PSSA SCIENCE 4stores.jarrettpub.com/content/PA-PSSA-08.pdf · 2014. 4. 25. · The book includes an...

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HELP YOUR STUDENTS SUCCEED ON THE GRADE 4 SCIENCE TESTPennsylvania’s challenging fourth-grade science test assesses your students’ mastery of the nature of science, the biological sciences, the physical sciences, and Earth and space sciences. It covers 23 assessment anchors with 63 “eligible content” standards. Students will be asked to recall and apply concepts from all these branches of science with a special emphasis on the nature of science and scientific investigation.

PSSA SCIENCE

JARRETTZIMMER

KILLORAN

JARRETTZIMMER

KILLORAN

Mastering thePSSA GRADE 4 SCIENCE TEST

PSSASC4_Cover3_front.indd 1 4/9/08 3:24:23 PM

JARRETT PUBLISHING COMPANYThe Gold Standard in Test Preparation

Jarrett Publishing CompanyThe Gold Standard in Test Preparation

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Mastering the PSSA Grade 4 Science Test will help your students successfully achieve a synthesis of all of these diverse topics and transfer what they know into higher test scores. The book is student-friendly and easy to use for both students and teachers. It makes use of the latest educational research, including the recommendations of the National Research Council in How People Learn, to help your students really understand and apply major science concepts. The book includes an introductory unit, five content units, and a complete practice final test. Here is how each of part of the book will help your students master the PSSA Grade 4 Science Test:

▼ An introductory unit presents the different types of multiple-choice and short-answer questions on the PSSA Test.

▼ Students are presented with our unique “E-R-A” approach for answering any multiple-choice question found on the PSSA Science Test –– Examine the question; Recall what you know; and Apply what you know.

▼ Students are also given instruction on how to prepare responses to short-answer questions. They learn about the various “action words” used in PSSA short-answer questions. Then they examine and evaluate sample student responses. Finally, students read detailed explanations of how each sample answer should be scored.

� Mastering the Pssa grade 4 science test

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What do you think is the answer to Question 1?

Explain why you selected that answer.

UNLOCKING THE ANSWER

USING THE “E-R-A” APPROACH

Whatever type of question you are asked, we suggest you follow the same three-step

approach to answer it. Think of this as the “E-R-A” approach:

RECALLwhat you knowEXAMINE

the question

APPLYwhat you know

Let’s take a closer look at each of these steps to see how they can help you select

the correct answer.

STEP 1: EXAMINE THE QUESTION

Start by reading the question carefully. Make sure you understand any information the

question provides. Then make sure you understand what the question is asking for.

HINT The question on page 3 is asking you to identify (or name) the force that

pulls objects to Earth.

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4/9/08 3:28:06 PM

Our unique ”E-R-A” approach guides students to reach

the correct answer.

Mastering the PSSA Grade 4 Science Test

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Lesson 12MOTION, FORCE AND ENERGYEnergy has the ability to move matter. In this chapter, you will learn about motion,

force, and energy, and how they are related.

A. Position is where an object is located compared to other objects. Motionis a change in position. Motion can be in a straight line, back and forth, in a circle, or in any other direction.B. When force is applied to an object, it changes its motion. There are many kinds of forces, such as magnetic force, pushes and pulls, gravity and friction.

C. Energy is an ability to do work. Energy has the power to change or move matter. There are many forms of energy. These include heat, light, elec-tricity, and sound energy. Energy also has the ability to change from one form to another.D. Electricity flows in a circuit. There are series and parallel circuits.

E. A vibrating object produces sound. Every sound has characteristics such as loudness and pitch.

— IMpORTANT IDEAs —

MOTION AND FORCEIn the last lesson, you studied matter. In this chapter, you will study what makes mat-

ter move and change. Let’s begin with position. Position is the location of an object in relation to other things. For example, you can indicate the position of your pencil based on its distance from the edges of the desk. Your pencil might be one foot from the right side of your desk and one foot from the back edge of your desk.

1 foot

1 foot


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Every lesson begins with an advance organizer, highlighting

major scientific concepts.

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The Gold Standard in Test Preparationjarrettpub.com

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▼ The main part of the book presents a complete “refresher” course of all the content knowledge and skills tested on the PSSA Science Test. Content lessons are carefully crafted to help students assimilate and review essential information in a concise but insightful manner.

