Grade 4 Science Practice Test Answer Key€¦ · Benchmark: SC.4.1.1 Describe a testable hypothesis and an experimental procedure Answer Key: B ... Grade 4 Science Practice Test Answer

Grade 4 Science Practice Test Answer Key

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Question 1 Reporting Category: Scientific Process Benchmark: SC.4.1.1 Describe a testable hypothesis and an experimental procedure Answer Key: B Four identical glass jars are painted different colors. The jars are filled with equal volumes of water and then placed in direct sunlight for four hours. The water temperature in each jar is measured at the beginning and the end of the four hours. The results of the investigation are shown below.

Which of the following was most likely the hypothesis for this investigation? A. Glass jars hold more water than plastic jars.

This answer is not correct. It is stated that identical glass jars are filled with equal volumes of water. Therefore, the hypothesis for the investigation is not comparing whether jars made from different materials can hold different amounts of water.

B. Dark colors absorb more heat than light colors.

This answer is correct. It is stated that the four identical glass jars are all painted with different colors. It is also stated that the starting temperatures and the temperatures after four hours in direct sunlight are measured. Therefore, a hypothesis for this investigation is whether dark colors absorb more heat than light colors.

C. The amount of water in a jar affects water temperature.

This answer is not correct. It is stated that identical glass jars are filled with equal volumes of water. Therefore, the hypothesis for the investigation is not comparing how different amounts of water in a jar affect their temperature.

D. Most water evaporates in four hours.

This answer is not correct. The starting temperatures and the temperatures after four hours in the

sun are measured. The volume of water in each jar is not measured. Therefore, the hypothesis for

this investigation is not how much water evaporates from the jar after four hours.


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Simulation for Question 2

Students conduct a variety of experiments to understand how electricity flows through a circuit

to produce light.

Use the simulation to conduct your own experiments. Your results will be shown in the table.

Explanation of How to Use Simulation:

The student can choose zero, one, or two batteries from the “Number of Batteries” drop‒down menu.

The student can choose a light bulb, closed switch, buzzer, or wire from the “Circuit Components”

drop‒down menu.

The student can choose one of four mystery components from the “Mystery Components” drop‒down

menu.

After making these choices, the student presses the green “Start” button. An animation shows the

circuit’s behavior in the chosen conditions, and the output table populates with the information shown,

depending on the student’s choices.


