PhD Science Texas - Level 4 - Benchmark 2

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Date:

Earth Changes

Strong winds can create landforms called yardangs. Earthquake cracks and yardangs are found in the Mojave Desert. Observe the photographs and the table.

Landform

Time to Form Cause

Earthquake crack Seconds Movement of underground rock

Yardang

More than 100,000 years

Weathering and erosion of rock

1. Circle two statements that best compare the formation of earthquake cracks and yardangs.

▪ Earthquake cracks form quickly, and yardangs form slowly.

Earthquake cracks form slowly, and yardangs form quickly.

Earthquake cracks and yardangs form in the same amount of time.

Changes under the Mojave Desert cause earthquake cracks and yardangs to form.

Changes to rocks in the Mojave Desert cause earthquake cracks and yardangs to form.

Earthquake crack Yardang

Rockfalls

Observe the model. Rockfall

Weathering from ice

Weathering from wind

Erosion caused by pressure

Weathering caused by pressure

2. Circle one process that changed the shape of the landform over time.

Spotted Lake

Minerals are substances found in rocks. Minerals from nearby mountains create colorful spots in the water of Spotted Lake. Observe the photograph and model.

Spotted Lake How Minerals Reach Spotted Lake

3. Parts of the model are labeled 1 through 3. Write one number on each blank to match the process with its label.

Deposition

Erosion

Weathering

4. Circle one property that explains why some minerals sink to the bottom of Spotted Lake.

Temperature

Magnetism

Relative density

Physical state

Parts

Water Cycle at Spotted Lake

Condensation Evaporation Precipitation

3.

6. Describe how each process changes the volume of water in Spotted Lake.

Write condensation, evaporation, or precipitation on the blank to complete each sentence.

The process of adds water to the lake.

The process of removes water from the lake.

The process of does not change the volume of water in the lake.

The volume of water in Spotted Lake decreases during summer months when the temperature is warm.

7. Circle one statement that explains what causes the change in the volume of water during summer.

▪ When temperatures are warm, more deposition occurs.

When temperatures are warm, more evaporation occurs.

When temperatures are warm, more precipitation occurs.

When temperatures are warm, more condensation occurs.

8. Draw one check mark (ü) in each row to show whether the statement describes climate or weather at Spotted Lake.

Description

It was 92°F and mostly sunny for several days in August.

The average temperature is 71°F in May and 86°F in August.

It usually rains more in May than in August.

Climate Weather

Organisms in Their Environments

Observe the food web model.

Northern Great Plains Food Web

Hawk Snake Frog

Sun Sparrow Grass

Grasshopper

9. Write one number on each blank to match the role to a part of the environment.

Role Eats other living things

Source of energy for food web

Makes its own food

Part of the Environment

1. The Sun

2. Grass

3. Frog

Algae are producers that live in bodies of water.

10. Circle two statements that best describe the roles of algae in an environment.

▪ Algae get matter from the Sun.

Algae provide matter to consumers.

Algae get matter from eating other organisms.

Algae get matter from carbon dioxide and water.

Algae break down dead organisms and return matter to soil.

Mangrove Forests

Mangrove trees grow in salty ocean water near shorelines. Observe the photographs and the model.

Mangrove Tree Structures

11. Circle one function of the mangrove tree’s structure that helps the tree survive in salt water.

▪ Roots trap sediment. Leaves fall into water. Seed pods float to land. Roots remove salt from water.

The models show how mangrove trees can change shorelines.

Shoreline with Mangrove Trees

Shoreline Without Mangrove Trees

12. Circle two statements that describe how shorelines change when there are no mangrove trees.

▪ Erosion of sediment increases.

Erosion of sediment decreases.

Deposition of sediment increases.

Deposition of sediment decreases.

Deposition of sediment stays the same.

Coral Reefs

13. The model shows how a coral reef changes waves that reach a shoreline.

Waves on a Shoreline

With a coral reef

Without a coral reef

Part A: Circle one claim the model supports.

▪ A coral reef increases the amount of energy transferred to the shoreline from waves.

▪ A coral reef decreases the amount of energy transferred to the shoreline from waves.

Part B: Use evidence from the model to support the claim you chose in Part A.

Organism Traits

The collared peccary and the prickly pear cactus live in desert environments.

Observe the photographs and read the information.

A collared peccary stands between cactuses.

A collared peccary eats a cactus stem.

A collared peccary pulls the outside layer off a cactus stem.