▼ Mastering the PSSA Grade 4 Science Test places special emphasis on The Nature of Science and Scientific Investigation units. Questions focusing on these content areas comprise half of the PSSA test.

▼ Based on the latest educational research, each content lesson in the book follows a similar pattern of organization to maximize student learning:• Important Ideas. This “advance organizer” introduces students to the key concepts that will be

explored in the lesson.• Content Sections. To enhance comprehension, the lesson is then divided into several shorter

content sections based on related concepts, with plentiful examples, diagrams, and illustrations.• Applying What You Have Learned. Student activities appear after each major concept for

reinforcement and “hands-on” student application.• What You Should Know. A summary box at the end of each lesson further reinforces key concepts

and helps students monitor their own progress.• Lesson Study Cards. Study Cards help students review the most important terms and concepts

in that lesson.• Checking Your Understanding. Every lesson concludes with authentic PSSA-style practice

questions. Each is identified by its specific assessment anchor and “eligible content” standard.

208 Mastering the Pssa grade 4 science test

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MEASURING WEATHER CONDITIONS

To describe the weather, scientists use special instruments to measure conditions:

TemperaTureScientists use a thermometer to measure how hot or cold the air

is. They measure this in degrees Celsius (°C) or Fahrenheit (°F)

precipiTaTionScientists use a rain gauge to measure in inches or centimeters the

amount of rain that has fallen. The rain gauge measures the height of

the column of water it captures. The amount of rainfall is important

because it indicates how much water is available to farmers and others.

WindScientists measure wind speed with an anemometer.

The simplest anemometer consists of four cups, each

mounted on one end of four arms. The flow of air turns

the cups. Measuring the cups’ motion over a period of

time tells the average wind speed, such as miles per hour.

A weather vane measures the direction of the wind.

BaromeTric pressure

Scientists use a barometer to measure air pressure.

A change in air pressure helps to predict the weather.

TYpes oF cLouds

Clouds are formed by ice and water droplets that

have condensed in the atmosphere. The type of cloud

cover can often be used to predict the weather.

cirrus cLoudsCirrus clouds form out of ice crystals high in the sky.

Cirrus clouds tend to look feathery or as a string of Cirrus Clouds

110

°F

°C

10090

8070

6050

4030

20100

210220

220200

180160

140120

10080

6040

20

0

14.01 5

4

3

2

1

740

720

800780

760

700

680Prec

ipita

tion

Variable

Clear


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LESSON 7: Analyzing the Results of a Scientific Investigation 85

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TABLESTables list information in columns and rows. To interpret a table, you need to pay close attention to its headings. A scientific table often shows the relationship between two variables. For example, look at the table below. It is based on the experiment with paper airplanes discussed in Lesson 5. This table shows each type of paper air-plane and how far it has flown:

Type of AirplaneDistance Airplane Flew

Trial 1 Trial 2 Trial 3 Trial 4

“Flat-Nosed” Airplane 12 feet 15 feet 12 feet 9 feet

“Pointy-Nosed” Airplane 18 feet 15 feet 21 feet 18 feet

BAR GRAPHSA bar graph is made up of bars of differ-ent lengths. Each bar represents a quantity of something. Each bar is labeled or a key is provided to tell what each bar repre-sents. Look at the bar graph on the right.

y What distance did the flat-nosed airplane fly on its second trial?

y What was the average distance flown by the pointy-nosed airplane? (To find the average, simply add together all the distances. Then divide

their sum by 4, the number of trials.)

y What conclusion can you draw from this data?

Applying WhAT you hAve leArneD

20

10

0Pointy-nosed Flat-nosed

Aver

age

Dist

ance

Flow

n (i

n fe

et)

Type of Paper Airplane

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Applying What You Have Learned activities reinforce

learning at every step.

Student-friendly explanations and visual aids help students

master key scientific concepts.



4

▼ Each content unit concludes with additional features to help students review what they have learned, further reinforcing assimilation and recall. • A Testing Your Understanding section provides additional practice questions taken from all the

lessons in that unit. These questions reflect the style and level of difficulty students will find on the actual test.

• A Concept Map shows students how all of the concepts and their supporting details in the unit are related.

• A Checklist of Eligible Content lists all of the unit’s “eligible content” standards, providing students with yet another opportunity to self-monitor their mastery of that branch of science.

