WorksheetsScience End of Year Review
Total questions: 102
Worksheet time: 52mins
Students observe how light interacts with different materials and record what they see in a data table.
Which material would be entered into the empty box on the data table?
Cardboard
Glass
Metal
Cloth
Jonathan wants to build a doghouse for his new puppy. His puppy will be living in the backyard. He uses a flashlight to test the following materials: frosted plastic, wood, and glass. He wants to make sure the material he uses will keep his puppy shaded and cool during the day. Below are his observations from his flashlight test.
Which of the following materials should be used to keep his puppy as cool as possible during the day?
He should use glass because it allows all light to come in, therefore, there will be no blocked light, so it will remain cool in the doghouse.
He should use frosted plastic so there is some light that can come in to keep the doghouse cool, but not too cold.
He should use a combination of all three materials to allow different amounts of light in to keep the doghouse cool.
He should use wood because it blocks all light from coming in, and this will keep the doghouse cool.
Students used flashlights on different materials and recorded their results. Which material demonstrated a reflection of light?
The diagram shows the ways light travels or behaves when shone into water.
Which beam of light is the result of refraction?
Beam A
Beam B
Beam C
Beam D
A card with writing on it is viewed through a jar with water in it. Part of the writing on the card appears to be changed.
The change in the appearance of the writing is the result of which of the following?
Not all of the light that strikes the writing is reflected.
Light rays passing through the water are bent.
Light rays are absorbed by the glass of the jar.
Light is not able to bounce off of the jar.
Ginny and Marshall are using a rubber band, 2 markers, and a box to learn about pitch. First, they stretch a rubber band around a box. Next, they place markers under the rubber band. They can move these markers to make the section of the rubber band that’s being plucked shorter and longer.
Marshall makes a sound by placing the markers as seen in the picture below. He plucks the rubber band with his finger.
Ginny wants to make a higher pitch sound than the one that Marshall made. Which picture shows how she should place the markers so that when she plucks the rubber band, it will result in a higher pitch?
Ethan is investigating how to produce a sound. He taps a metal fork with a metal spoon. What will most likely happen?
The fork vibrates and makes a sound.
The fork does not vibrate or make a sound.
The fork vibrates but does not make a sound.
The fork does not vibrate but does make a sound.
Four students investigated sound in the classroom. A visual of the four vibrations are documented.
Student 1
Student 2
Student 3
Student 4
Fourth grade students all created different ways to investigate sound.
Group 1
Wrapped rubber bands around a shoe box.
Group 2
Hang a ruler off the edge of a desk.
Which of the following will both groups encounter when producing sound?
Only group 1 will hear sound because rubber bands are used to create vibrations when pulled on.
Both groups will move an object that will create a response with a sound and vibrating objects.
Only group 2 will hear sound because the ruler will vibrate and create a sound.
Both groups will hear a sound, but only group 1 will observe vibrations.
Adam is playing outside. He wants his brother to come outside and play with him. Adam bangs on his drum to signal his brother inside the house. What did Adam’s device use to communicate information?
Wind
Heat
Light
Sound
The following students made devices to communicate with friends across the room.
Student 1
Uses paper to make a megaphone
Student 2
Uses cups and strings to make a telephone
Student 3
Uses metal cans to build a drum
What is similar about how all three of these devices will be used to communicate?
Only students 1 and 2 created a device to communicate with sound.
They are all created in order to speak to one person to another.
They will all produce vibrations, which will result in a sound.
They are all created in order to communicate with light.
Three students wanted to investigate sound and vibrations with the same materials. One student flicked a string every 10 seconds, one student flicked a string every 5 seconds, and another student flicked a string every 2 seconds. What will the students observe?
Speed does not impact vibrations or sound.
The string was the highest pitched sound when vibrating the fastest.
The string was the highest pitched sound when vibrating the slowest.
All three sounds will sound the same, but the vibrations will speed up when flicked more.
A student is creating a model of the Earth and the Sun to explain why the length of day and night change throughout the year. What would be the most important feature to add to the model and why?
The Earth should make a perfect circle around the Sun so the Sun’s light hits all surfaces equally.
The Earth should make an elliptical orbit around the Sun so that the Sun is at different distances throughout the year.
The Earth should be tilted on its axis as it goes around the Sun so that the amount of light hitting the Earth varies depending on the tilt.
The Earth should be placed upright on its axis as it goes around the Sun so that it shows the Earth slowing its rotation.
Which explanation is supported by this model?
The Earth has the same exact hours of day and night. It is summer.
