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Answer Key
This document contains the answer keys, rubrics, and Scoring Notes for items on the Grade 4 Science Practice Test. Additional Practice Test resources are available in the LDOE Practice Test Library.
Session Set Sequence Item Type
Key Point Value
Alignment
Hawaiian Volcanoes
1 MC B 1 PE: 4-ESS2-
SEP: 4. Analyzing and interpreting data DCI: UE.ESS2B.a CCC: Patterns 1 2 MC C 1 PE: 4-ESS2- DCI: UE.ESS2B.a CCC: Patterns 1 3 TPD: MC/ MC
A/D 2 PE: 4-ESS2-
SEP: 4. Analyzing and interpreting data DCI: UE.ESS2B.a CCC: Patterns 1 4 TPI: MC/ MC
A/D 2 PE: 4-ESS3-
SEP: 6. Constructing explanations (for science) and designing solutions (for engineering) DCI: UE.ESS3B.a 1
Heating with Solar Energy
5 MC D 1 PE: 4-PS3-
DCI: UE.PS3D.a CCC: Energy and Matter 1 6 MC C 1 PE: 4-ESS3- SEP: 8. Obtaining, evaluating, and communicating information DCI: UE.ESS3A.a 1 7 TPD: MC/ MC
D/B 2 PE: 4-PS3-
DCI: UE.PS3A.b CCC: Energy and Matter 1 8 CR See Rubric
2 PE: 4-ESS3-
SEP: 8. Obtaining, evaluating, and communicating information DCI: UE.ESS3A.a 1
Marble Experiment
9 MC D 1 PE: 4-PS3-
SEP: 6. Constructing explanations (for science) and designing solutions (for engineering) DCI: UE.PS3A.a 1 10 MC C 1 PE: 4-PS3- SEP: 6. Constructing explanations (for science) and designing solutions (for engineering) CCC: Energy and Matter
UPDATES INCLUDED - AUGUST 2021
• Student Responses with Annotations -
Session 1 Item 8 (CR)
Session 1 Item 12 (CR)
Answer Key
Session Set Sequence Item Type
Key Point Value
Alignment
Marble Experiment
11 TPD:
MC/
MC
B/C 2 PE: 4-PS3-
SEP: 1. Asking questions (for science) and defining problems (for engineering) DCI: UE.PS3B.a CCC: Energy and Matter 1 12 CR See Rubric
2 PE: 4-PS3-
SEP: 6. Constructing explanations (for science) and designing solutions (for engineering) DCI: UE.PS3C.a CCC: Energy and Matter _The primary SEP is not in the dimension associated with the primary PE. This SEP is bundled from PE 4-PS3-1._ 1
Standalone Items
13 MC B 1 PE: 4-LS1-
SEP: 6. Constructing explanations (for science) and designing solutions (for engineering) DCI: UE.LS1D.a 1 14 MC C 1 PE: 4-ESS3- DCI: UE.ESS3B.a CCC: Cause and Effect 1 15 TPD: MC/ MC
B/B 2 PE: 4-ESS2-
SEP: 4. Analyzing and interpreting data DCI: UE.ESS2B.a CCC: Patterns 2
Beavers
16 TPD:
MC/
MS
D/
A, B
2 PE: 4-ESS2-
SEP: 1. Asking questions (for science) and defining problems (for engineering) DCI: UE.ESS2E.a CCC: Systems and System Models 2 17 TPD: MC/ MC
D/C 2 PE: 4-LS1-
SEP: 7. Engaging in argument from evidence DCI: UE.LS1A.a CCC: Cause and Effect 2 18 MS A, C 1 PE: 4-LS1- DCI: UE.LS1A.a CCC: Systems and System Models 2 19 MC D 1 PE: 4-ESS2- DCI: UE.ESS2E.a CCC: Cause and Effect 2 20 ER See Rubric
6 PE: 4-ESS2-
SEP: 1. Asking questions (for science) and defining problems (for engineering) DCI: UE.ESS2E.a CCC: Cause and Effect 2 Standalone Items
21 MC C 1 PE: 4-LS1-
SEP: 7. Engaging in argument from evidence CCC: Systems and System Models
Answer Key
Session Set Sequence Item Type
Key Point Value
Alignment
Standalone Items
33 MC D 1 PE: 4-ESS2-