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Number of

Batteries

Circuit

Component Mystery Component Observations

0 Light Bulb Mystery Component 1 Neither light bulb turns on

1 Light Bulb Mystery Component 1 Light bulb is dimly lit

2 Light Bulb Mystery Component 1 Light bulb is a normal brightness

0 Closed Switch Mystery Component 1 Light bulb does not turn on

1 Closed Switch Mystery Component 1 Light bulb is a normal brightness

2 Closed Switch Mystery Component 1 Light bulb is brightly lit

0 Buzzer Mystery Component 1 Neither light bulb nor buzzer turn

on

1 Buzzer Mystery Component 1 Light bulb is dimly lit; Buzzer

makes soft noise

2 Buzzer Mystery Component 1

Light bulb is a normal

brightness; Buzzer makes a

noise

0 Wire Mystery Component 1 Light bulb does not turn on

1 Wire Mystery Component 1 Light bulb is a normal brightness

2 Wire Mystery Component 1 Light bulb is brightly lit


1 Light Bulb Mystery Component 2 Both light bulbs do not turn on

2 Light Bulb Mystery Component 2 Both light bulbs do not turn on





on


on


on





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Number of

Batteries

Circuit

Component Mystery Component Observations


1 Light Bulb Mystery Component 3 Light bulb is very dimly lit



1 Closed Switch Mystery Component 3 Light bulb is dimly lit



on

1 Buzzer Mystery Component 3 Light bulb is very dimly lit;

Buzzer makes very soft noise


makes a soft noise


1 Wire Mystery Component 3 Light bulb is dimly lit



1 Light Bulb Mystery Component 4 Light bulb is a normal brightness

2 Light Bulb Mystery Component 4 Light bulb is brightly lit


1 Closed Switch Mystery Component 4 Light bulb is brightly lit

2 Closed Switch Mystery Component 4 Light bulb is very brightly lit


makes soft noise

1 Buzzer Mystery Component 4 Light bulb is a normal

brightness; Buzzer makes a

noise

2 Buzzer Mystery Component 4 Light bulb is brightly lit; Buzzer

makes a loud noise


1 Wire Mystery Component 4 Light bulb is brightly lit

2 Wire Mystery Component 4 Light bulb is very brightly lit


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Question 3 Reporting Category: Physical, Earth, and Space Science Benchmark: SC.4.6.2 Explain what is needed for electricity to flow in a circuit to create light and sound Answer Key: B

A student constructs the circuit shown.

Use the simulation to build the same circuit. Which component is in the circuit? A. Mystery Component 1

This answer is not correct. The light bulb would be dimly lit if it was Mystery Component.

B. Mystery Component 2 This answer is correct. The light bulb is not lit. This is the same result as Mystery Component 2 in the simulation.

C. Mystery Component 3 This answer is not correct. The light bulb would be very dimly lit if it was Mystery Component 3.

D. Mystery Component 4 This answer is not correct. The light bulb would be lit at an intensity of normal brightness if it

was Mystery Component 4.


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Question 4 Reporting Category: Scientific Process Benchmark: SC.4.1.1 Describe a testable hypothesis and an experimental procedure Students are studying different kinds of plants and the conditions that they grow in. They have planted four kinds of young plants.

Design and run an experiment that will show the effects of different amounts of water on these plants.

Explanation of How to Use Simulation: The student can choose Little, Medium, or A Lot from the “Amount of Water” drop‒down menu. The student can choose Shade or Direct Sun from the “Amount of Light” drop‒down menu.

After making these choices, the student presses the green “Start” button. An animation shows the

plants respond to the chosen conditions and the output table populates with the information shown,

depending on the student’s choices.


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Answer Key: 1 point: For this item the response correctly:

• selects each “Amount of Water” once for a total of three trials; AND • the “Amount of Light” kept constant for each of the three trials;

OR

• selects two different “Amount of Water” once for a total of two trials; AND • the “Amount of Light” kept constant for each of the two trials;

OR

• selects two different “Amount of Water” twice for a total of four trials; AND • the “Amount of light” kept constant for each of the four trials

Example of Student Answer:

Explanation of Correct Answer:

In order to test the plants’ reactions to different amounts of water, the student should test different

levels of water, while keeping the amount of sunlight constant. The student may test two or three levels

of water, and some students may choose to repeat the trials more than once.


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Question 5 Reporting Category: Scientific Process Benchmark: SC.4.1.1 Describe a testable hypothesis and an experimental procedure Answer Key: B A student notices that apples vary in sweetness, and he wants to determine the cause. Which of the following should be done first when developing a scientific investigation based on this observation? A. Perform an experiment.

This answer is not correct. It is important to determine what is being testing before the experiment. B. Form a hypothesis.

This answer is correct. Forming a hypothesis is a first step in this inquiry. C. Write a conclusion.

This answer is not correct. Writing a conclusion comes after experimentation and data analysis. D. Construct a graph.

This answer is not correct. Constructing a graph comes after collecting the data to be graphed.


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Question 6 Reporting Category: Scientific Process Benchmark: SC.4.1.2 Differentiate between an observation and an inference Answer Key: C

A student performed an activity with soil and water. The table below shows the kind of soil that was

added to each of two cans. After the soil was added, holes were made in the bottom of each can. Then

a total of 200 milliliters of water was added to each can. The water that dripped from each can was

collected for one minute.

Which of the following is an observation in this experiment? A. Sunlight heats water in clay faster than water in sand.