The Southern Hemisphere has shorter days and longer nights. It is winter.
The Southern Hemisphere has longer days and shorter nights. It is summer.
The Northern Hemisphere has longer days and shorter nights. It is winter.
A student creates a model of the Earth and Sun to show how night and day change throughout the year. The student takes a globe and a large yellow ball. The student picks up the globe and walks around the large yellow ball while spinning to show night and day. What should the student also include in their model demonstration?
The student needs to also show how the Earth tilts to explain that night is when the Earth is tilted away from the Sun and day is when the Earth is tilted towards the Sun.
The student needs to also show how the Earth tilts to explain different lengths of sunlight and darkness the Earth will receive.
The student will spin fast one day and slow the next day to show how different days have different lengths of sunshine.
The student will spin faster at the east side of the Sun to show more sunlight when the Earth spins faster.
Why don’t all parts of the Earth have day and night at the same time?
Earth revolves around the Sun on an axis, and it is day only.
The Sun revolves around Earth, and it can only shine on half of Earth at one time.
Earth rotates on its axis, and only the part of Earth facing the Sun experiences day.
The moon revolves around Earth, and blocks the Sun from certain parts of Earth at different times.
Which of the following conclusions can be drawn from the model?
Mexico would not receive any daylight on the day this model shows.
The Equator would not receive any daylight on the day this model shows.
The Arctic Circle would not receive any daylight on the day this model shows.
The Antarctic Circle would not receive any daylight on the day this model shows.
How can a student develop a model to show why the length of daytime is different in the months?
The student can take two balls to represent the Earth and Sun. The student can show that the Earth is tilted towards the sun most in June and tilted away from the sun most in December.
The student can take two balls to represent the Earth and Sun. The student can show that the Earth is tilted towards the sun most in December and tilted away from the sun most in June.
The student can take two balls to represent the Earth and Sun. The student can show that the Earth spins faster in June and spins slower in December.
The student can take two balls to represent the Earth and Sun. The student can show that the Earth spins slower in June and spins faster in December.
Which is NOT an improvement that could be made to this model?
The two crescent phases should be illuminated on different sides
The shape of the gibbous phases should be changed
The two quarter phases should be illuminated on different sides
The locations of the full moon and new moon should be reversed
What does the model below correctly show about the phases of the moon?
It shows how each phase appears when viewed from earth
It shows that the moon is actually always half illuminated in every phase
It shows the reason that the moon is visible during the day and during the night
It shows that the cycle of moon phases takes exactly one day
Which students model is correct?
Marcus
Asia
Tamika
Damon
When the Moon is in the position shown, how would the Moon look to an observer on the North Pole?
View A
View B
View C
View D
Which of the following revisions should the student make to the model?
The student should remove the Earth since the Earth has no relationship with the phases of the moon.
The student needs to change the order of the arrows because the cycle goes in the opposite order.
The student needs to add a Sun to the model to show how the moon illuminates from the rays from the sun.
The student should swap the locations of the full moon and new moon to show how the quickly moon phases change.
A student created the model to show the phases of the moon. What should the student do to correctly show the phases of the moon?
Students should reorder the information by starting at the full moon for the beginning of the month and ending at the new moon at the end of the month.
Students should reorganize the information to show the phases in a circular flow chart to show that the patterns continue.
Students should include the Sun as step 9 on the chart to show that the Sun has an impact on the phases of the moon.
Students should reorganize the information to show the phases in chronological order from top to bottom.
Which argument regarding the earth’s tilt, the earth’s orbit, and the seasons on Earth is correct?
The Earth’s orbit and the Earth’s tilt cause the seasons on Earth.
The Earth’s orbit and the seasons on Earth cause the Earth’s tilt.
The Earth’s tilt and the seasons on Earth cause the Earth’s orbit.
The Earth’s tilt, the seasons on Earth, and the Earth’s orbit are not related.
A student wrote the argument below to explain why we experience different seasons on Earth:
We experience seasons on Earth because the Earth is tilted on its axis. The Hemisphere experiencing summer is tilted toward the sun and receives more direct sunlight. The Hemisphere experiencing winter is tilted away from the sun and receives more indirect sunlight.
Which of the following is a way that the student’s argument can be improved?
The student should not say that direct and indirect sunlight cause the seasons.
The student should not say that the tilt of the Earth causes the seasons.
The student should add the Earth’s orbit around the sun to the argument.
The student should add the Earth’s distance from the sun to the argument.
A student observes and documents the average length of daytime from sunrise to sunset for six months of the year in Atlanta, Georgia.
