Oakland Schools

SCoPE Science Assessment Packet

5th Grade

Unit 1 – Force & Motion

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 Assessment System Components: Grade 5: Force and Motion Unit

I. Assessment Plan Overview

Describes the various assessment components for this unit. Includes both
summative and formative assessment examples and tools.

II. Test Blueprint

Table that describes how items for the Selected Response Summative
Assessment (Unit Test) will be distributed across big ideas targeted the
unit (Domains/Concepts) and Domains of Knowledge (DOK). Item
format for this test are either multiple choice (selected response) or essay
(constructed response.)

III. End of Unit Test

Part of summative assessment for unit. Includes multiple choice and
essay items. If items on this sample assessment are not included on the
test administered to students, then comparable items (see Blueprint)
should be substituted

IV. Performance Assessment Task

Part of summative for unit. Design is based on McTighe and Wiggins
GRASP model. Assessment includes the following:
 Student directions (team based)
 Follow-up questions (individually completed)
 Investigation Report Template (individually complete)
 Investigation Checkbric (evaluation of performance)

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 Assessment Plan for Grade 5: Force and Motion

Performance Task(s):
Task: to investigate how the surface of a material affects how easily it will move over a
surface.
Role a member of a design team planning a new playground sliding hill.
Challenge: to recommend materials students can sit on to make their slide down the new hill
safe and fun.
Audience: You will share the results and conclusions from your investigation with the other
members of the playground design team in a written report.
Criteria: Your project will be evaluated on how well you:
a. plan and conduct this investigation
b. analyze the information collected
c. connect your findings with your recommendations
d. communicate to the design team

Other Evidence:
Multiple Choice Test

Embedded Formative Assessments:

 Journal entries
 Ticket-out-the door
 Warm up review questions

Questioning Prompts:
 How does _(example of a force)____________ change the motion of __(example of
object)___?
 How does where you stand change what the motion looks like?
 Is this motion an example of balanced or unbalanced forces?
 Is this motion changing because of a contact or non-contact force?
 What questions might a scientist investigate about what you just observed?
 What evidence do you have to support what you are saying?

Self Assessment and Reflection:

Science Journal and Learning Log
Goal setting for learning expectations

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 Test Blueprint for Grade 5 Force and Motion Unit Summative Test

DOK1 (Recall) DOK2 DOK 3 (Strategic Total Percent

Domain (Concept) Knowledge (Skill/Concepts) Thinking) Items/ of Test
Comprehension Application/Abo Points
ve

Contact vs. Non- 2 Multiple 2 Multiple Choice 1 Essay 5/6 20

Contact Forces Choice

(P.FM.05.21; 22)

Describing Motion 1 Multiple 5 Multiple Choice 1 Essay 7/9 30

Choice
(P.FM..05.41; 42;43)

Force and Motion 1 – Multiple 8 Multiple Choice 1 Essay 10/11 33

Relationships Choice

(P.FM..05.31; 32; 33; 34)

Investigating variable 2Multiple Choice 1 Essay 3/5 17

affecting Motion

(S.IP.05.13;14)

Total 4 Multiple 17 Multiple 4 Essay 25/30 100

Choice Choice

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 Grade 5 Force and Motion
Multiple Choice
Identify the choice that best completes the statement or answers the question.