This answer is not correct. Sunlight is not part of this experimental procedure, so this statement cannot be an observation from this experiment.

B. Plants grow better in clay than in sand.

This answer is not correct. Growing plants is not part of this experimental procedure, so this statement cannot be an observation from this experiment.

C. Water flows through sand faster than through clay.

This answer is correct. An observation is information collected by the five senses. In this experiment, the student collected the amount of water that flowed through lualualei clay and sand in one minute. The student was able to see that more water flowed through the sand than through the clay in the same amount of time.

D. Insects are more active in sand than in clay.

This answer is not correct. Insects are not part of this experimental procedure, so this statement

cannot be an observation from this experiment.


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Question 7 Reporting Category: Scientific Process Benchmark: SC.4.1.2 Differentiate between an observation and an inference Answer Key: A A student makes a model of a volcano using paper and glue. The student’s teacher puts on goggles and an apron. The teacher pours baking soda and vinegar into the volcano model. For 30 seconds, a white substance bubbles and expands out of the volcano. Which observation allows the student to conclude that a chemical reaction occurred? A. A white substance bubbled and expanded.

This answer is correct. Expansion and bubbling are common pieces of evidence that a chemical reaction is occurring.

B. Something happened for 30 seconds.

This answer is not correct. The duration of the eruption provides no evidence that would allow the student to conclude that the eruption was caused by a chemical reaction.

C. The teacher wore goggles and an apron.

This answer is not correct. The safety precautions the teacher took while performing the demonstration provide no evidence that would allow the student to conclude that the eruption was caused by a chemical reaction.

D. The volcano was made from paper and glue.

This answer is not correct. The materials used to make the volcano provide no evidence that would

allow the student to conclude that the eruption was caused by a chemical reaction.


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Question 8 Reporting Category: Scientific Process Benchmark: SC.4.1.2 Differentiate between and observation and an inference Answer Key: D Using only the senses of touch and smell, a class is examining a substance. Which of the following statements is most likely to be an inference about the substance? A. The substance sticks to the fingers when touched.

This answer is not correct. This is an observation about the substance’s behavior. B. The substance has no odor.

This answer is not correct. This is an observation about the substance’s smell. C. The substance feels very soft when touched by the fingers.

This answer is not correct. This is an observation about the substance’s texture. D. The substance is powdered sugar.

This answer is correct. This is an inference about what the substance is, based on the

observations.


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Question 9 Reporting Category: Scientific Process Benchmark: SC.4.1.2 Differentiate between an observation and an inference Answer Key: B Which statement about dolphins is an observation? A. Dolphins are the smartest animals.

This answer is not correct. This is an interpretation of dolphin behavior. B. Dolphins can jump out of the water.

This answer is correct. This statement is an observation about dolphins. C. Dolphins eat too many fish.

This answer is not correct. This is an opinion about dolphins and their environment. D. Dolphins should be protected.

This answer is not correct. This is an opinion about how people should interact with dolphins.


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Question 10 Reporting Category: Scientific Process Benchmark: SC.4.2.1 Describe how the use of technology has influenced the economy, demography, and environment of Hawai‘i Answer Key: D A weather satellite can take a picture of a hurricane from space and send it to Earth in seconds. How would the people of Hawaii benefit by having a picture of a hurricane so quickly? A. The picture can change the direction of the hurricane.

This answer is not correct. A picture can provide information about the size and location of a hurricane, but it cannot change the path of a hurricane.

B. People will know how long the hurricane will last.

This answer is not correct. A picture can provide information about the size and location of a hurricane, but it cannot predict how long a hurricane will last.

C. The effect of the hurricane on the beach will be changed.

This answer is not correct. A picture can provide information about the size and location of a hurricane, but it cannot predict how a hurricane will affect a beach.

D. People can be warned about the approaching hurricane.

This answer is correct. Satellite images of hurricanes provide information about the size and

location of a hurricane. This information can be shared with the public in order for people to prepare

for a hurricane and make decisions on whether or not to move to safer areas.