14. Match each collared peccary structure to its function. Use the words in the word bank to complete the table.

teeth

ears thick fur hooves

Peccary Structure Function

To pull off the outside layer of cactuses

To protect the body from sharp cactus spines

To hold the cactus leaf down while eating

Beadnose is an adult female grizzly bear that lives in Katmai National Park in Alaska. Tundra is her cub. Observe the photographs.

15. The table shows some physical traits of the bear cub. Write acquired or inherited in each row to complete the table.

Physical Trait

Tundra has two ears.

Tundra has brown fur.

Tundra has a scar above her eye.

Acquired or Inherited

Beadnose Tundra

Properties of Oobleck

16. Oobleck is a mixture of cornstarch and water. In different conditions, Oobleck can have properties of a solid or a liquid. Observe the photographs.

Part A: Circle one claim the photographs support.

▪ In Photograph 1, Oobleck is like a liquid.

▪ In Photograph 2, Oobleck is like a liquid.

Part B: Use evidence from the photographs to support the claim you chose in Part A.

Photograph 1

Photograph 2

The model shows how sound from a speaker moves Oobleck.

Oobleck Movement

When the sound is quiet, Oobleck moves a little.

When the sound is loud, Oobleck moves a lot.

17. Circle one claim to predict how Oobleck will move when no sound is produced by the speaker.

▪ When there is no sound, Oobleck will move a lot.

When there is no sound, Oobleck will move a little.

When there is no sound, Oobleck will not move.

Forces and Motion

The model shows the forces acting on a wagon when it starts to move from rest.

Forces in the Wagon System

18. Read the investigation question.

Question: How does the force from the hand change the motion of the wagon.

Circle two types of data that would help answer the investigation question.

▪ The color of the wagon

The mass of the wagon

The time the wagon travels

The temperature of the wagon

The distance the wagon travels

Observe the diagram of a person sitting on a swing.

19. Read the investigation question.

Question: How does the location of the seat change after a push? Circle one type of data that would help answer the investigation question.

▪ The color of the seat over time

The speed of the seat over time

The shape of the seat over time

The height of the seat over time

Investigating Materials

Life jackets are made of materials that help people float in water. Observe the table.

Material

Felt

Wood

Stone

Metal

Plastic foam

Sinks or Floats

Sinks

Floats

Sinks

Sinks

Floats

20. Circle two materials that could be used to create a life jacket. ▪ Felt

Wood

Stone Metal

Sun and Moon Patterns

Observe the predicted moon phases for a week in February 2039.

21. Circle one choice to predict the moon phase that will most likely appear on Sunday, February 20, 2039.

The southern half of Earth has the same seasons as the northern half of Earth. The seasons occur during different months of the year.

Christchurch, New Zealand, is on the southern half of Earth. Observe the graph.

22. Circle two statements that best predict the average day length for winter 2032.

Winter days will be longer than fall days.

Winter days will be shorter than fall days.

Winter days will be longer than spring days.

Winter days will be shorter than spring days.

Winter days will be the same length as summer days.

23. Circle one choice to predict which season will most likely have the longest average day length in 2032.

▪ PhD SCIENCE® TEXAS Level 4 ▸ Benchmark 2 22 © 2024 Great Minds PBC

Level 4 Benchmark 2 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.

2 4.3A 4.5G 4.10B

Choice 1 is correct.

Choice 2 is incorrect. Earthquake cracks form quickly, and yardangs form slowly. Choice 3 is incorrect. Earthquake cracks form quickly, and yardangs form slowly.

Choice 4 is incorrect. Yardangs are caused by changes to the surface of the Mojave Desert. Choice 5 is correct.

Choice 1 is correct.

Choice 2 is incorrect. Ice, not wind, weathered the rock.

Choice 3 is incorrect. Pressure did not erode the land. Ice weathered the mountain, and gravity eroded the weathered rock.

Choice 4 is incorrect. Ice, not pressure, weathered the rock.

Choice 1 is incorrect. Temperature does not cause materials to sink in water. Choice 2 is incorrect. Magnetism does not cause materials to sink in water.

Choice 3 is correct.

Choice 4 is incorrect. Physical state does not cause materials to sink in water.

12 4.3A 4.5B 4.10B

Choice 1 is incorrect. Temperature does not affect the rate of deposition in the lake. Choice 2 is correct.

Choice 3 is incorrect. Warmer temperature increases evaporation from the lake, which reduces water volume.

Choice 4 is incorrect. Warmer temperature increases evaporation from the lake, which reduces water volume.

Choice 1 is incorrect. Producers get energy, not matter, from the Sun. Choice 2 is correct.

Choice 3 is incorrect. Algae are producers and do not eat organisms to get matter. Choice 4 is correct.