▼ A final unit provides a complete practice test, mirroring the distribution of questions and the level of difficulty found on the actual PSSA Grade 4 Science Test. • This final practice test allows students to practice what they have learned and to pinpoint their

weaknesses, providing a valuable tool to help you evaluate where your students may still need more help.

• Each question is identified by its assessment anchor and “eligible content” standard.• The experience of taking this practice test will boost your students’ confidence and give them

greater familiarity with the test format.

144 Mastering the Pssa grade 4 science test

CHECKING YOUR UNDERSTANDING

Use the diagram below to answer question 1.

1. Which correctly shows a food chain in

this ecosystem?

A grass cow human S4.B3.1.2

B cow grass human

C tree bird caterpillar

D caterpillar tree human

HINT To answer this question correctly, you must recall that a food chain shows

the flow of energy in an ecosystem. Food is created by plants using the

energy of the sun (photosynthesis). These plants are eaten by animals.

Other larger and faster animals may eat these animals. In this case, the

food chain starts with the grass. Cows eat the grass. Humans eat beef

from the cows. The correct answer is Choice A.

Examples of Ecosystems

y Lentic Systems y Deserts

y Lotic Systems y Tundra

y Forests

Changes in Ecosystems

y Plants and animals may adapt to seasonal

changes: plants lose leaves; some animals

migrate or hibernate.

y some organisms cannot adapt to rapid

changes and become extinct (die out).

y Floods, fires, humans can destroy ecosys-

tems; the area then undergoes a series of

changes.

Impact of Human Activities

y humans depend on the environment for

food, clothing, and recreation.

y Food comes from farming grains, fruits, veg-

etables and beans, and from raising live-

stock, such as cattle, pigs, and chickens.

y clothing often comes from natural fibers such

as cotton, flax (linen) and wool (sheep).

y human activities threaten the environment

by causing water and air pollution and by

the dumping of waste in the environment.


4/9/08 3:30:13 PM

LESSON 10: Ecosystems 147

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CONCEPT MAP FORTHE BIOLOGICAL SCIENCES

BIOLOGICALSCIENCES

Plant Pests

Hibernate

Fungi

Animal Pests

Mammal

Amphibians

Metamorphosis

ECOSYSTEMS

THECHARACTERISTICS

OF LIVINGTHINGS

ECOSYSTEMINTERACTIONS

ECOSYSTEMSCHANGE

Land Use

Causes: fire,flood, climate

Effects:organisms die,change, migrate

SeasonalChange

Living and Non-livingThings in an AreaPests

Food Chain

Food Clothing

Threats to theEnvironment

IMPACT OFHUMAN ACTIVITIES

WHAT IS ANECOSYSTEM?

Predatorsand Prey

Food WebFLOW OF ENERGYIN AN ECOSYSTEM

DecomposersConsumersProducers CompetitionCooperation

Forests

GrasslandsDeserts

Tundra

Lentic andLotic Systems

TYPES OFECOSYSTEMS

Hair Color HeightEye Color

EarlobeType

INHERITEDCHARACTERISTICS

StemsLeaves

RootsPLANTS

ProtectiveColoration

Help OrganismsSurvive

Mimicry

ADAPTATIONS

Digestion Respiration

Growth

Reproduction

Photosynthesis

LIFE PROCESSESOF ORGANISMS

Air

Food

Water

Shelter

BASIC NEEDS

Life Cyclesof Animals

Egg Larvapupa adult

Baby childadult

How AnimalsMeet Their Needs ANIMALS

Body CoveringDrinking/Eating

Breathing

SenseOrgansMovement

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Every unit ends with a concept map showing how major

concepts and details are related.

Lesson study cards and PSSA style-practice questions help

students synthesize, recall, and apply their knowledge.



�

The “No Child Left Behind” Act requires educators to use scientifically-based methods to help their students attain proficiency in state standards. Mastering the PSSA Grade 4 Science Test is based on the latest educational research and incorporates insights from the constructivist, collaborative, direct / interactive, and inquiry approaches to the teaching of science. Research further indicates that for students to succeed on a state-mandated assessment, their learning program should include four main components:

(1) a review of basic skills and content, using a metacognitive approach to skills and a conceptual approach to content;

(2) instruction in test-specific problem-solving skills; (3) instruction in overall test strategies; and (4) a full-length practice test to allow students to practice the skills they have learned.

Mastering the PSSA Grade 4 Science Test provides all four of these components for your students.