Which of the following explanations BEST explains the difference in the data between the months?
Days are longer and nights are shorter in summer. Days are shorter and nights are longer in winter. The change in the length of days and nights is caused by the Earth’s tilt and seasons.
Days are shorter and nights are longer in summer. Days are shorter and nights are shorter in winter. The change in the length of days and nights is caused by the Earth’s tilt and seasons.
Days are longer and nights are shorter in summer. Days are shorter and nights are longer in winter. The change in the length of days and nights is caused by the speed of Earth’s rotation.
Days are shorter and nights are longer in summer. Days are shorter and nights are shorter in winter. The change in the length of days and nights is caused by the speed of Earth’s rotation.
. A student wonders why it is colder in the winter than in the summer. Which of the following explanations BEST explains these temperature differences?
There are less daylight hours and there are less direct rays from the sun.
There are less daylight hours and there are more direct rays from the sun.
There are more daylight hours and there are less direct rays from the sun.
There are more daylight hours and there are more direct rays from the sun.
Students are given the following image to try to figure out which season is represented in the images and provide evidence for their explanation.
Which of the following explanations BEST describes the seasons shown?
Image D represents winter months because there are direct rays of sunlight.
Image A represents summer months because there are direct rays of sunlight.
Image D represents winter months because the Earth is tilted towards the sun.
Image A represents summer months because the Earth is tilted away from the sun.
Noah made the following model to explain why Georgia receives a shorter amount of daylight in the winter compared to the summer
Which of the following do you agree with about Noah’s model?
Noah’s model shows the proper tilt of the earth for winter in Georgia and gives the correct reason for shorter days in winter
Noah’s model shows the proper tilt of the earth for winter in Georgia but gives an incorrect reason for shorter days in winter
Noah’s model shows the wrong tilt of the earth for winter in Georgia but gives a correct reason for shorter days in winter
Noah’s model shows the wrong tilt of the earth for winter in Georgia and gives an incorrect reason for shorter days in winter
Waning means to _______.
get smaller
get larger
Waxing means to _______.
get smaller
get larger
Use the information from the model to answer the following question. Which of the following is a strength of the solar system model?
the model attempts to show the composition of the planets
the model attempts to show the distance between the planets to scale
the model attempts to show the size of the planets
the model attempts to show the differences in how the planets look
Use the information and model to answer the following questions. A student uses the following model of the solar system. Which is a limitation and an advantage of the model?
An advantage of the model is that it shows relative size. A limitation is that the model does not show the distance between the planets correctly.
An advantage of the model is that it shows the composition of the planets. A limitation is that it doesn't show the order of the planets.
An advantage of the model is that it shows how the planets orbit around the sun. A limitation is that it does not show the composition of the planets.
An advantage of the model is that it shows the distance between the planets correctly. A limitation of the model is that it does not show relative size.
3. A group of astronomers is studying objects that are very distant from our solar system. They are trying to decide if a new device is useful for their research. Which question would most help them decide if the device is useful for their research?
Is the device larger than other devices?
Will the device use more electricity than other devices?
Does this device take longer to build than other devices?
Can the device gather data from further distances than other devices?
The United States has landed a device on Mars. Using this device, which question can now be answered that could not be answered before?
What is the shape and color of Mars?
How many moons does Mars have?
What is the soil like on Mars?
How far away is Mars?
Would you predict that Rigel or Betelgeuse would appear brighter from earth?
Rigel because it is larger and closer to Earth
Betelgeuse because it is larger and closer to Earth
Rigel because blue supergiants appear brighter than red supergiants
Betelgeuse because red supergiants appear brighter than blue supergiant
If both Rigel or VY Canis Majoris could be seen in the night sky, which would you predict would appear brighter from Earth?
Rigel because it is closer.
VY Canis Majoris because it is larger.
Both stars would be equally bright because one star is much closer but the other is much larger.
There is not enough information to decide because one star is much closer but the other is much larger.
Which of the following explanations would BEST describe the brightness of these stars if someone from Earth was looking at them?
Image A would appear brighter because it is closer to the Earth than Image B.
Image B would appear brighter because it is closer to the Earth than Image A.
Image B would appear brighter because it is larger than Image A.
Image A would appear brighter because it is a sun.
Which of the following explanations correctly compares planets and stars?