Choice 5 is incorrect. Algae are not decomposers.

Choice 1 is incorrect. Trapping sediment does not help mangrove trees survive in salt water. Choice 2 is incorrect. Leaves falling into water does not help mangrove trees survive in salt water.

Choice 3 is incorrect. Seed pods floating to land does not help mangrove trees survive in salt water.

Choice 4 is correct.

Choice 1 is correct.

Choice 2 is incorrect. Erosion of sediment increases on shorelines without mangrove trees.

Choice 3 is incorrect. Deposition of sediment decreases on shorelines without mangrove trees. Choice 4 is correct.

Choice 5 is incorrect. Deposition of sediment decreases on shorelines without mangrove trees.

13A

Choice 1 is incorrect. The models show that the amount of energy transferred by waves decreases when a coral reef is present. Choice 2 is correct.

2 points: The student identifies that (1) the wave height in the model with a coral reef is less than the wave height in the model without a coral reef, and (2) the presence of a coral reef reduces the amount of energy transferred to the shoreline.

1 point: The student identifies one of the two criteria required for 2 points.

16A

Choice 1 is correct.

Choice 2 is incorrect. The photograph shows a sample of Oobleck that behaves like a solid.

16B

2 points: The student identifies (1) the properties of Oobleck in Photograph 1 that are like those of a liquid, such as evidence of pouring, a fixed volume, or that Oobleck takes the shape of its container, and (2) the properties of Oobleck in Photograph 2 that are like those of a solid, such as having a fixed shape or that pushes and pulls can change the shape.

1 point: The student identifies one of the two criteria required for 2 points.

17

Choice 1 is incorrect. When there is no sound, Oobleck will not move. Choice 2 is incorrect. When there is no sound, Oobleck will not move. Choice 3 is correct.

Choice 1 is incorrect. The color of the wagon does not provide data about the wagon’s motion. Choice 2 is incorrect. The mass of the wagon is constant and does not affect the investigation.

Choice 3 is correct.

Choice 4 is incorrect. The temperature of the wagon does not provide data about the wagon’s motion.

Choice 5 is correct.

20 4.2B 3.6D

Choice 1 is incorrect. The seat’s color does not provide data about the seat’s location.

Choice 2 is incorrect. The seat’s speed provides data about the seat’s motion, not its location. Choice 3 is incorrect. The seat’s shape does not provide data about the seat’s location. Choice 4 is correct.

Choice 1 is incorrect. Felt does not float.

Choice 2 is correct.

Choice 3 is incorrect. Stone does not float. Choice 4 is incorrect. Metal does not float. Choice 5 is correct.

21 4.2B 4.5A 4.9B

Choice 1 is incorrect. Less of the Moon will be visible on February 20, 2039, with only a small crescent visible on the left side.

Choice 2 is incorrect. Less of the Moon will be visible on February 20, 2039, with only a small crescent visible on the left side.

Choice 3 is correct.

Choice 4 is incorrect. Less of the Moon will be visible on February 20, 2039, with only a small crescent visible on the left side.

22 4.2B

4.5A

4.9A

Choice 1 is incorrect. Average day length in winter will be shorter than average day length in fall. Choice 2 is correct.

Choice 3 is incorrect. Average day length in winter will be shorter than average day length in spring.

Choice 4 is correct.

Choice 5 is incorrect. Average day length in winter will be shorter than average day length in summer.

23

4.2B 4.5A 4.9A

Choice 1 is correct.

Choice 2 is incorrect. Summer will have a longer average day length than fall. Choice 3 is incorrect. Winter will have the shortest average day length. Choice 4 is incorrect. Summer will have a longer average day length than spring.

1

Total Points 39

Benchmark 2 Alignment Map

For teacher reference, this alignment map lists the Texas Essential Knowledge and Skills assessed by each item in the Benchmark.

1 The student uses observations (4.1E) to compare (4.5C) rapid changes to Earth’s surface caused by earthquakes (3.10C) and slow changes to Earth’s surface caused by weathering and erosion by wind (4.10B).

3.10C Model and describe rapid changes in Earth’s surface such as volcanic eruptions, earthquakes, and landslides.

4.10B Model and describe slow changes to Earth’s surface caused by weathering, erosion, and deposition from water, wind, and ice.

2 The student uses the model to explain (4.3A) that weathering caused by ice (4.5G) changed the shape of the landform (4.10B).

4.10B Model and describe slow changes to Earth’s surface caused by weathering, erosion, and deposition from water, wind, and ice.

3 The student uses the model (4.1G) to identify weathering, erosion, and deposition from water (4.10B) as processes that cause minerals to accumulate in Spotted Lake (4.5B).