Teachers can use the features of Mastering the PSSA Grade 4 Science Test in a multitude of ways:(1) as a supplement to students’ regular textbook or lab kits throughout the school year; (2) for intensive pretest preparation in the weeks preceding the test; or (3) for post-test tutoring and remediation.

Recommended Review or Remediation Calendar

Week Mastering the PSSA Science Grade 4 Test

1 Introduction to the PSSAUnit 1: The Nature of Science

Pages 1–23Lessons 3 and 4 (pages 24–52)

� Unit 2: Scientific Investigation and Technology

Lessons 5 to 8(pages 53–111)

� Unit 3: The Biological Sciences

Lessons 9 and 10 (pages 112–152)

4 Unit 4: The Physical Sciences


� Unit 5: Earth and Space Sciences


6 Review Short-Answer Questions Final Practice Test

Lesson 2 and Unit 6(pages 16–23, 220–235)

How To Use This Book



6

▼ Begin by introducing students to the “E-R-A” approach to lay a foundation so that students will be able to answer all of the question types found on the PSSA. Then review the multiple-choice and short-answer questions in the opening lessons.

▼ For each content lesson, first introduce students to the Overview at the beginning of each unit. Review key subject-matter vocabulary with your students.

▼ Next, have students read and discuss each content section. First discuss the Important Ideas advance organizer to see what your students already know and to lay a framework for further learning.

▼ Then have students complete the Applying What You Have Learned activities individually or in small groups. Alternative activities can include outlining the content material in each lesson, discussing key concepts in the lesson, discussing pictures and diagrams appearing throughout the lesson, or having students create their own additional study cards of the key terms.

▼ Have students answer the Checking Your Understanding questions in small groups.▼ At the end of each unit, students should discuss the Concept Map, review the Study Cards, make

drawings on the cards, or create their own additional cards. Students can also expand the Concept Map by filling in details from the lesson. Students should also monitor their own progress by checking off learning objectives on the Checklist of Eligible Content.

▼ Finally, have students answer the questions in Testing Your Understanding and discuss their answers with their classmates.

A separate practice test is available in class sets of 30 for only $50. The distribution of questions and level of difficulty on this practice test is similar in every way to that of the real PSSA.

Recommended Instructional Approaches

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Use the pictures below to answer question 1.

S4.B.1.1.21. How are the lizard and tiger similar?

A They have similar body coverings.

B They have the same number of limbs.

C They have the same life cycle.

D They both produce their own food from sunlight.

Lizard Tiger

S4.C.1.1.12. A student was eating a frozen ice cream

bar. When the telephone rang, she putthe bar into a bowl. The ice creammelted and turned into a liquid. Whichproperty of the ice cream has changed?

A its taste

B its mass

C its conductivity

D its state

S4.A.3.1.33. Why are green plants in a closed

terrarium important to animals livingthere?

A They consume food and produceoxygen.

B They consume food and producecarbon dioxide.

C They produce both food andoxygen.

D They produce both food and carbondioxide.

PSSASC4_BFTest.indd 2 4/9/08 3:32:32 PM

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20

Use the illustrations below to answer question 52.

S4.A.3.1.452. A farmer plants seeds. Then the farmer waters and fertilized them. After several months, the

seeds grow into wheat. The farmer cuts the wheat and separates the grain from the rest ofthe plant. What must happen to the wheat grains before they can be made into bread?

A They are sweetened with sugar.

B They are ground into flour.

C They are put in barrels to be aged.

D They are melted into a liquid.

Use the chart below to answer question 53.

Natural Systems Human-Made Systems

Pond ecosystem Car engine

Prairie food chain Cell telephone

Ball point pen

S4.A.3.1.153. The chart shows systems that are natural and human-made. Which system belongs in the

empty space on the chart?

A flashlight

B wrist watch

C solar system

D fire alarm system

PSSASC4_BFTest.indd 20 4/9/08 3:33:10 PM

This test has the same distribution of items as the actual PSSA. Every item is identified by its category, assessment anchor and

“eligible content” number.

Also Available: A Practice PSSA Science Assessment

The separate practice test includes multiple-choice

and open-ended assessment items, just like those students will find on the real PSSA.



�

Educational research has repeatedly shown that one of the keys to student success on any assessment is familiarity with the test format. Just like the final practice test in the book, this independent practice test contains 56 multiple-choice and 5 open-ended response items with the same distribution as the scored items on the actual PSSA Science Test.