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Question 11 Reporting Category: Scientific Process Benchmark: SC.4.2.1 Describe how the use of technology has influenced the economy, demography, and environment of Hawaii Answer Key: B Kilauea Volcano is located on the island of Hawai‘i. Energy from this volcano is used by a power plant to produce electricity for the island. This power plant helps the economy of Hawai‘i. It also uses a renewable resource. What type of energy from the Kilauea Volcano is used to produce electricity? A. Fossil fuel

This answer is not correct. Fossil fuels form when plant or animal remains are buried for a long time and turn to fuels. This does not happen in volcanoes.

B. Geothermal

This answer is correct. Geothermal energy uses heat within Earth to generate electricity. A large amount of heat is present at a volcano.

C. Solar

This answer is not correct. Solar energy comes from the sun. D. Wind

This answer is not correct. Wind is not produced by a volcano.


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Question 12 Reporting Category: Scientific Process Benchmark: SC.4.2.1 Describe how the use of technology has influenced the economy, demography, and environment of Hawai‘i Answer Key: A Some garbage contains materials that can be recycled. In parts of Hawai‘i, materials in garbage that cannot be recycled are separated and burned in special machines that generate electricity. When garbage is recycled or burned, less trash goes into landfills. Which statement describes a positive result of using garbage to generate electricity? A. Less habitat is destroyed to make landfills.

This answer is correct. When less space is needed for landfills, less habitat is likely to be destroyed.

B. People throw away less garbage.

This answer is not correct. The burning of garbage for energy can dispose of some garbage, but it is unlikely to impact how much garbage people produce.

C. People use less electricity in their homes.

This answer is not correct. The way electricity is produced will not necessarily change the amount of electricity people use.

D. Recycled materials are used more often.

This answer is not correct. The production of energy from garbage is not related to the use of

recycled materials.


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Question 13 Reporting Category: Life Science Benchmark: SC.4.3.2 Describe how an organism's behavior is determined by its environment Answer Key: D The ‘opihi is a snail that has a soft body under a hard shell. ‘Opihi live on rocks along the ocean shore. They are underwater during high tide and out of the water during low tide. When the ‘opihi are out of the water, they press their shells tightly against rock surfaces. Which statement explains why the ‘opihi press their shells tightly against the rocks when they are out of the water? A. Pressing against the rocks helps the ‘opihi catch food.

This answer is not correct. The ‘opihi eat when they are out of their shells and moving along the rocks.

B. Pressing against the rocks keeps the ‘opihi from getting wet.

This answer is not correct. The ‘opihi press against the rocks when they are out of the water. There is no need to protect themselves from getting wet.

C. Pressing against the rocks keeps the ‘opihi warm.

This answer is not correct. When out of the water, the ‘opihi will be in the sun. The sun will warm them.

D. Pressing against the rocks protects the ‘opihi from drying out.

This answer is correct. Pressing against rocks when not underwater protects the ‘opihi’s body from

the drying effects of the wind and sun.


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Question 14 Reporting Category: Life Science Benchmark: SC.4.3.2 Describe how an organism's behavior is determined by its environment Answer Key: C Deserts receive very little rainfall each year. The air is very dry and daytime temperatures can reach 120 °F. Which behavior would help an organism survive in a desert environment? A. Building nests in open areas

This answer is not correct. Building a nest in an open area would not protect the organism from heat and would provide less protection against predator attacks.

B. Drinking less water than necessary

This answer is not correct. Organisms need to drink water in order to stay hydrated in a dry desert environment. Drinking less would be harmful to the organism.

C. Searching for food during the night

This answer is correct. Being active at night when temperatures are lower is a behavioral adaptation seen in many desert organisms. This helps the organism avoid getting overheated during the day.

D. Traveling long distances during the day

This answer is not correct. Traveling long distances could use up energy and water and would not

protect the organisms from heat.


