Level 5 Benchmark 1 Rubric
Score each student’s Benchmark. The rubric describes evidence of student work that meets expectations. Use the Score column to record the student’s points for each item. Name: Date:
Choice 1 is incorrect. Water does not move from the ocean to Earth’s surface in the model. Choice 2 is incorrect. Water does not move from the ocean to Earth’s surface in the model.
Choice 3 is correct.
Choice 4 is incorrect. Water does not move from Earth’s surface to the Sun.
2A 5.1G 5.5B
3.6C
Choice 1 is incorrect. V on the model shows water cooling and condensing. Choice 2 is incorrect. W on the model shows water falling as precipitation. Choice 3 is incorrect. X on the model does not show a temperature change. Choice 4 is correct.
2B 5.1G 5.5B 3.6C
Choice 1 is correct.
Choice 2 is incorrect. W on the model shows water falling as precipitation. Choice 3 is incorrect. X on the model does not show a temperature change. Choice 4 is incorrect. Z on the model shows water heating and evaporating.
3 points: The student must describe how the model shows (1) the Sun causes ocean water to evaporate, (2) water vapor in the air condenses to form clouds, and (3) precipitation falls from clouds back to Earth.
2 points: The student identifies two out of three criteria required for 3 points.
1 point: The student identifies one out of three criteria required for 3 points.
4A 5.1E 5.5B 4.11C
Choice 1 is incorrect. The rock particles are closer together than those in layers 2 and 4. Choice 2 is correct.
Choice 3 is incorrect. The rock particles are closer together than those in layers 2 and 4. Choice 4 is correct.
Choice 5 is incorrect. The rock particles are closer together than those in layers 2 and 4.
PhD SCIENCE® TEXAS
Item TEKS Assessed Answer Key Item Points Score
5.3A 5.5G 4.10A
1
1
1
1
3 5.3A 5.5B 5.10A
3
2 Level 5 ▸ Benchmark 1 1 © 2024 Great Minds PBC
4B 5.5A 4.11C Choice 1 is correct.
Choice 2 is incorrect. The color of rock particles does not affect the storage of natural resources in rock layers.
Choice 3 is incorrect. The shape of rock particles does not affect the storage of natural resources in rock layers.
Choice 4 is correct.
Choice 5 is incorrect. The temperature of rock particles does not affect the storage of natural resources in rock layers.
5A 5.5B 4.10B
Choice 1 is incorrect. Sediments are glued together during cementation.
Choice 2 is incorrect. Time 5 rocks are broken sediments from Time 1 rocks. Choice 3 is incorrect. Sediments are pressed together during compaction. Choice 4 is correct.
5B 5.5B
4.10B
Choice 1 is incorrect. Erosion is the process of moving rocks.
Choice 2 is correct.
Choice 3 is incorrect. Compaction is the process of pressing sediments together. Choice 4 is incorrect. Cementation is the process of gluing sediments together.
Choice 1 is incorrect. A sand dune is formed by erosion and deposition by wind. Choice 2 is incorrect. A glacier is formed by compressed snow, ice, rock, and sediment. Choice 3 is correct.
Choice 4 is incorrect. A mountain is an uplifted area formed by shifting tectonic plates. Choice 5 is correct.
Choice 1 is correct.
Choice 2 is incorrect. Rocks do not move and push sand to form sand dunes. Choice 3 is incorrect. Flowing water would wash away the sand, forming a river and a canyon. Choice 4 is incorrect. An ice cube would model glacier movement.
TEKS
Item
Assessed Answer Key Item PointsScore
2
1
1 6 5.1G 5.5G 4.10B Line
deposition Line 2: erosion 2 7 5.3A 5.5B 5.10C
1:
2
8 5.1G 5.5B 5.10C
1
5.5B 5.10C
2 PhD SCIENCE® TEXAS Level 5 ▸ Benchmark 1 2 © 2024 Great Minds PBC
9
Line 1: erosion Line 2: deposition
10A 5.5B 4.10B
Choice 1 is incorrect. Cementation is a process that forms sedimentary rock. Choice 2 is correct.
Choice 3 is incorrect. Weathering does not explain how sediment moves. Choice 4 is incorrect. Compaction is a process that forms sedimentary rock. Choice 5 is correct.
