miss any details that might help me answer the questions.”

topographic maps contours contour index contour interval

Simon: Recite/Write: “(nonverbal) Oh yeah… I remember looking at maps in social studies, and I

remember Mrs. Hernandez teaching us about maps, models, and aerial photographs in science. ‘Top’

means like an aerial view… like I’m looking down on a mountain from way up on top of it. If I’m traveling,

I’d rather have a map. But if I’m presenting my project to the class, I’d rather use a

model. I remember Mr. Vasan teaching us that ‘interval’ means ‘space between,’

especially when making the x-axis and y-axis scales on graphs in math class. ‘Contour

interval’ means the space between the lines. In our weather unit, I remember that the

closer together the isobar lines on a weather map, the more changing there is in pressure,

creating more wind. So… the closer together the contour lines on an elevation map, the

steeper the slope! I even remember making these blue foam layered mountains in our

Landforms unit. Oh, yeah, and my Mallard’s Peak quiz, when I drew the hiking trail on a mountain map for

William and his Uncle… Now that’s topographic! I’m ready to answer the questions.”

1. Your school principal wants to use this map to plan a safe hike with her family. What accurate

information do you provide to help her plan the hike?

A. “The contour lines show the various walking trails on the mountain.”

B. “Contour lines that are close together represent gradual slopes.”

C. “If contour lines are farther apart, you have a large hill.”

D. “Contour lines that are close together show steep areas.”

2. Which statement best describes how to determine the contour interval of Science Mountain?

A. The lowest elevation is the contour interval, which is 20 ft. If you locate the contour line on the

bottom of the page, you have located the contour interval.

B. The contour interval is 20 ft. because the first line is 20 ft., the second line is 40 ft., the third line

is 60 ft., and so on.

C. If you find the greatest number listed on the map, you have determined the contour interval. The

greatest number is 100 ft., so it is the contour interval.

D. If you subtract the highest elevation from the lowest elevation, you have calculated the contour

interval. The contour interval is 80 ft. because 100-20 = 80.

3. According to the reading selection, the standard scale of many topographic maps is 1:24,000, which

means one inch equals 24,000 inches or 2,000 ft. If you traveled 3 ½ inches on the map, how many

ft. did you travel?

A. 2,000 ft.

B. 6,500 ft.

C. 7,000 ft.

D. 24,000 ft.

4. How are symbols and colors used on a topographic map?

A. to represent structures and other natural landforms

B. to show the differences in elevation

C. to highlight contour lines to make them easier to read

D. to illustrate the standard scale used on the map

Simon: Review: “Woohoo! Now that I’m finished with the test, I’m going to double-check… I feel really

confident in questions #1, #2, and #3, but I’m not too sure about question #4. I think there could be two

right answers. I know the contour lines actually show the differences in elevation… so what about the

symbols and colors? Let me review… well, the colors in the pictures show different landforms… and…. Oh

yeah! Check out the last paragraph! The answer should be A! Good thing I double-checked all my questions

and answers"

4. How are symbols and colors used on a topographic map?

A. to represent structures and other natural landforms

B. to show the differences in elevation

C. to highlight contour lines to make them easier to read

D. to illustrate the standard scale used on the map

Answer Key:

1. D

2. B

3. C

4. A

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Inte

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Resource pages 4-5 created by Kyle G. Hamstra

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Use the information from the reading selection and the topographic map of Science Mountain to answer the

following questions:

1. Your school principal wants to use this map to plan a safe hike with her family. What

accurate information do you provide to help her plan the hike?

A. “The contour lines show the various walking trails on the mountain.”

B. “Contour lines that are close together represent gradual slopes.”

C. “If contour lines are farther apart, you have a large hill.”

D. “Contour lines that are close together show steep areas.”

2. Which statement best describes how to determine the contour interval of Science

Mountain?

A. The lowest elevation is the contour interval, which is 20 ft. If you locate the contour

line on the bottom of the page, you have located the contour interval.

B. The contour interval is 20 ft. because the first line is 20 ft., the second line is 40 ft., the

third line is 60 ft., and so on.

C. If you find the greatest number listed on the map, you have determined the contour

interval. The greatest number is 100 ft., so it is the contour interval.

D. If you subtract the highest elevation from the lowest elevation, you have calculated the

contour interval. The contour interval is 80 ft. because 100-20 = 80.

3. According to the reading selection, the standard scale of many topographic maps is

1:24,000, which means one inch equals 24,000 inches or 2,000 ft. If you traveled 3 ½

inches on the map, how many ft. did you travel?

A. 2,000 ft.

B. 6,500 ft.

C. 7,000 ft.

D. 24,000 ft.

4. How are symbols and colors used on a topographic map?

A. to represent structures and other natural landforms

B. to show the differences in elevation

C. to highlight contour lines to make them easier to read

D. to illustrate the standard scale used on the map