WorksheetsTN 5th grade Science Review Day 1
Total questions: 12
Worksheet time: 16mins
Based on the features shown, which of these is the best conclusion the
scientists can make?
The animal lived in water.
The animal blended in well with its environment.
The animal had many offspring each year.
The animal migrated long distances to find food.
Which statement correctly compares the Milky Way to another galaxy in
the Local Group?
The Milky Way galaxy is larger than galaxy M31.
The Milky Way galaxy is the same shape as the Pegasus Dwarf galaxy.
The Milky Way galaxy is a different shape than galaxy M32.
The Milky Way galaxy is smaller than the Triangulum galaxy.
A glass of ice water is placed on a table inside a room that is at room
temperature. The ice inside the glass melts. The diagram represents the
changes observed.
Which piece of evidence supports the conservation of matter during the
changes shown in the diagram?
The combined mass of the glass and its contents is the same before and after
the ice melts.
The combined mass of the glass and its contents is less after the ice melts.
The contents of the glass are wet before and after the ice melts.
The contents of the glass are colorless before and after the ice melts.
Organisms have different types of behaviors. Some of these behaviors are
natural responses called instincts. Other behaviors are learned through
the use of an organism’s senses through interactions with the
environment.
Which three behaviors are examples of instincts?
birds returning to a bird feeder for food
monkeys using tools
ants living in a colony
sea turtles swimming
geese flying in a group
Which of these best describes the positions of the sun, the moon, and
Earth during a solar eclipse?
The sun, the moon, and Earth are in a straight line, and the moon is between
the sun and Earth.
The sun, the moon, and Earth are in a straight line, and the sun is between
the moon and Earth.
The sun and Earth are in a straight line. The moon is not in a line but is at an
angle between Earth and the sun.
The sun and Earth are in a straight line. The moon is not in a line but is at an
angle on the side of Earth away from the sun.
A young horse is called a foal. Five foals are born on a farm. All the foals
have different parents. The data table shows the color of the coat of each
foal.
Which three foals most likely had parents with black coats?
1
2
3
4
5
A student’s data table is shown. The table lists the distance of four stars
from Earth. The four stars are of similar mass and are in the same life
cycle stage. Each distance in the table is given in light-years. A light-year
contains millions of kilometers.
When the student observes the night sky, which two stars will appear the
brightest?
1 and 3
2 and 3
3 and 4
2 and 4
The model represents the sun-Earth-moon system. The numbers
represent four positions of the moon in its orbit around Earth.
Which number represents the location of the moon when it is in the new
moon phase?
1
2
3
4
Five students were talking about how long it takes to get to school. They all lived on the
same street close enough to school that they could not ride the bus. They met at the
end of their street each morning and at the same place outside of school in the
afternoon. The students used their own timers to record how long it took each of them
to get to school and back home during one day.
Which question can best be answered using the data collected from the
investigation?
Do students with less mass move faster?
Does having more wheels make you faster?
Does it take longer to get to school than to get home?
Which student takes the least time to travel a mile?
Five students were talking about how long it takes to get to school. They all lived on the
same street close enough to school that they could not ride the bus. They met at the
end of their street each morning and at the same place outside of school in the
afternoon. The students used their own timers to record how long it took each of them
to get to school and back home during one day.
What should the students do to produce more precise data regarding the
speeds of the methods used?
Conduct the study for three more days.
Take a different route home in the evening.
Switch the method used to get to school in the afternoon.
Use a different timer in the afternoon than in the morning.
Five students were talking about how long it takes to get to school. They all lived on the
same street close enough to school that they could not ride the bus. They met at the
end of their street each morning and at the same place outside of school in the
afternoon. The students used their own timers to record how long it took each of them
to get to school and back home during one day.
Student 3 and Student 4 noticed that they had the same average time.
The students want to do a second investigation to find out who is faster.
How can the students best determine who is faster during the second
investigation?
The students should switch methods. Student 3 should use the skateboard,
and Student 4 should use roller skates.
Both students should use the same method they used for the first
investigation. Student 3 should use roller skates, and Student 4 should use
the skateboard.
The students should take turns using the same method. Student 3 should use
the skateboard first and then Student 4 should use the skateboard.
The students should do only half of the investigation. Student 3 should be
timed going to school, and Student 4 should be timed on the way back.
Five students were talking about how long it takes to get to school. They all lived on the
same street close enough to school that they could not ride the bus. They met at the
end of their street each morning and at the same place outside of school in the
afternoon. The students used their own timers to record how long it took each of them
to get to school and back home during one day.
For the second investigation, Student 2 decided to use a bike instead of a
kick scooter. She was able to obtain an average time of 4 minutes. Which
statement correctly describes the difference between Student 1’s first
investigation and Student 2’s second investigation?
Student 2 created a larger unbalanced force than Student 1, resulting in a
slower speed and longer time.
Student 2 created a larger unbalanced force than Student 1, resulting in a
faster speed and shorter time.
Student 2 created a smaller unbalanced force than Student 1, resulting in a
slower speed and longer time.
Student 2 created a smaller unbalanced force than Student 1, resulting in a
faster speed and shorter time.