3 points: The student identifies that (1) erosion and deposition are the processes shown in the model, (2) erosion occurs when the glacier picks up sediment as it moves, and (3) deposition occurs when the glacier drops the sediments in a new location.
2 points: The student identifies two of the three criteria required for 3 points.
1 point: The student identifies one of the three criteria required for 3 points.
Choice 1 is incorrect. Blowing air to move sediment demonstrates sand dune formation. Choice 2 is correct.
Choice 3 is incorrect. Moving an ice block across the sediment demonstrates how a glacier forms a U-shaped valley.
Choice 4 is incorrect. Plants do not affect canyon formation.
3 points: The student identifies that (1) pouring water from a cup will represent a river and explains how (2) water will erode the sand in the container and (3) a canyon will form where the river flows down the container.
2 points: The student identifies two of the three criteria required for 3 points.
1 point: The student identifies one of the three criteria required for 3 points.
Item TEKS Assessed
Answer Key Item PointsScore
2
5.3A 5.5B 4.10B
10B
3
5.1G 5.5G 5.10C
11A
1 11B 5.1G 5.5G 5.10C
3 12 5.5B 5.10B Line 1: 1 Line 2: 2 Line 3: 4 Line 4: 3 2 13 5.1G 5.5B 5.10B Line 1: C Line 2: D Line 3: B Line 4: A 2 PhD SCIENCE® TEXAS Level 5 ▸ Benchmark 1 3 © 2024 Great Minds PBC
15 5.2B
5.5C
5.6A
Line 1: False Line 2: False Line 3: True Line 4: False Line 5: True
Choice 1 is incorrect. The sugar has less mass than the strawberries. Choice 2 is incorrect. The water has less mass than the strawberries.
Choice 3 is correct.
Choice 4 is incorrect. The gelatin powder has less mass than the strawberries.
17
Choice 1 is incorrect. Magnets collect objects that are magnetic. Choice 2 is correct.
Choice 3 is incorrect. Magnets collect objects that are magnetic. Choice 4 is incorrect. Magnets collect objects that are magnetic.
18
5.2B
5.5A
5.6A
Choice 1 is incorrect. Objects that are more dense than water do not float in water. Choice 2 is incorrect. Objects that are more dense than water do not float in water.
Choice 3 is correct.
Choice 4 is incorrect. Objects that are more dense than water do not float in water.
Item TEKS Assessed Answer Key Item PointsScore 14 5.1E 5.5B
3
5.10B
1
5.1E 5.5B 5.6A
2
16
Line 1: soluble Line 2: soluble Line 3: not soluble
5.2B 5.5A 5.6A
1
1
PhD SCIENCE® TEXAS Level 5 ▸ Benchmark 1 4 © 2024 Great Minds PBC
Total Points 40 Score
Benchmark 1 Alignment Map
For teacher reference, this alignment map lists the Texas Essential Knowledge and Skills assessed by each item in the Benchmark. Item Integration of Standards Content Standards
1 The student explains (5.3A) the movement of water (5.5G) within the water cycle shown in the model (4.10A).
▪ 4.10A Describe and illustrate the continuous movement of water above and on the surface of Earth through the water cycle and explain the role of the Sun as a major source of energy in this process.
Scientific and Engineering Practices
▪ 5.3A Develop explanations and propose solutions supported by data and models.
Recurring Themes and Concepts
▪ 5.5G Explain how factors or conditions impact stability and change in objects, organisms, and systems.
2A The student identifies the part of the model (5.1G) where adding heat (3.6C) causes the water to evaporate (5.5B).
▪ 3.6C Predict, observe, and record changes in the state of matter caused by heating or cooling in a variety of substances such as ice becoming liquid water, condensation forming on the outside of a glass, or liquid water being heated to the point of becoming water vapor (gas).
▪ 5.1G Develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.
▪ 5.5B Identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems.
2B The student identifies a part of the model (5.1G) where cooling the water (3.6C) results in condensation (5.5B).
▪ 3.6C Predict, observe, and record changes in the state of matter caused by heating or cooling in a variety of substances such as ice becoming liquid water, condensation forming on the outside of a glass, or liquid water being heated to the point of becoming water vapor (gas).
▪ 5.1G Develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.
▪ 5.5B Identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems.