4 The student uses the location of minerals in Spotted Lake (4.5A) to classify matter by relative density (4.6A).

4.10B Model and describe slow changes to Earth’s surface caused by weathering, erosion, and deposition from water, wind, and ice.

4.1E Collect observations and measurements as evidence.

4.5C Use scale, proportion, and quantity to describe, compare, or model different systems.

▪ 4.6A Classify and describe matter using observable physical properties, including temperature, mass, magnetism, relative density (the ability to sink or float in water), and physical state (solid, liquid, gas).

4.3A Develop explanations and propose solutions supported by data and models.

4.5G Explain how factors or conditions impact stability and change in objects, organisms, and systems.

4.1G Develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.

N/A

4.5B Identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems.

▪ 4.5A Identify and use patterns to explain scientific phenomena or to design solutions.

ItemIntegration

5 The student uses the model (4.1G) of the movement of water at Spotted Lake (4.5E) to describe the processes occurring during the water cycle (4.10A).

6 The student uses the model (4.1G) to predict how processes during the water cycle (4.10A) cause changes in the water level of Spotted Lake (4.5B).

4.10A Describe and illustrate the continuous movement of water above and on the surface of the Earth through the water cycle and explain the role of the Sun as a major source of energy in this process.

4.10A Describe and illustrate the continuous movement of water above and on the surface of the Earth through the water cycle and explain the role of the Sun as a major source of energy in this process.

4.1G Develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.

4.5E Investigate how energy flows and matter cycles through systems and how matter is conserved.

7 The student uses data to explain (4.3A) how changes in temperature cause the water volume of Spotted Lake to change (4.5B) through the cycling of water (4.10A).

8 The student analyzes conditions of Spotted Lake (4.2B) to differentiate between weather and climate (4.10C).

9 The student uses the model (4.1G) to determine the roles of the Sun, grass, and frog (4.12A, 4.12B) in the environment (4.5E).

4.10A Describe and illustrate the continuous movement of water above and on the surface of the Earth through the water cycle and explain the role of the Sun as a major source of energy in this process.

4.1G Develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.

4.5B Identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems.

▪

4.10C Differentiate between weather and climate.

4.3A Develop explanations and propose solutions supported by data and models.

4.5B Identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems.

4.2B Analyze data by identifying any significant features, patterns, or sources of error.

4.12A Investigate and explain how most producers can make their own food using sunlight, water, and carbon dioxide through the cycling of matter.

4.12B Describe the cycling of matter and flow of energy through food webs, including the roles of the Sun, producers, consumers, and decomposers.

4.1G Develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.

4.5E Investigate how energy flows and matter cycles through systems and how matter is conserved.

10 The student explains how matter cycles in an environment (4.5E) by describing how algae use carbon dioxide and water to get matter (4.12A) and provide matter to consumers (4.12B).

▪ ▪

4.12A Investigate and explain how most producers can make their own food using sunlight, water, and carbon dioxide through the cycling of matter.

4.12B Describe the cycling of matter and flow of energy through food webs, including the roles of the Sun, producers, consumers, and decomposers.

N/A

▪ 4.5E Investigate how energy flows and matter cycles through systems and how matter is conserved.

11 The student uses observations as evidence (4.1E) to identify that the roots of the mangrove tree (4.5F) allow it to survive in salt water (4.13A).

12 The student uses evidence to explain (4.3A) that erosion by water increases and deposition by water decreases near shorelines (4.10B) without mangrove tree forests (4.5B).

13A The student identifies that the coral reef decreases (4.5B) the transfer of energy from waves (4.8A).

13B The student uses evidence from the model to explain (4.3A) that a coral reef decreases the amount of energy (4.5E) transferred by waves to the shoreline (4.8A).

4.13A Explore and explain how structures and functions of plants such as waxy leaves and deep roots enable them to survive in their environment.

4.10B Model and describe slow changes to Earth’s surface caused by weathering, erosion, and deposition from water, wind, and ice.

▪ 4.8A Investigate and identify the transfer of energy by objects in motion, waves in water, and sound.

▪

4.8A Investigate and identify the transfer of energy by objects in motion, waves in water, and sound.

4.1E Collect observations and measurements as evidence.

4.5F Explain the relationship between the structure and function of objects, organisms, and systems.

4.3A Develop explanations and propose solutions supported by data and models.

N/A

▪

4.5B Identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems.

4.3A Develop explanations and propose solutions supported by data and models.

4.5B Identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems.

