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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 1 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
Answer Key
Session Set Sequence Item Type
Key Point Value
Alignment
Marble Experiment
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
2 22 MC A 1 PE: 4-PS3- DCI: UE.PS3B.c CCC: Energy and Matter
Answer Key
Session Set Sequence Item Type
Key Point Value
Alignment
Standalone Items
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
Session 1 Item 12 (CR)
Describe the changes in energy that occur when the marble hits the cup. Be sure to use
evidence from the experiment in your explanation.
Scoring Information
Score Description
Student’s response correctly describes the changes in energy when the
marble hits the cup AND is supported with evidence from the experiment.
Student’s response correctly describes the changes in energy when the
marble hits the cup but is not supported with evidence from the experiment.
Student’s response does not correctly describe the changes in energy when
the marble hits the cup and is not supported with evidence from the
experiment.
OR
Student’s response is blank, irrelevant, or too brief to evaluate.
Scoring Notes:
• Description of changes in energy (1 point)
• Evidence from the experiment (1 point)
Examples include:
• Motion energy is transferred from the marble to the cup during the collision. The
motion energy of the cup allows the cup to move. This is shown by the cup
moving during the experiment.
• In the collision, the marble transfers motion energy to the cup. Evidence for this
transfer is that the marble slows down and the cup begins to move.
Accept other reasonable answers.
Answer Key
Session 2 Item 20 (ER)
Beavers make changes that harm farmland.
Make a claim about a problem that beavers may cause for a farmer. In your response,
be sure to:
• use evidence to support your claim
• explain at least two ways that the problem can be solved
Score Points
• The student’s score is the sum total of all the points earned (up to a maximum of
6 points) in the item.
• The student’s score is 0 if the response is blank, incorrect, or does not address
the prompt.
• 2 points maximum for a claim supported by evidence:
o Score 2 points: Reasonable claim with evidence to support the claim
OR
o Score 1 point: Reasonable claim with no evidence to support the claim
• 2 points for each solution with explanation; each solution must include an
explanation to receive a point (for a total of TWO solutions)
o Score 2 points: Each solution with explanation
OR
o Score 1 point: Each solution without explanation
Score Information
Student makes a claim about a problem a beaver can cause for the farmer and uses
evidence to support the claim; student proposes two solutions to the problem.
1. Beavers can cause problems for farmers :
• Beavers build dams that block streams. This can cause flooding of farm land
near the dam because water cannot flow downstream.
• Beavers kill crops to build dams. This removes food sources for humans.
NOTE: Accept any other plausible claim about a problem caused for farmers by beaver
activities.
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 why dogs are able to hunt by sight. In your response, be sure to explain:
• why the rabbits see the dogs before the dogs get close to the rabbits
• why the dogs can easily see and follow the moving rabbits
Scoring Information
Score Description
Student’s response correctly explains why the rabbits see the dogs before
the dogs get close to the rabbits AND explains why the dogs can easily see
and follow the moving rabbits.
Student’s response correctly explains why the rabbits see the dogs before
the dogs get close to the rabbits, but does not explain why the dogs can
easily see and follow the moving rabbits.
Student’s response does not correctly explain why the rabbits see the dogs
before the dogs get close to the rabbits or explain why the dogs can easily
see and follow the moving rabbits.
OR
Student’s response is blank, irrelevant, or too brief to evaluate.
Scoring Notes:
• Explanation of why rabbits can see the dogs before the dogs get close to the
rabbits (1 point)
• Explanation of why dogs can see and follow the rabbits (1 point)
Examples include:
• Rabbits are able to see in all directions because their eyes are on the sides of
their heads. Dogs cannot see in all directions but are able to follow the rabbits
because their eyes are on the front of their heads, which lets them see clearly in
front of them.
• Rabbits have eyes on the sides of their heads, but dogs have eyes in the front of
their heads. The locations of their eyes let rabbits see in all directions and notice
the dogs. The locations of their eyes let dogs see clearly ahead of them to follow
the rabbits.
Answer Key
Session 3 Item 27 (CR), continued
• Rabbits have a big area that they can see, so they are able to see dogs from any
direction. Dogs have a smaller area they can see, but see clearly in front of them,
so they are able to see and follow the rabbits they are chasing.
Accept other reasonable answers.