3 The student uses the model to explain (5.3A) that the Sun evaporating ocean water (5.10A) affects cloud formation and precipitation (5.5B).
▪ 5.10A Explain how the Sun and the ocean interact in the water cycle and affect weather.
▪ 5.3A Develop explanations and propose solutions supported by data and models.
▪ 5.5B Identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems.
PhD SCIENCE® TEXAS Level 5 ▸ Benchmark 1 5 © 2024 Great Minds PBC
ItemIntegration of Standards Content Standards
4A The student uses the diagram (5.1E) to identify the two porous rock layers that can store the most water (4.11C) because of their physical properties (5.5B).
4B The student identifies that rock size and the space between rocks are properties (4.11C) that determine which rock layers store natural resources (5.5A).
5A The student explains that weathering from water (4.10B) changes the rocks at Time 1 into the rocks at Time 5 (5.5B).
▪ 4.11C Determine the physical properties of rocks that allow Earth’s natural resources to be stored there.
Scientific and Engineering Practices
▪ 5.1E Collect observations and measurements as evidence.
Recurring Themes and Concepts
▪ 5.5B Identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems.
▪ 4.11C Determine the physical properties of rocks that allow Earth’s natural resources to be stored there.
N/A
▪ 5.5A Identify and use patterns to explain scientific phenomena or to design solutions.
5B The student describes how weathering from water (4.10B) results in breaking down rocks (5.5B).
▪ 4.10B Model and describe slow changes to Earth’s surface caused by weathering, erosion, and deposition from water, wind, and ice.
▪ 4.10B Model and describe slow changes to Earth’s surface caused by weathering, erosion, and deposition from water, wind, and ice.
N/A
▪ 5.5B Identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems.
N/A
▪ 5.5B Identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems.
6 The student uses the model to describe (5.1G) how water deposited sediments (5.5G) on land and eroded sediments in water (4.10B).
7 The student explains (5.3A) that river water can cause (5.5B) the formation of canyons and deltas (5.10C).
▪ 4.10B Model and describe slow changes to Earth’s surface caused by weathering, erosion, and deposition from water, wind, and ice.
▪ 5.10C Model and identify how changes to Earth’s surface by wind, water, or ice result in the formation of landforms, including deltas, canyons, and sand dunes.
▪ 5.1G Develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.
▪ 5.3A Develop explanations and propose solutions supported by data and models.
▪ 5.5G Explain how factors or conditions impact stability and change in objects, organisms, and systems.
▪ 5.5B Identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems.
PhD SCIENCE® TEXAS Level 5 ▸ Benchmark 1 6 © 2024 Great Minds PBC
ItemIntegration of Standards Content Standards
8 The student identifies that using a fan to blow sand would represent (5.1G) how wind erodes and deposits sand, forming (5.5B) sand dunes (5.10C).
▪ 5.10C Model and identify how changes to Earth’s surface by wind, water, or ice result in the formation of landforms, including deltas, canyons, and sand dunes.
9 The student identifies that wind erodes and deposits sand (5.5B) into sand dunes (5.10C).
▪ 5.10C Model and identify how changes to Earth’s surface by wind, water, or ice result in the formation of landforms, including deltas, canyons, and sand dunes.
10A The student describes how glaciers erode and deposit sediment (4.10B) in new locations (5.5B).
▪ 4.10B Model and describe slow changes to Earth’s surface caused by weathering, erosion, and deposition from water, wind, and ice.
10B The student uses the model to explain (5.3A) how glaciers erode and deposit sediment (4.10B) in new locations (5.5B).
▪ 4.10B Model and describe slow changes to Earth’s surface caused by weathering, erosion, and deposition from water, wind, and ice.
11A The student identifies how pouring water will model (5.1G) the formation (5.5G) of a canyon (5.10C).
▪ 5.10C Model and identify how changes to Earth’s surface by wind, water, or ice result in the formation of landforms, including deltas, canyons, and sand dunes.
Scientific and Engineering Practices
▪ 5.1G Develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.
Recurring Themes and Concepts
▪ 5.5B Identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems.
▪ 5.5B Identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems.
▪ 5.3A Develop explanations and propose solutions supported by data and models.
▪ 5.5B Identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems.