4.5E Investigate how energy flows and matter cycles through systems and how matter is conserved.

14 The student uses data to explain (4.3A) collared peccary structures and functions (4.5F) that help the collared peccary survive in its environment (3.13A).

15 The student identifies patterns (4.5A) in the physical appearance of a mother bear and her cub to differentiate (4.3A) between inherited and acquired physical traits (4.13B).

16A The student uses observations of Oobleck as evidence (4.1E) to classify Oobleck by its physical state (4.6A).

3.13A Explore and explain how external structures and functions of animals such as the neck of a giraffe or webbed feet on a duck enable them to survive in their environment.

4.13B Differentiate between inherited and acquired physical traits of organisms.

4.3A Develop explanations and propose solutions supported by data and models.

4.5F Explain the relationship between the structure and function of objects, organisms, and systems.

4.3A Develop explanations and propose solutions supported by data and models.

4.5A Identify and use patterns to explain scientific phenomena or to design solutions.

16B The student uses patterns of states of matter (4.5A) to explain (4.3A) that in Photograph 1 Oobleck behaves like a liquid (4.6A).

4.6A Classify and describe matter using observable physical properties, including temperature, mass, magnetism, relative density (the ability to sink or float in water), and physical state (solid, liquid, gas).

4.6A Classify and describe matter using observable physical properties, including temperature, mass, magnetism, relative density (the ability to sink or float in water), and physical state (solid, liquid, gas).

4.1E Collect observations and measurements as evidence. N/A

4.3A Develop explanations and propose solutions supported by data and models.

4.5A Identify and use patterns to explain scientific phenomena or to design solutions.

ItemIntegration of Standards Content Standards

17 The student uses a model of Oobleck movement on a speaker (4.1G) to choose the claim that there will be no transfer of energy (4.8A) in the system when there is no sound produced by the speaker (4.5B).

18 The student identifies time and distance as data (4.1B) needed to investigate how a pull causes (4.5B) the motion of a wagon to change (3.7B).

4.8A Investigate and identify the transfer of energy by objects in motion, waves in water, and sound.

Scientific and Engineering Practices Recurring Themes and Concepts

4.1G Develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.

4.5B Identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems.

19 The student decides to collect data (4.1B) on the height of the seat to investigate how a push causes (4.5B) the seat’s location to change (3.7B).

3.7B Plan and conduct a descriptive investigation to demonstrate and explain how position and motion can be changed by pushing and pulling objects such as swings, balls, and wagons.

3.7B Plan and conduct a descriptive investigation to demonstrate and explain how position and motion can be changed by pushing and pulling objects such as swings, balls, and wagons.

20 The student analyzes the table and identifies plastic foam and wood as possible materials for creating a life jacket because the materials float (3.6D, 4.2B).

3.6D Demonstrate that materials can be combined based on their physical properties to create or modify objects such as building a tower or adding clay to sand to make a stronger brick and justify the selection of materials based on their physical properties.

4.1B Use scientific practices to plan and conduct descriptive investigations and use engineering practices to design solutions to problems.

4.5B Identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems.

4.1B Use scientific practices to plan and conduct descriptive investigations and use engineering practices to design solutions to problems.

4.5B Identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems.

4.2B Analyze data by identifying any significant features, patterns, or sources of error.

ItemIntegration of Standards Content Standards

21 The student identifies patterns (4.5A) in data (4.2B) to predict the appearance of the Moon from Earth on February 20, 2039 (4.9B).

22 The student identifies patterns (4.5A) in the average day length data (4.2B) and predicts that winter will have shorter average day lengths than fall and spring (4.9A).

23 The student analyzes the day length data (4.2B) to identify patterns (4.5A) and predict that summer will have the longest average day length (4.9A).

▪

Scientific and Engineering Practices Recurring Themes and Concepts

▪

4.9B Collect and analyze data to identify sequences and predict patterns of change in the observable appearance of the Moon from Earth.

4.9A Collect and analyze data to identify sequences and predict patterns of change in seasons such as change in temperature and length of daylight.

4.9A Collect and analyze data to identify sequences and predict patterns of change in seasons such as change in temperature and length of daylight.

4.2B Analyze data by identifying any significant features, patterns, or sources of error.

4.5A Identify and use patterns to explain scientific phenomena or to design solutions.

4.2B Analyze data by identifying any significant features, patterns, or sources of error.

4.5A Identify and use patterns to explain scientific phenomena or to design solutions.

4.2B Analyze data by identifying any significant features, patterns, or sources of error.

4.5A Identify and use patterns to explain scientific phenomena or to design solutions.

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