____ 1. Which of the following is an example of movement caused by a non-contact force?

a. A foot kicking a soccer ball
b. Paperclips being pulled toward a magnet
c. Shoes rubbing against the floor
d. Wind pushing against a kite
____ 2. Which describes a non-contact force?
a. A foot kicking a soccer ball
b. Baseball being hit by a bat
c. Friction between car tires and the road
d. A train traveling on magnetic tracks
____ 3. Which describes a contact force?
a. A magnet pulling a paper clip towards it
b. Air pushing a sailboat
c. An electrical field
d. Gravity pulling down a baseball
____ 4. A student shoots a basketball. Which non-contact force drags the ball down as it arches towards the basket?
a. Friction between the ball and the air
b. The ball hitting the rim before bouncing in
c. Gravity pulling the ball towards Earth
d. The student pushing the ball into the air
____ 5. A boy is pulling his little sister in a wagon. If his older brother comes along and they pull on the wagon
together, how will this increase in force affect the motion of the wagon?
a. It will accelerate
b. It will change direction
c. It will continue unchanged
d. It will remain at rest
____ 6. A row boat is floating on the water with two passengers. The weight of the boat is pushing on the water and
the water is exerting an upward force on the boat. What will happen if another passenger gets on the boat?
a. It would go lower in the water c. It would rise higher in the water
b. It would move to the left d. It would sink to the bottom of the water
____ 7. Two classes are playing tug-of-war. If the center of the rope is not moving, what must be true?
a. Both classes are pulling equally. c. The ground is slippery.

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 b. Both classes have equal mass. d. One class is pulling harder than the other.
____ 8. A train is moving along a track. If the forces acting on the train are balanced, how will its motion be
affected?
a. Change direction c. Speed up
b. Continue, unchanged d. Stop
____ 9. A class is testing a model sailboat powered by a fan. If the students increase the speed of the fan blowing on the sail,
what will happen to the movement of the boat?
a. It will stop. c. It will change direction.
b. It will speed up. d. It will travel a shorter distance.
____ 10. A girl riding her bike on flat ground comes to a hill. Why does she have to peddle harder as she makes
her way up the incline?
a. She changed direction c. The gravity is increased
b. She stopped moving d. Wind resistance is greater

A student is testing how adding mass will affect the motion of an air rocket. The diagram below represents this air
rocket, made of a straw and a balloon. The straw is threaded through a string track. A toy passenger is attached to the
bottom of the balloon.

____ 11. How will adding the toy passenger to the air rocket above affect its motion?
a. It will be the same c. It will move slower
b. It will move faster d. It will reverse direction
____ 12. A car is driving by a house at 15 miles per hour. Where would a person be if the passengers in the car appear
to not be moving?
a. In the car
b. In the house
c. On the sidewalk
d. On a bike in front of the car
____ 13. The chart below describes the horizontal distance different kicked balls traveled in 5 seconds.
Type of Ball Distance (in meters)
Nurf(sponge) 2
Hacky Sack 5
Kickball 12
Soccer Ball 8

Which ball travelled at the fastest speed?

a. Nurf(sponge) c. Kickball
b. Hacky Sack d. Soccer Bal

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____ 14. A class was playing kickball. The players were on the field as in the diagram above.

The player on second base throws the ball home to try to get an out. What best describes this motion of the
ball from B to D?
a. East c. South
b. North d. West
th
____ 15. 5 grade students were asked to graph the distance their toy cars travelled over a period of time. Their data is below.

Car Distance at 5 sec Distance at 10sec Distance at 15 sec

A 100 centimeters 200 centimeters 250 centimeters
B 140 centimeters 260 centimeters 280 centimeters
C 100 centimeters 190 centimeters 220 centimeters

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 Which graph represents the data correctly?
a.
b.
c.
d.

____ 16. Which tools would you use together to measure speed?
a. Balance and measuring tape c. Meter stick and stopwatch
b. Clock and a scale d. Ruler and graduated cylinder
____ 17. A group was testing how sail size on their toy boat affected the distance it travelled. Their results are below.
Sail Area of Sail (in Distance
sq cm) Distance Distance Average Distance (cm)
Trial 1 (cm) Trial 2 (cm) Trial 3 (cm)
Sail 1 56 28 34 30 31
Sail 2 104 112 205 157 158
Sail 3 168 10 11 10 10

What conclusion can be drawn from the group’s data?

a. A mid-sized sail will travel the greatest distance
c. The larger the sail, the greater the distance
b. Small sails travel the greatest distance d. The students must have applied different forces to
each sail

____ 18. The graph above describes 10 minutes of jogging motion for two students, Kathy and Rachel. Based on this graph,
how does their motion compare?
a. Their maximum speed is the same c. The distance each traveled is the same
b. The amount of time each ran is the same d. The direction traveled is the same.
____ 19. Which of the following force and block combinations would result in a block moving forward with the greatest speed.
Note: The unit for force is Newtons.
.
b.
c.
d.
____ 20. Four friends wanted to compare how they ride bikes. They all rode for 10 minutes in the same direction. The table
below describes their ride. Which one rode at the greatest speed?