▪ 5.5B Identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems.
▪ 5.1G Develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.
▪ 5.5G Explain how factors or conditions impact stability and change in objects, organisms, and systems.
N/A
N/A
PhD SCIENCE® TEXAS Level 5 ▸ Benchmark 1 7 © 2024 Great Minds PBC
ItemIntegration of Standards Content Standards
11B The student explains why erosion from pouring water (5.5G) models (5.1G) canyon formation (5.10C).
▪ 5.10C Model and identify how changes to Earth’s surface by wind, water, or ice result in the formation of landforms, including deltas, canyons, and sand dunes.
12 The student describes the steps of sedimentary rock formation (5.5B, 5.10B).
▪ 5.10B Model and describe the processes that led to the formation of sedimentary rocks and fossil fuels.
13 The student completes the model to explain (5.1G) how fossil fuels are formed (5.10B) when animal remains are buried by sediments and transformed by time and pressure (5.5B).
14 The student describes the conditions that must be true for fossil fuels to form (5.5B, 5.10B).
▪ 5.10B Model and describe the processes that led to the formation of sedimentary rocks and fossil fuels.
Scientific and Engineering Practices Recurring Themes and Concepts
▪ 5.1G Develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.
N/A
▪ 5.5G Explain how factors or conditions impact stability and change in objects, organisms, and systems.
▪ 5.1G Develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.
▪ 5.5B Identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems.
▪ 5.5B Identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems.
▪ 5.10B Model and describe the processes that led to the formation of sedimentary rocks and fossil fuels.
15 The student analyzes physical properties of substances (5.2B) to identify that strawberries have the most mass (5.5C) compared to gelatin powder, sugar, and water (5.6A).
N/A
▪ 5.5B Identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems.
▪ 5.6A Compare and contrast matter based on measurable, testable, or observable physical properties, including mass, magnetism, relative density (sinking and floating using water as a reference point), physical state (solid, liquid, gas), volume, solubility in water, and the ability to conduct or insulate thermal energy and electric energy.
▪ 5.2B Analyze data by identifying any significant features, patterns, or sources of error.
▪ 5.5C Use scale, proportion, and quantity to describe, compare, or model different systems.
PhD SCIENCE® TEXAS Level 5 ▸ Benchmark 1 8 © 2024 Great Minds PBC
ItemIntegration of Standards Content Standards
16 The student uses observations (5.1E) to describe that gelatin powder and sugar are soluble in water (5.5B) and strawberries are not soluble in water (5.6A).
▪ 5.6A Compare and contrast matter based on measurable, testable, or observable physical properties, including mass, magnetism, relative density (sinking and floating using water as a reference point), physical state (solid, liquid, gas), volume, solubility in water, and the ability to conduct or insulate thermal energy and electric energy.
Scientific and Engineering Practices Recurring Themes and Concepts
▪ 5.1E Collect observations and measurements as evidence.
▪ 5.5B Identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems.
17 The student analyzes physical properties of pollutants (5.2B) to identify that iron nails are magnetic (5.6A) and could be collected with a magnet (5.5A).
▪ 5.6A Compare and contrast matter based on measurable, testable, or observable physical properties, including mass, magnetism, relative density (sinking and floating using water as a reference point), physical state (solid, liquid, gas), volume, solubility in water, and the ability to conduct or insulate thermal energy and electric energy.
▪ 5.2B Analyze data by identifying any significant features, patterns, or sources of error.
▪ 5.5A Identify and use patterns to explain scientific phenomena or to design solutions.
18 The student analyzes physical properties of pollutants (5.2B) to identify that a plastic bottle (5.5A) has a lower relative density than water and will float (5.6A).
▪ 5.6A Compare and contrast matter based on measurable, testable, or observable physical properties, including mass, magnetism, relative density (sinking and floating using water as a reference point), physical state (solid, liquid, gas), volume, solubility in water, and the ability to conduct or insulate thermal energy and electric energy.
▪ 5.2B Analyze data by identifying any significant features, patterns, or sources of error.
▪ 5.5A Identify and use patterns to explain scientific phenomena or to design solutions.
PhD SCIENCE® TEXAS Level 5 ▸ Benchmark 1 9 © 2024 Great Minds PBC