In This Practice Test You Will Find:

Question Types Area Tested / PSSA Category

29 multiple-choice items 2 open-ended items Nature of Science / Category A

9 multiple-choice items 1 open-ended item Biological Sciences / Category B

9 multiple-choice items 1 open-ended item Physical Sciences / Category C

9 multiple-choice items 1 open-ended item Earth and Space Sciences / Category D

Many of the assessment items include tables, graphs, or written information, just like the actual test. Every item is identified by its category, assessment anchor and “eligible content” number helping teachers to identify where students’ greatest weaknesses remain for further review and remediation. This practice test can be used as a final benchmark test, as a supplement to the book, or as an independent teaching tool.

Answers with Explanations A separate student booklet is available with detailed explanations of answers to the assessment items in this Practice Science Assessment. Together, the book, the separate practice final, and the explanatory answers provide a potent and complete program to help your fourth graders excel on this demanding state test. Alternatively, you can use any of these components separately to boost your students’ confidence and raise their scores while improving their understanding of major science skills and concepts.

QUESTION 1: HOW ARE THE LIZARD AND THE TIGER SIMILAR?

Whatever type of question you are asked, whether multiple-choice or short-answer, try to follow thethree-step “E-R-A” approach found in Mastering the PSSA Grade 4 Science Test: you should examinethe question, recall what you know, and apply what you know. Let’s look at each of these steps to see howthey can help you to select the correct answer.

Examine the Question. Carefully look over the question. Be sure you understand any information itprovides. In this question, you are given a picture of two animals –– a lizard and a tiger. The question thenasks how the lizard and the tiger are similar.

Recall What You Know. Next, you need to identify the topic of science that the question asks about.Here, the question focuses on the biological sciences. The question asks you to compare two animals.Take a moment to think about what you know about comparing animals. Remember that scientistsclassify animals into different types, based on their external characteristics –– such as their body cover-ings, limbs, and body segments. You may also recall that a lizard is a reptile, while a tiger is a mammal.

Apply What You Know. Now apply what you recall about classifying animals to find the answer thatidentifies a similarity between lizards and tigers.

★ Choice A is wrong. A tiger has skin and fur covering its body, while a lizard has a scaly type of skin.✪ Choice B is correct. The pictures of the lizard and the tiger show that both have four limbs.★ Choice C is wrong. The life cycle of a tiger and a lizard are not the same. For example, a lizard

hatches from an egg, while a tiger is born live from its mother.★ Choice D is also wrong. Neither the lizard nor the tiger produces its own food from sunlight. This

characteristic is true of plants, not animals.

QUESTION 2: WHICH PROPERTY OF THE ICE CREAM BAR HAS CHANGED?

Examine the Question. This question has a drawing of an ice cream bar. The question tells us that thisice cream bar has melted into a liquid. It asks which property of the bar has changed.

Recall What You Know. This question asks about the physical sciences. You should recall that eachpiece of matter has certain physical characteristics. These characteristics include its color, size, texture,magnetism and conductivity. In addition, each type of matter can exist in one of three “states” –– as asolid, liquid, or gas.

Apply What You Know. Look at the answer choices to find the property that describes whether the icecream bar is a solid, liquid or gas★ Choice A is wrong. Although the ice cream bar has melted, its taste will not have changed.★ Choice B is wrong. Mass is how much matter there is in the object. The mass of the ice cream bar

should stay the same even after it has melted.★ Choice C is wrong. The ability of the ice cream bar to conduct electricity, heat, or sound also

remains the same even after it has melted. It is not a good conductor.✪ Choice D is correct. The ice cream bar has changed from a solid to a liquid. It has changed its state.

2

QUESTION 3: WHY ARE GREEN PLANTS IN A CLOSED TERRARIUM IMPORTANT TO ANIMALS?

Examine the Question. In this question, you are asked to explain why the green plants in a closedterrarium are important to animals living there. In other words, how do the plants help the animals? Thequestion also includes a picture of a terrarium, which you should study carefully.

Recall What You Know. This question asks about the biological sciences. Take a moment to think ofwhat you know about terrariums and how plants and animals depend on each other. You should recallthat a terrarium is a model of a larger ecosystem, containing both nonliving and living things. You shouldalso recall that plants produce food and oxygen, while animals consume food, breathe in oxygen, andbreathe out carbon dioxide.