Friend Distance Traveled in 10 minutes

(miles)
A 1.0

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 B 0.5
C 1.3
D 0.8

a. A c. C
b. B d. D

Essay

21. Maria thinks that the amount of force needed to pull the block depends on the surface texture of the board.
The rougher the surface, the more force she will need to pull the block.

Sue thinks that the surface texture does not matter. She thinks that the amount of force needed to pull the block will be
the same for each board.
Can you think of an experiment you could do to test who is right?
Write down the steps you would follow to do your experiment. Include a description of the materials you would need
for your investigation.

22. In the diagram above, two students are wearing skates. Describe how a contact force can change the motion
of both boys. Include how the force is applied and how the motion of both students is affected in your
answer.
23. A car is sitting at a railroad crossing intersection. Two trains (A and B), going at the same speed in opposite
directions, pass the intersection. Describe the perceived motion of Train A as observed from each of the following
positions.

Position 1: Passenger sitting in Train A

Position 2: Passenger sitting in Train B
Position 3: Passenger in the car sitting at the intersection

24. A class is testing the motion of a small flat-bottomed sailboat across a smooth tile floor. The diagram above represents
two identical fans positioned at opposite ends of the sailboat, which is starting at location B on the floor.

If both fans are turned on high at exactly the same time, where will the boat be located after two minutes? Explain
why this will happen.

25. A student is testing how force and motion are related. She decides to use a balloon powered toy car like the
one in the diagram above.

What is one scientific question that the student might investigate using this system?

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Grade 5 Force and Motion
Answer Section

MULTIPLE CHOICE

1. ANS: B PTS: 1 DIF: 2 REF: 5

STA: P.FM.05.22 LOC: Contact vs. Non-contact Forces
TOP: Force and Motion KEY: Non-contact forces
2. ANS: D PTS: 1 DIF: 1 REF: 5
STA: P.FM.05.21 LOC: Contact vs. Non-contact forces
TOP: Force and motion KEY: Non-contact forces
3. ANS: B PTS: 1 DIF: 2 REF: 5
STA: P.FM.05.21 LOC: Contact vs. Non-contact forces
TOP: Force and Motion KEY: Contact Force
4. ANS: C PTS: 1 DIF: 1 REF: 5
STA: P. FM.05.22 LOC: Contact vs. Non-contact forces
TOP: Force and Motion KEY: Gravity
5. ANS: A PTS: 1 DIF: 2 REF: 5
STA: P.FM.05.31 LOC: Force Motion Relationships
TOP: Force and Motion KEY: Acceleration
6. ANS: A PTS: 1 DIF: 2 REF: 5
STA: P.FM.05.31 LOC: Force and Motion Relationships
TOP: Force and Motion KEY: Unbalanced forces
7. ANS: A PTS: 1 DIF: 2 REF: 5
STA: P.FM.05.32 LOC: Force and Motion Relationships
TOP: Force and Motion KEY: Balanced Forces
8. ANS: B PTS: 1 DIF: 1 REF: 5
STA: P.FM.05.32 LOC: Force and Motion Relationships
TOP: Force and Motion KEY: Balanced Forces
9. ANS: B PTS: 1 DIF: 2 REF: 5
STA: P.FM.05.33 LOC: Force and Motion Relationships
TOP: Force and Motion KEY: Unbalanced forces
10. ANS: C PTS: 1 DIF: 2 REF: 5
STA: P.FM.05.33 LOC: Force and Motion Relationships
TOP: Force and Motion KEY: Unbalanced forces
11. ANS: C PTS: 1 DIF: 2 REF: 5
STA: P.FM.05.34 LOC: Force and Motion Relationships
TOP: Force and Motion KEY: Unbalanced force and mass
12. ANS: B PTS: 1 DIF: 2 REF: 5
STA: P.FM.05.41 LOC: Describing Motion
TOP: Force and Motion KEY: Relative Motion
13. ANS: C PTS: 1 DIF: 2 REF: 5
STA: P.FM.05.42 LOC: Describing Motion
TOP: Force and Motion KEY: Speed
14. ANS: C PTS: 1 DIF: 2 REF: 5
STA: P.FM.05.42 LOC: Describing Motion
TOP: Force and Motion KEY: Direction
15. ANS: A PTS: 1 DIF: 2 REF: 5