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Question 15 Reporting Category: Life Science Benchmark: SC.4.3.2 Describe how an organism’s behavior is determined by its environment Answer Key: C The ‘ina ‘ula is a sea urchin that lives on rocks in the tide pools in Hawai‘i. Strong waves wash over the rocks during parts of the day. The ‘ina ‘ula uses its teeth and spines to dig holes in the rocks. It spends most of its time in these holes. Which statement best explains why the ‘ina ‘ula digs holes in rocks? A. To find a mate

This answer is not correct. Mates are not found inside the holes in the rocks. B. To keep dry

This answer is not correct. The sea urchin is adapted to living in sea water and does not need to keep dry.

C. To protect itself

This answer is correct. Spending time in the rock holes protects the sea urchin from the strong waves that pelt the rocks.

D. To stay warm

This answer is not correct. The sea urchin is not warm-blooded and does not need to maintain a

particular body temperature.


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Question 16 Reporting Category: Life Science Benchmark: SC.4.5.1 Compare fossils and living things Answer Key: C

The picture below shows a fossil of a body section.

Which of the following is most similar to the body section shown above?

A.

This answer is not correct. The fossil shows the bones of a wing and this is a picture of a single bone from a joint. The structures are not similar.

B.

This answer is not correct. The fossil shows the bones of a wing and this is a picture of the bones

from part of a backbone. The structures are not similar.


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C.

This answer is correct. The fossil shows the bones of a wing, which is a limb structure. The bones of a hand are also from a limb structure. These two structures are similar to one another.

D.

This answer is not correct. The fossil shows the bones of a wing and this is a picture of the bones of

a skull. The structures are not similar.


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Question 17 Reporting Category: Life Science Benchmark: SC.4.5.1: Compare fossils and living things Answer Key: C Answer Key (Part II): B; H Part A While digging in a desert, scientists find a trilobite fossil. The fossil is shown.

Which type of the environment did the desert area used to be?

A. Desert

This answer is not correct. Trilobites lived in the ocean. Discovery of their fossils would

indicate a previous ocean environment, not a desert environment.

B. Forest

This answer is not correct. Trilobites lived in the ocean. Discovery of their fossils would

indicate a previous ocean environment, not a forest environment.

C. Ocean

This answer is correct. Trilobites lived in the ocean. Their fossils would indicate a

previous ocean environment.

D. River

This answer is not correct. Trilobites lived in the ocean. Their fossils would indicate a previous ocean environment, not a river environment.


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Part B

Select two fossils that would provide supporting evidence for this past environment if found in the desert.

A.

This answer is not correct. Birds are land organisms and the discovery of a bird fossil would indicate a past forest environment, not an ocean environment.

B.

This answer is correct. Coral is a marine organism and the discovery of a coral fossil would indicate a previous ocean environment.

C.

This answer is not correct. This type of dinosaur was a land organism and the discovery of this dinosaur fossil would indicate a past desert or forest environment, not an ocean environment.


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D.

This answer is not correct. Frogs typically live in shallow, freshwater environments such as lakes, rivers, and swamps. The discovery of a frog fossil would indicate a past river environment, not an ocean environment.

E.

This answer is not correct. Leaves fall from trees on land and the discovery of a leaf fossil would indicate a past forest environment, not an ocean environment.

F.

This answer is not correct. This lizard is a land organism and the discovery of this lizard fossil would indicate a past forest or desert environment, not an ocean environment.

G.

This answer is not correct. A mastodon was a land organism and the discovery of a mastodon fossil would indicate a past forest environment, not an ocean environment.


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H.

This answer is correct. A shark is a marine organism and the discovery of a fossil of part of a

shark would indicate a past ocean environment.


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Question 18

Reporting Category: Life Science

Benchmark: SC.4.5.3 Describe how different organisms need specific environmental conditions to survive

Answer Key: B

The table below describes some characteristics of adult bullfrogs.

