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Benjamin Franklin Classical Charter Public (District)

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2021 Item by Item Results for GRADE 05 SCIENCE AND TECHNOLOGY

Number of Students Included: 94     Participation Rate = 98%

Benjamin Franklin Classical Charter Public (District) - GRADE 05 SCIENCE AND TECHNOLOGY
14.ESS.1.1Use evidence from a picture to describe the role of erosion in the formation of a landform over time.
25.ETS.3.1Evaluate data in a table to explain how an existing technology was improved over time.
35.PS.1.4Use evidence from a diagram to support a claim that a mixture formed.
45.ETS.3.2Analyze a sketch of a design to determine the purpose of one part of the design.
55.PS.1.3Use data to determine which objects were made from the same substance based on their characteristic properties and explain the reasoning using evidence.
63.ETS.1.1Analyze information to determine the design criteria an engineer most likely used to redesign a game.
75.PS.1.1Interpret a particle model of a phase change and determine the phases of the substance and the phase change that took place.
83.ESS.3.1Determine which design solution will best protect a structure from flooding.
94.PS.4.1Determine the type of energy carried by sound waves and what will happen to water when the sound waves enter the water.
105.LS.1.1Describe how plants use energy from sunlight to make their own food.
115.LS.2.1Classify organisms from a model as producers, consumers, or decomposers.
125.PS.3.1Describe how animals must use food for growth.
135.LS.1.1Identify a part of a plant where photosynthesis takes place, identify water as what is taken up through roots for photosynthesis, and evaluate a student’s investigation of how different amounts of sunlight affect photosynthesis.
144.ESS.2.2Analyze a map to explain why there are volcanoes in a region.
155.ESS.2.1Identify, describe, and explain different parts of the water cycle in a student's model.
165.PS.1.2Identify evidence from an investigation that supports the claim that matter is conserved before and after a phase change.
174.PS.4.3Analyze a situation to determine how a message was encoded, sent, received, and decoded.
185.LS.2.2Use evidence to support a claim about compost bin designs.
193.ESS.2.1Use weather data to explain why there was a greater chance of precipitation on a particular day.
205.ESS.3.1Identify one way people in a town can reduce human impact on the environment.
213.PS.2.3Determine which pair of magnets has the strongest attraction between them.
225.ESS.3.2Describe an improvement to increase the effectiveness of a water filter.
234.PS.3.4Describe the energy that an object had at a certain position on a ramp.
245.PS.2.1Identify the direction of the gravitational force that acted on a moving object.
254.PS.3.4Describe how a change in design would affect the stored energy and speed of an object.
264.PS.3.1Explain how surface material would affect the force of friction acting on an object, the speed of the object, and the kinetic energy of the object.
274.ETS.1.5Describe changes that could be made to the design of a structure to meet specific criteria and describe a possible tradeoff to one of the changes.
283.PS.2.1Analyze a diagram and determine the effect of unbalanced forces on an object.
295.ESS.1.2Complete a model to show the cause of day and night and explain why people on Earth experience this change.
303.LS.4.1Describe how scientists use fossil evidence to make comparisons between a modern-day organism and one that lived long ago.
313.LS.3.2Analyze information to determine a characteristic of a plant that was affected by the environment.
323.ESS.2.2Use precipitation and temperature data to describe the climate of a region.
333.LS.1.1Describe a similarity between the life stages of plants and animals.
345.ESS.2.2Interpret a circle graph to explain why there is a limited amount of fresh water available for human use.
353.LS.4.4Describe how an environmental change is likely to affect an organism's survival.
363.ETS.1.2Compare design solutions to determine why one design cooks food faster.
374.LS.1.1Describe how plant roots support the survival of plants during winter.
383.ETS.1.4Compare different representations of a design solution and describe an advantage of each representation.
394.ESS.2.1Describe how the loss of trees affects the soil in an area.
404.ESS.3.1Determine whether energy resources are renewable or nonrenewable.
413.LS.4.2Describe how some individuals within a population have an advantage in survival and reproduction because of variations of a characteristic.

Notes: Students in grades 3-8 took a shorter version of the tests in spring 2021. Item results are not reported if fewer than 10 students in the school or district answered the item.

Participation rates varied across schools, districts, and student groups in 2021 more than in prior years. If the participation rate in 2021 was lower than in prior years, results may have been different if more students had taken the test.

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