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 STA: P.FM.05.43 LOC: Describing Motion
TOP: Force and Motion KEY: Graphing
16. ANS: C PTS: 1 DIF: 2 REF: 5
STA: S.IP.05.13 LOC: Investigating Motion TOP: Force and Motion
17. ANS: A PTS: 1 DIF: 2 REF: 5
STA: S.IP.05.14 LOC: Investigation Motion TOP: Force and Motion
KEY: Conclusion
18. ANS: A PTS: 1 DIF: 2 REF: 5
STA: P.FM.05.43 LOC: Describing Motion
TOP: Force and Motion KEY: Graphing motion
19. ANS: C PTS: 1 DIF: 2 REF: 5
STA: P.FM.05.34 LOC: Force and Motion Relationships
TOP: Force and Motion KEY: Mass

MULTIPLE RESPONSE

20. ANS: C PTS: 1 DIF: 1 REF: 5

STA: P.FM.05.42 LOC: Describing Motion
TOP: Force and Motion KEY: Speed

ESSAY

21. ANS:

Equipment list includes materials with different textures and a way to measure force applied.
Procedure steps include measuring the force to pull a block across different types of surfaces. Block should not be
changed with different surface materials.

2 points: Materials and procedure appropriate

1 point: Include some parts of procedure but not all
0 points: Materials and/or procedure inappropriate for investigation

PTS: 2 DIF: 5 TOP: Force and Motion

KEY: Investigation
22. ANS:
Sample answer: If Boy X pushes harder on Boy Y, Boy Y will accelerate backwards.

Scoring Guide:
2 points: Two correct examples, both explain contact force and resulting motion.
1 point: One correct example, explains contact force and resulting motion
0 points: No correct example provided

PTS: 2 DIF: 3 REF: 5 STA: P.FM.05.22

LOC: Contact and Non-contact forces TOP: Force and Motion
KEY: Change of Motion
23. ANS:
Position 1: The train does not appear to be moving
Position 2: Train A appears to be going faster that Train B
Position 3: The trains appear to be going the same speed.

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 Scoring guide:
3 points: All three positions perspectives are correct
2 points: Two correct perspectives are correct
1 point: One perspective is correct
0 point: None of the perspectives are correct.

PTS: 3 DIF: 3 REF: 5 STA: P.FM.05.41

LOC: Describing Motion TOP: Relative motion
24. ANS:
The boat will be located at point B because the forces from the two opposite directions are equal and so the boat will
not move.

Scoring guide:
2 points: Correct answer and explanation
1 point: Correct answer without explanation
0 points: Neither answer or explanation is correct.

PTS: 2 DIF: 2 REF: 5 STA: P.FM.05.31

LOC: Force and Motion Relationships TOP: Force and Motion
KEY: Forces
25. ANS:
Sample: How does pumping the balloon more times affect the speed of the cart?

Scoring Guide: Question includes two measurable variables - one manipulated and one responding.

PTS: 1 DIF: 2 REF: 5 STA: S.IP.05.11

LOC: Inquiry TOP: Force and Motion KEY: Question

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 Performance Assessment
Friction Investigation

Task: Your task is to investigate how the surface of a material affects how easily it will move
over a surface. Your role in this activity is as member of a design team planning a new
playground sliding hill. Your challenge is to recommend materials that students can sit on to
make their slide down the new hill safe and fun. You will share the results and conclusions from
your investigation with the other members of the playground design team in a written report.