Some Characteristics of

Adult Bullfrogs

Characteristic Bullfrog

Skin Moist, thin skin

Eggs

Jelly-coated eggs that

dry out quickly when

exposed to air

Mating behavior Males produce

loud croaking sounds

Breathing

Bring in oxygen

through the skin

and lungs

Food Insects, crayfish,

small minnows

Which statement explains why bullfrogs need to live near water?

A. Bullfrogs get oxygen from water.

This answer is not correct. Bullfrogs get oxygen from air that they breathe into their lungs. B. Bullfrogs lay their eggs in water.

This answer is correct. Bullfrogs and all amphibians lay their jelly-coated eggs in a water environment so that they will not dry out.

C. Bullfrogs only eat organisms that live in water.

This answer is not correct. Bullfrogs eat land organisms as well as water organisms. D. Bullfrogs use water to make croaking sounds.

This answer is not correct. Bullfrogs use throat structures and air to produce their croaking sounds.


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Question 19


Benchmark: SC.4.5.3 Describe how different organisms need specific environmental

conditions to survive

Answer Key: B

Certain pine trees store their seeds in tightly closed pine cones. Very high temperatures make

these pine cones burst open and release many seeds.

Which event would cause many pine cones to open?

A. A heavy rain

This answer is not correct. Heavy rain may help seeds germinate, but it will not cause the

pine cones to burst open.

B. A natural wildfire

This answer is correct. A forest fire would expose the pine cones to the high heat required

to trigger it to burst open.

C. An increase in nutrients

This answer is not correct. An increase in nutrients could help new plants grow, but it will

not cause the pine cones to burst open.

D. A strong wind

This answer is not correct. A strong wind could spread seeds once they are released, but it

will not cause the pine cones to burst open.


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Question 20


Benchmark: SC.4.5.3 Describe how different organisms need specific environmental

conditions to survive

Answer Key: B

This picture shows two moths that belong to the same species. These moths live in forests and

are often hunted by birds.

Which type of environment would help both moths survive?

A. Trees with dark bark

This answer is not correct. Without trees with light bark or light-colored moss to provide

camouflage, the lighter form of the moth would be more easily hunted by the birds.

B. Trees with dark bark and some light-colored moss

This answer is correct. The dark bark provides camouflage to the darker form of the moth,

and the presence of light-colored moss provides camouflage to the lighter form of the moth.

This environment enhances the chances of survival of both types of moth against predation

by birds.

C. Trees with light bark

This answer is not correct. Without dark bark to provide camouflage, the darker form of the

moth would be more easily hunted by birds.

D. Trees with light bark and some light-colored moss

This answer is not correct. The darker moths would be more visible to predators on trees with light-colored bark and moss.


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Question 21

Reporting Category: Physical, Earth, and Space Science

Benchmark: SC.4.6.2 Explain what is needed for electricity to flow in a circuit to create light and sound Answer Key: C

A circuit is shown.

What will happen if a wire is disconnected?

A. Electricity will continue to flow.

This answer is not correct. Disconnecting a wire prevents electricity from flowing.

B. The battery will run out of energy.

This answer is not correct. Disconnecting a wire will not drain the battery's power.

Without a wire, the battery is not able to supply power to the bulb and bell.

C. The bell will be unable to ring.

This answer is correct. The wire moves the electricity throughout the circuit. If a wire is

disconnected, electricity cannot reach the bulb or bell.

D. The bulb will stay lit.

This answer is not correct. Disconnecting a wire will stop electricity from reaching the

bulb. The bulb will not stay lit without electricity.


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Question 22


Benchmark: SC.4.6.2 Explain what is needed for electricity to flow in a circuit to create light

and sound

Answer Key: B

A student has the four objects shown.

Which three objects are needed to make a circuit that will light the light bulb?

A. Battery, light bulb, and switch

This answer is not correct. The student will need wires to connect the light bulb and battery.

B. Light bulb, wires, and battery

This answer is correct. The battery powers the light bulb and these two objects are

electrically connected by the wires.