Apply What You Know. Look at each answer choice to find the one that best explains why green plantsare important to animals.

★ Choice A is wrong. Green plants do not consume food, although they do produce oxygen.★ Choice B is wrong. Green plants do not consume food, and they do not produce carbon dioxide.✪ Choice C is correct. In photosynthesis, green plants use sunlight to combine water and carbon

dioxide, producing both food and oxygen. Therefore, the plants in the terrarium produce both foodand oxygen. Animals, in turn, need this oxygen to breathe and food to eat.

★ Choice D is wrong. Plants produce food, but they do not produce carbon dioxide.

QUESTION 4: WHAT NONLIVING PART OF A FOREST ECOSYSTEM

DOES A TREE DEPEND ON FOR ENERGY?

Examine the Question. This question asks you identify a nonliving part of an ecosystem that a treedepends on for energy. To answer this question, you need to know how trees get their energy.

Recall What You Know. This question focuses on the biological sciences and what you know aboutecosystems. You should recall that ecosystems have both living and nonliving components (parts). Youshould also recall that the plants in an ecosystem provide it with food. They use the energy from sunlightto turn carbon dioxide and water into a form of sugar. This is known as photosynthesis. Finally, youshould recognize that the trees in a forest ecosystem are plants.

Apply What You Know. Now you must apply what you know to find the correct answer.

★ Choice A is wrong. Plants like trees produce food, but they do not depend on food for their energy.Food is eaten for energy by animals, not by plants. Food is also usually living, or is something that wasonce living.

✪ Choice B is correct. Trees depend on sunlight for the energy they use in photosynthesis. Sunlightis a nonliving part of an ecosystem.

★ Choice C is wrong. Although oxygen is nonliving, it is not used by plants to create food. It is alsonot a source of energy.

★ Choice D is also wrong. Gravity is a nonliving force. However, plants do not depend on gravity fortheir energy.

3

Students are shown how to use the unique “E-R-A” approach to guide them to the right answer

for every question in the test.

Every correct answer is identified and explained. Students also learn why incorrect answer

choices are wrong.



�

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“If you’re looking for a practice book to prepare for the science PSSA, this is the one. It’s all here: the standards are listed and correlated with the text and accompanying practice questions. Objectives are clearly stated and evaluated to meet state standards.”

—Keith Butler, Science Teacher and PSTA Eastern Representative and Membership Chairman

“Mastering the PSSA Grade 4 Science Test is an excellent resource for the science classroom because it really reinforces the concepts that fourth graders are learning. The book contains clear, concise, and grade-appropriate explanations while the science content closely follows the Pennsylvania Science Standards. The students are presented with authentic examples of the types of questions they will have to answer on the PSSA Science Test.”

—Ruth Rudd, President, Pennsylvania Science Teachers Association

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JARRETTZIMMER

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JARRETTZIMMER

KILLORAN

Mastering thePSSA GRADE 4 SCIENCE TEST

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NAME

DATE TEACHER

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A PRACTICE GRADE 4 PSSA TEST IN SCIENCE

Before you begin, let’s review a few directions for the test:

y Answer All Questions. This practice test consists of 56 multiple-choice ques-tions and five short-answer questions. You should circle the letter of the cor-rect answer. For the five short-answers questions, you can write your answer on the lines provided in this test booklet.

y Use the “E-R-A” Approach. Remember to carefully Examine the question to understand what it is asking. Next, Recall what you have learned about that par-ticular topic. Finally, Apply your knowledge of science to answer the question.

y Use the Process of Elimination. When answering a multiple-choice ques-tion, you may see that certain choices are wrong. Eliminate incorrect choices. Select the best response that remains. Never leave a question unanswered.

y Revisit Difficult Questions. If you run into a difficult question, do not be dis-couraged. Put a check ( ) next to it. Answer it as best you can and go on to other questions. At the end of the test, go back to any questions you marked. Sometimes the answer to a question might become clearer to you later.

y Identification of Questions. Each question on this test is identified by its As-sessment Anchor and Eligible Content. This will help you and your teacher identify any areas of weakness that you need to review further.

y When You Finish. When you are finished, check over your work with any time you have left. Do not disturb other students.

Good luck on this practice test!

PSSASC4_BFTest.indd 1 4/10/08 11:16:38 AM

ANSWERS AND EXPLANATIONS FOR THEPRACTICE PSSA GRADE 4

SCIENCE ASSESSMENT

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