Materials:
 1 wooden block with hook
 String with hook
 1 plain wood board with eye hook
 Pieces of felt, sandpaper, wax paper and other surface material for testing
 35 metal washers (may need more during testing)

Directions:
Put the plain wood board on the table so that the end of the board with the eye hook hangs over
the table. It should look like this:

Put the small block on the board. Place it behind the red starting line. Take the string with the big
metal hook and pull it through the small eye hook. Now loop the string onto the hook on the
block. It should look like this:

Practice pulling the block along the board by putting washers on the hook. The back end of the
block should cross the starting line. The number of washers on the hook is a measure of the
amount of force needed to pull the small block forward.

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Design and perform an investigation that will help you decide which material to recommend to
the design team. You may select as many different materials as you have time to test. Be sure to
do at least three trials for each material you test.
Your project will be evaluated on how well you conduct this investigation, analyze the
information collected, connect your findings with your recommendations and communicate to
the design team.

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 Science Investigation Report: Friction Investigation

What I already know about how friction affects motion:

Question to investigate:

How does the type of surface affect the amount of effort needed to move a
block?

My Hypothesis:

I think that the _____________________type of material will require the

most effort and that the __________________material will take the least

effort because:

Materials:

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Procedure:

Results:

Surface Number of Washers

Material
Trail 1 Trail 2 Trail 3 Average

Plain board

Material 1:

Material 2:

Material 3:

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 Bar Graph:

30

Number of 20
Washers

10

0
Wood 1 2 3
Summary of Results:
Surface Type

Conclusion:

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Scientific Explanation:

How would you convince a team with different explanation that your explanation
is correct?

What is another scientific question you could investigate to learn more about
designing a safe and fun hill slide?

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Name:_______________________________________ Date:________________

Friction Investigation Follow up questions

1. How did adding more force to your system affect the motion of the block?

2. What recommendations, based on your investigation, would you make to the design team
charged with the job of selecting the material children will sit on when sliding down the
new playground hill?

3. If the child going down the hill is older and larger, how do you think that will affect
his/her speed down the hill?

4. Describe an experiment (using the same materials from your investigation) that could test
your answer to question #2.

5. Based on your investigation, what might you recommend to make the same hill slide
safer for older and larger children?

6. What evidence do you have from your investigation to support your recommendation?

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 Friction Investigation CheckBric (Grade 5):

Student Name ________________________ Overall Score __________

Teacher Name ____________________________________________

Conducts 1 2 3 4 Comments
Investigations
Used tools and equipment appropriately
Made careful observations and measurements
Followed procedures/directions accurately
Analyzes information 1 2 3 4 Comments
Recorded data collected appropriately
Based summary and conclusion on experimental evidence
Generated additional scientific questions related to
investigation
Makes Connections 1 2 3 4 Comments
Made appropriate connections with related science
concept/content
Uses evidence to make appropriate recommendations
Demonstrates ability to design a fair test
Communicates 1 2 3 4 Comments
Findings
Clearly and accurately described all elements of investigation
on report form
Used appropriate organization and conventions (writing
rubric)

4 Exemplary Work at this level is of exceptional quality. It is both thorough and accurate. It
exceeds the standard. It shows a sophisticated application of knowledge and skills.
3 Proficient Work at this level meets the standard. It is acceptable work that demonstrates
application of essential knowledge and skills. Minor errors or omissions do not
detract from the overall quality.
2 Developing Work at this level does not meet the standard. It shows basic, but inconsistent
application of knowledge and skills. Minor errors or omissions detract from the
overall quality. Your work needs further development.
1 Emerging Work at this level shows a partial application of knowledge and skills. It is
superficial (lacks depth), fragmented or incomplete and needs considerable
development. Your work contains errors or omissions.

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