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The questions focus on core scientific reasoning, including using evidence from prototypes, interpreting fossil and observational data, inferring traits from a data table, comparing galaxies using measurements, supporting conservation of matter through mass evidence, and distinguishing instincts from learned behaviors. 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box.  \nStudent Name:    \nTeacher Name:    \nSchool:    \nDistrict:    \nAll practice test items represent the appropriate grade level/content standards—however, the practice test may contain item types that no longer appear on the operational assessment.  \nPublished under contract with the Tennessee Department of Education by Educational Testing Service (ETS), Princeton, NJ 08541. Copyright © 2019 by Tennessee Department of Education. All rights reserved. No part of this publication may be copied, reproduced, or distributed in any form or by any means, or stored in a database or retrieval system, without the prior express written consent of the Tennessee Department of Education.  \nSAMPLE QUESTION  \nDirections  \nRead the sample and mark the correct answer.  \nA company makes a prototype of a product. A prototype is a model. Workers in the company test the prototype before they make the final product.  \nWhich step will best help the workers when they test the prototype?  \nA . Perform a test once and then make the final product.  \nB . Stop working on the product if the test shows a problem with the prototype.  \nC . Make sure all the results show that the prototype has no flaws.  \nD . Use results of the test to improve the prototype before making the final product.  \nDo not go on to the next page until told to do so.  \nAMSaSyESoSnlMyEbNeTrMAeprTERIAoduceLd for classroom use 1  \n􀃖  \nSTOP  \nGrade 5 Science  \n1 . Scientists found some fossil bones from an extinct animal . The scientists used the bones to make a model of the animal’s skeleton .  \nBased on the features shown, which of these is the best conclusion the scientists can make?  \nA. The animal lived in water.  \nB. The animal blended in well with its environment.  \nC. The animal had many offspring each year.  \nD. The animal migrated long distances to find food.  \nAMSaSyESoSnlMyEbNeTrMAeprTERIAoduceLd for classroom use 2 Go on 􀃖  \nGrade 5 Science  \n2 . A student uses binoculars to observe how Ursa Major looks in the sky during different seasons of the year.  \n\n| | |  |\n| --- | --- | --- |\n|  | | |\n|  |  |  |\n\nWhich of these most likely shows how Ursa Major looks in winter?  \nAMSaSyESoSnlMyEbNeTrMAeprTERIAoduceLd for classroom use 3 Go on 􀃖  \nGrade 5 Science  \n3 . A young horse is called a foal. Five foals are born on a farm. All the foals  \nhave different parents. The data table shows the color of the coat of each foal.  \nFoal Coat Colors  \n\n| Foal | Coat Color |\n| --- | --- |\n| 1 | Black |\n| 2 | Tan |\n| 3 | Black |\n| 4 | Black |\n| 5 | White |\n\nWhich three foals most likely had parents with black coats?  \nA. 1  \nB. 2  \nC. 3  \nD. 4  \nE. 5  \nGrade 5 Science  \n4 . The Local Group is a group that contains the Milky Way and about 50 other galaxies. The table lists data for five galaxies in the Local Group.  \nThe distance across a galaxy is measured in light-years, which is a unit of distance that contains millions of kilometers.  \nLocal Group Galaxy Data  \n\n| Galaxy Name | Distance Across Galaxy (light-years) | Shape |\n| --- | --- | --- |\n| Milky Way | 100,000 | Spiral |\n| M31 | 220,000 | Spiral |\n| M32 | 6,500 | Elliptical |\n| Pegasus Dwarf | 26,000 | Irregular |\n| Triangulum | 60,000 | Spiral |\n\nWhich statement correctly compares the Milky Way to another galaxy in the Local Group?  \nM. The Milky Way galaxy is larger than galaxy M31 .  \nP. The Milky Way galaxy is the same shape as the Pegasus Dwarf galaxy.  \nR. The Milky Way galaxy is a different shape than galaxy M32 .  \nS. The Milky Way galaxy is smaller than the Triangulum galaxy.  \nAMSaSyESoSnlMyEbNeTrMAeprTERIAoduceLd for classroom use 5 Go on 􀃖  \nGrade 5 Science  \n5 . A glass of ice water is placed on a table inside a room that is at room  \ntemperature. The ice inside the glass melts. The diagram represents the changes observed.  \nWhich piece of evidence supports the conservation of matter during the changes s","cbCaifS12C2mTVKM","https://ap.wps.com/l/cbCaifS12C2mTVKM","pdf",3544757,68,"English","# Sample Question\n## Directions\n# Practice Questions\n## Prototype testing\n## Fossil-based conclusion\n## Seasonal constellation observation\n## Foal coat-color inference\n## Local Group galaxy comparison\n## Conservation of matter evidence\n## Instincts vs learned behaviors\n## Star brightness from distance","[{\"question\":\"What is the purpose of testing a prototype before making the final product?\",\"answer\":\"Testing a prototype helps workers use the test results to improve the prototype before producing the final product.\"},{\"question\":\"How can the scientists make conclusions from fossil bones and a model of a skeleton?\",\"answer\":\"They compare features shown by the model to evidence-based expectations, then select the best conclusion supported by those features.\"},{\"question\":\"Which evidence best supports conservation of matter during the melting of ice water?\",\"answer\":\"The combined mass of the glass and its contents remains the same before and after the ice melts.\"}]","Grade 5 Science Practice Test - Tennessee Comprehensive Assessment Program (TCAP) | PDF",171]