Stars orbit around planets
Stars are larger than plants
Stars can be seen in the sky at night and planets cannot
Planets are made of gas and plasma; Stars are made of gas or rock
A student constructs the following explanation to compare planets and stars:
Stars are much larger than planets, and they also have have gas in their
composition, which planets do not. Nearby planets can sometimes be seen in the
night sky, but stars can be very far away and still seen in the night sky because
they emit light. Finally, planets orbit around stars.
Which of the following changes would improve the student’s explanation the
most?
Planets cannot be seen in the night sky, but stars can.
Some stars are larger than planets, but not all of them.
Planets and stars move in a revolving pattern around each other.
Some planets also have gas in their composition, but not all planets.
The teacher observes the notes and asks the student to give Label A and Label B the correct headings. Which of the following would the student fill in and why?
Label A is a star because stars constantly twinkle since they always give off light. Label B is a planet because planets are either made out of gases or rocks.
Label A is a star because stars constantly twinkle since they always give off light. Label B is a planet because planets do not give off their own light.
Label A is a planet because it is made out of hot helium. Label B is a run because all suns are made out of hot rocks.
Label A is a planet because it gives off light. Label B is a star because all stars reflect light and twinkle in the night.
A student is completing research about how stars are different from planets. Which of the following descriptions could the student conclude from the research?
Stars are evenly spread out in the sky because of their orbits.
Stars are made out of gases and give off a light.
Stars orbit around planets that they are close to.
Stars each have one moon that orbits around it.
Models of our solar system have a __________ability to show the actual size, distance, and composition of the objects in our solar system.
great
limited
perfect
close
Models cannot show the ___________ of the Sun and planets
orbit
color
composition
brightness
While models of the solar system are very helpful in visualizing the arrangement of the Sun and planets, models are limited by the actual sizes and _________involved.
orbit
limited
color
distances
Stars are balls of gas that give off their own _______.
light
planet
orbit
composition
Stars ______ because tiny movements in the atmosphere refract (bend) the points of light every millisecond.
revolve
orbit
twinkle
rotate
Planets are much closer to us and are orbiting the ______ at different speeds. Planets appear to move across the
rocky planets
gas giants
other planets
Sun
A device that people use to observe distant objects with their eyes.
Star
Solar System
Telescope
Planet
A huge, burning sphere of gasses; for example, the sun.
star
moon
Earth
orbit
Differences in the brightness of stars are limited to _____ and ______ not age or stage.
size, color
color, distance
distance, size
orbit, color
What is a producer?
organism that cannot make their own food so they eat other organisms
organism that makes their own food
organism that break down dead organisms
What is a decomposer?
an organism that breaks down dead organisms for energy
an organism that makes its own food
an organism that eats other organisms
What is a consumer?
an organism that breaks down dead organisms
an organism that makes its own energy and food
an organism that eats other organisms for energy
What is a food web?
a model that contains many food chains
a model that contains one food chain
a model that shows where the sun gets its energy
a model that shows how decomposers break down organisms
What is the source of all energy?
water
food
decomposers
sun
If there is a change in the environment, the organism will either die or have to leave
true or false
true
false
What do the arrows in a food web show?
who is the most powerful
the next organism that uses the energy
the prey
the sun
A push or pull that causes an object. to move
Force
Gravity
Friction
Lubricant
not equal in strength. When the forces exerted on opposite sides of an object are ____ the object's motion changes
balanced
unbalanced
contact
direction
when 2 equal forces act in opposite directions the result is that forms are equal and there is no change.
friction
balanced forces
unbalanced forces
force
Gravity pulls things...
Down to the ground
Down toward the center of the earth
To your feet
To the grass
Pulley
Inclined plane
Lever
Screw
Wheel and axle
Wedge
Wheel and axle
Screw
Pulley
Lever
Pulley
Lever
Wedge
Screw
Inclined plane
Wheel and axle
Inclined plane
Pulley
Wedge
Lever
Wedge
Screw
Lever
Inclined Plane
Pulley
Types of simple machines
Wheel, lever, pulley and inclined earth
Chair, lever, pulley
Wheel, arrow and inclined circule
Wheel and axle, lever, pulley, inclined plane, wedge and screw
Which of the following is not an example of wheel and axle?
What is this simple machine?
gear
pulley
lever
wedge
When liquid water is turned into a gas called water vapor, caused by the sun, it is called...
evaporation
condensation
precipitation
run-off
Which process forms clouds, dew, and fog?
evaporation
condensation
precipitation
run-off
What is run-off?
When liquid water turns into a gas called water vapor.
When water vapor cools off and condenses to form clouds.
When water falls from the sky in the form of rain, sleet, snow, or hail.