C. Switch, battery, and wires

This answer is not correct. The student will need a light bulb to create a circuit that lights

the bulb.

D. Wires, light bulb, and switch

This answer is not correct. The student will need a battery to provide electricity to the bulb.


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Question 23


Benchmark: SC.4.8.1 Describe how slow processes sometimes shape and reshape the

surface of the Earth

Answer Key: B

The rocks in the picture below are as large as a house and were under Earth’s surface for

many thousands of years.

Which of the following is most responsible for revealing these rocks on Earth’s surface today?

A. Falling volcanic ash

This answer is not correct. Falling volcanic ash would conceal the rocks, not expose them.

B. Moving wind and water

This answer is correct. Moving wind and water can cause erosion. Over time, this erosion

can remove enough soil that objects, such as large rocks and plant roots, become exposed

on Earth’s surface.

C. Varying cloud conditions

This answer is not correct. Cloud conditions do not contribute to erosion. Rain, which is

produced by clouds, does this.

D. Growing plants and animals

This answer is not correct. Animals can cause minor erosion, but not enough to expose

rocks of this size. Moving wind and water erode more material than animals and plants.


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Question 24


Benchmark: SC.4.8.1 Describe how slow processes sometimes shape and reshape the

surface of the Earth

Answer Key: A

Which of the following most likely takes the longest time?

A. A mountaintop moving upward because of plate movement

This answer is correct. The pace of plate movements is very slow. Plates can only move

a few centimeters a year.

B. Water moving small rocks down a river over a waterfall

This answer is not correct. It may take minutes for this to happen, which is faster than plate

movement.

C. Wind blowing dirt from a river bank into a river

This answer is not correct. Wind erosion happens over shorter timescales than plate

movements.

D. An earthquake causing a large rock to fall off the side of a mountain

This answer is not correct. An earthquake is an instantaneous Earth process. It happens very fast.


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Question 25


Benchmark: SC.4.8.2 Describe how fast processes (e.g., volcanoes, earthquakes) sometimes

shape and reshape the surface of the Earth

Answer Key: B

A student drew the graphic organizer below for an assignment on natural events.

Which of the following best completes the graphic organizer?

A. Glaciers

This answer is not correct. Glaciers are huge rivers or sheets of ice. Ash, steam, and lava

are too hot to be characteristics of glaciers.

B. Volcanoes

This answer is correct. Volcanoes happen when lava, ash, and steam escape from an

opening in Earth’s crust. Some volcanoes form islands.

C. Hurricanes

This answer is not correct. Hurricanes are storms with high winds and rain.

D. Earthquakes

This answer is not correct. Lava and ash are not characteristics of earthquakes.


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Question 26



shape and reshape the surface of the Earth

Answer Key: C

An area received constant, heavy rain for one week.

How could the land surface change quickly as a result of this rain?

A. Earthquakes would cause cracks in the surface of the land.

This answer is not correct. Earthquakes are an example of a geologic event that happens

quickly, but earthquakes are not the result of rainfall.

B. Jagged mountains would become smooth hills.

This answer is not correct. Rain contributes to jagged mountains becoming smooth hills,

but this is a slow process.

C. Mud and soil would slide downward on steep hillsides.

This answer is correct. Landslides and mudslides often are triggered by heavy rainfall that

loosens steep slopes.

D. Sharp rocks in a stream would become smooth and round.

This answer is not correct. Rain can contribute to faster-flowing streams that lead to the

weathering of rocks. However, this is a slow process.


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Question 27



shape and reshape the surface of the Earth).

A list of natural events is shown.

Click and drag the natural events to classify each natural event as either a fast or slow process that could shape and reshape Earth’s surface.


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Answer Key:

Example of Student Answer:

Documents

Grade 4 Science Practice Test Answer Key€¦ · Benchmark: SC.4.1.1 Describe a testable hypothesis and an experimental procedure Answer Key: B ... Grade 4 Science Practice Test Answer