SEP: 3. Planning and carrying out investigations DCI: UE.ESS2A.a CCC: Cause and Effect 3 34 MC A 1 PE: 4-ESS2- SEP: 4. Analyzing and interpreting data DCI: UE.ESS2B.a CCC: Patterns 3 35 MC C 1 PE: 4-PS4- SEP: 2. Developing and using models CCC: Patterns 3 36 MC B 1 PE: 4-PS4- SEP: 2. Developing and using models DCI: UE.PS4A.b CCC: Patterns 3 37 MC C 1 PE: 4-ESS2- SEP: 1. Asking questions (for science) and defining problems (for engineering) DCI: UE.ESS2E.a CCC: Cause and Effect 3 38 MS A, E 1 PE: 4-ESS3- SEP: 8. Obtaining, evaluating, and communicating information DCI: UE.ESS3A.a 3 39 MC D 1 PE: 4-PS3- SEP: 6. Constructing explanations (for science) and designing solutions (for engineering) DCI: UE.PS3A.a CCC: Energy and Matter 3 40 MS B, E 1 PE: 4-PS4- SEP: 2. Developing and using models DCI: UE.PS4B.a CCC: Cause and Effect 3 41 TPD: MC/ MS
B/
B, C
2 PE: 4-ESS1-
SEP: 6. Constructing explanations (for science) and designing solutions (for engineering) DCI: UE.ESS1C.a CCC: Patterns
Answer Key
Item Types and Scoring:
• Multiple-choice (MC) questions with four answer options and only one correct
answer. All MC items are worth one point each.
Multiple-select (MS) questions with five answer options and more than one
correct answer. For MS items, the question identifies the number of correct
answers. All MS items are worth one point each.
• Two-part Items: require students to answer two related questions, worth a total of
two points. Two-part items may combine MC and MS item types.
o Two-part Dependent (TPD): the first part must be correct in order to earn
credit for the second part. TPDs are scored as follows:
If both parts are correct, score is 2.
If Part A is correct and Part B is incorrect or partially correct,
score is 1.
If Part A is incorrect, score is 0 regardless of Part B.
o Two-part Independent (TPI): each part is scored independently, with each
part worth one point.
• Constructed Response (CR): requires a brief response provided by the student
and will be scored using a 2-point rubric. These items may require a brief
paragraph, a few sentences, and/or completion of a chart.
• Extended Response (ER): asks students to write an in-depth response that
expresses the students’ ability to apply all three dimensions of the LSS for
Science and will be scored using a 6-point rubric.
Answer Key
Student Responses for Session 1 Item 8 (CR)
Use the information in Table 1 to answer the question.
A family wants to use a renewable source of energy for heat in the winter. The family
lives on a ranch in a windy area with very few hours of sunlight in the winter and a lot of
sunlight in the summer. Identify which energy source would work best for the family and
explain your selection.
Response 1
The energy source that would work best for the family is wind. Wind would work best for
the family because they are getting ready for winter and winter has very little sunlight
but summer has a lot of sunlight and in both seasons the wind blows.
Score: 2
This response earns a 2. It correctly identifies which energy source would work best for
the family, “Wind would work best for the family.” It also accurately explains their
selection, “winter has very little sunlight but summer has a lot of sunlight and in both
seasons the wind blows.”
Response 2
If the family wants a renewable source they should go with wind because they get a lot
of wind.
Score: 2
This response earns a 2. It correctly identifies which energy source would work best for
the family, “they should go with wind.” It also accurately explains their selection,
“because they get a lot of wind.”
Response 3
The best energy source the family will need is wind power because if they get to hot
they could use the wind power.