When water is not absorbed into the ground and flows back to a larger body of water.
By which process do clouds form?
evaporation
condensation
precipitation
run0off
Look at the picture. What process is happening in Y?
evaporation
condensation
precipitation
run-off
Look at the picture. What process is happening in W?
evaporation
condensation
precipitation
run-off
Look at the picture. What process is happening in Z?
evaporation
condensation
precipitation
run-off
Look at the picture. What process is happening in X?
evaporation
condensation
precipitation
run-off
A ___________________ studies weather and predicts upcoming changes in the weather.
meteorologist
astronaut
A severe thunderstorm with a possible tornado is approaching your town. The mayor needs to decide whether the citizens need to take shelter. Which weather instrument will aid the mayor in making this decision?
Anemometer
Wind Vane
Barometer
Rain Gauge
The news is explaining how the temperature outside will be 90°F this week. Which instrument can students use to confirm the temperature and why?
Anemometer to measure the direction of the wind bringing in the air temperatures.
Thermometer to measure the temperature and measures wind speeds outside.
Anemometer to measure outside air temperature It measures air pressure.
Thermometer to measure the air temperature outside.
Students heard over the weekend that a hurricane is approaching. Students want to measure the wind speeds to determine the category of the hurricane. Which instrument can the students use to measure the wind of the hurricane?
Anemometer to show the wind speed.
Wind vane to show the wind speed.
Rain gauge to measure the wind.
Rain gauge to measure the wind and rain values.
Students are using weather instruments to predict if we are going to have a snow day due to a snow storm. Which instruments might be best and why?
Barometer to tell if the air pressure is low and a thermometer to check if the temperature is near freezing.
Rain gauge to measure the precipitation and wind vane to tell wind speed.
Barometer to tell if the temperature is near freezing and a wind vane to tell wind speed.
Anemometer for wind speed of the storm and barometer to tell if the temperature is near freezing.
Students in a fourth grade class want to observe what happens before any type of weather change. Which instrument should the students use and why?
Barometer to show the pressure change that usually indicates a change in weather.
Barometer to show the precipitation change that usually indicates a change in weather.
Anemometer to show the pressure change that usually indicates a change in weather. Anemometer to show the precipitation change that usually indicates a change in weather.
Anemometer to show the precipitation change that usually indicates a change in weather.
What instrument is used to measure temperature?
Thermometer
Rain Gauge
Wind Sock
What front is pictured below?
warm front
cold front
stationary front
What front is pictured below?
cold front
warm front
stationary front
Based upon the map, what can you conclude about the weather and how people should dress in the Northwest near Seattle?
People should wear coats, hats and gloves. The forecast is for snow.
People should wear long sleeves and pants. The forecast is for clear, mild weather.
People should wear rain gear and rain boots. The forecast is for rainy, cold weather.
The low pressure and stationary front in Georgia indicate what type of weather?
Sunny and bright
Cloudy and rainy
Hot and humid
Based upon the map, what can you conclude about the weather and how people should dress in the Southeast near Miami right now?
People should wear coats, hats and gloves. The forecast is for snow.
People should wear tank tops and flip flops. The forecast is for a heat wave.
People should wear long sleeves and pants. The forecast is for clear, mild weather.
People should wear rain gear and rain boots. The forecast is for rainy, cold weather
Andrew notices the sky has a few clouds. Which question would his friends ask him to determine it is a cumulus cloud?
Are the clouds dark gray?
Are the clouds high in the sky?
Are the clouds large and look like cotton balls?
Are the clouds small and look like a thin ribbon?
The weatherman identifies stratus clouds in the sky. Which question can students ask the weatherman to determine the weather?
Will it be hot and dry outside?
Will it be cold and dry outside?
Is there a chance of heavy rain?
Which clouds are pictured below?
cumulus clouds
cirrus clouds
stratus clouds
nimbus clouds
Which of the following best describes the difference between weather and climate?
Weather is what is happening right now outside. Climate is what is predicted to happen next week.
Climate data can be used to predict what you should wear next month. Weather data can be used to predict what you should wear tomorrow.
The Climate of an area depends on the type of weather recorded over several years. Weather depends on what is happening outside right now.
Weather is predicted using temperature. The temperature of an area is not used to describe the climate.
Which of the following would help us to learn about the climate in a certain area?
A chart that shows the average temperatures and rain amounts for several years.
A forecast that predicts the amount of snow expected in the next month.
A chart that shows the cloud types recorded over the past week.
A forecast that predicts the rain amounts for the next 10 days.