Score: 1
This response earns a 1. It correctly identifies which energy source would work best for
the family, “The best energy source the family will need is wind power.” It does not
accurately explain that the area is windy or does not receive enough sunlight year
round, “because if they get to hot they could use the wind power.”
Answer Key
Response 4
I think the solar energy source would work best. I think the solar energy source would
work best because is renewable like they wanted. The energy is produced when the sun
shines. The impact on the environment has large land use to the environment.
Score: 0
This response earns a 0. It does not correctly identify which energy source would work
best for the family, “I think the solar energy source would work best.” The response
does not identify the correct energy source, and therefore, does not receive credit for
the explanation to their selection.
Answer Key
Student Responses for Session 1 Item 12 (CR)
Describe the transfer of energy that occurs when the marble hits the cup. Be sure to use
evidence from the experiment in your explanation.
Response 1
At top of the ramp the marble has potential energy because gravity could pull it down
the ramp and when it started going it had kinetic energy. it was moving. when it hits the
cup the marble transfers the energy to the cup witch makes the cup move and the
marble slow down.
Score: 2
This response earns a 2. It correctly describes the transfer of energy when the marble
hits the cup, “when the marble hits the cup it transfers the energy to the cup.” The
response is also accurately supported with evidence from the experiment, “witch makes
the cup move and the marble slow down.”
Response 2
The changes of the energy when the marble hit te cup was the marble gave the cupe
energy and made he cup go out
Score: 2
This response earns a 2. It correctly describes the transfer of energy when the marble
hits the cup, “the marble gave the cupe energy.” The response is also accurately
supported with evidence from the experiment, “made he cup go out.”
Response 3
the changes of energy was when the ramp gets taller and the farther it goes down the
faster it goes and when it hits the cup it transfer energy to the cup
Score: 1
This response earns a 1. It correctly describes the transfer of energy when the marble
hits the cup, “when it hits the cup it transfer energy to the cup.” The response is not
supported with evidence from the experiment.
Answer Key
Response 4
When the marble hits the cup the speed will decrease the cup will slow down the
marble.
Score: 0
This response earns a 0. It incorrectly describes the transfer of energy when the marble
hits the cup, “the speed will decrease.” The response does not correctly describe the
transfer of energy when the marble hits the cup, and therefore, does not receive credit
for evidence from the experiment.
Answer Key
Session 2 Item 20 (ER), continued
2. Problems caused for farmers by beavers can be solved by humans:
• Humans can build levees to prevent flooding.
• Humans can relocate beavers to an area that will not be affected by the dams.
• Humans can hunt beavers so there are not too many beavers in an area.
• Humans can plant more crops so there is enough food.
NOTE: Accept any other plausible solution to the problem the student described.
Answer Key
Session 3 Item 27 (CR)
Use the information in Figure 1 and Figure 2 to answer the question.
Some dog breeds hunt rabbits by sight. The rabbits see the dogs before the dogs get
close to them. When the rabbits realize there is danger, they start running. The dogs
chase after the moving rabbits.
Explain how the location of an animal’s eyes helps the animal survive. In your response,
be sure to explain:
• how eyes facing forward help dogs easily see and follow the moving rabbits
• how eyes on the sides of their heads help rabbits see the dogs before the dogs
get close to them
Scoring Information
Score Description
Student’s response correctly explains how eyes facing forward helps dogs
easily see and follow the rabbit AND explains how eyes on the sides of their
heads help rabbits see the dogs before the dogs get close to them.
Student’s response correctly explains how eyes facing forward helps dogs
easily see and follow the rabbit OR explains how eyes on the sides of their
heads help rabbits see the dogs before the dogs get close to them.
Student’s response does not correctly explain how eyes facing forward helps
dogs easily see and follow the rabbit or explain how eyes on the sides of
their heads help rabbits see the dogs before the dogs get close to them
OR
Student’s response is blank, irrelevant, or too brief to evaluate.
Scoring Notes:
• Explanation of why dogs can see and follow the rabbits (1 point)
• Explanation of why rabbits can see the dogs before the dogs get close to the
rabbits (1 point)
