0% found this document useful (0 votes)
42 views

01_grmf_assess_guide_u1

Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
0% found this document useful (0 votes)
42 views

01_grmf_assess_guide_u1

Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 50

Edit File

Assessment Guide
Module F
Edit File

Acknowledgements for Covers

Cover Photo Credits

Iceberg (bg) ©Hans Reinhard/Corbis; viscous lava (l) ©Bruce Omori/epa/Corbis; Mars Rover (cl)
©Mark Garlick/Photo Researchers, Inc.; mushroom rock (cr) ©John Elk III/Alamy; anemometer (r)
©Ryan McGinnis/Flickr/Getty Images

Copyright © by Houghton Mifflin Harcourt Publishing Company

All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means,
electronic or mechanical, including photocopying or recording, or by any information storage and
retrieval system, without the prior written permission of the copyright owner unless such copying is
expressly permitted by federal copyright law. Requests for permission to make copies of any part of the
work should be addressed to Houghton Mifflin Harcourt Publishing Company, Attn: Contracts,
Copyrights, and Licensing, 9400 South Park Center Loop, Orlando, Florida 32819.

Printed in the U.S.A.

ISBN 978-0-547-59340-1

1 2 3 4 5 6 7 8 9 10 0982 20 19 18 17 16 15 14 13 12 11
4500000000 ABCDEFG

If you have received these materials as examination copies free of charge, Houghton Mifflin Harcourt
Publishing Company retains title to the materials and they may not be resold. Resale of examination
copies is strictly prohibited.

Possession of this publication in print format does not entitle users to convert this publication, or any
portion of it, into electronic format.
Edit File
INTRODUCTION
Overview
ScienceFusion provides parallel instructional paths for teaching important science content. You
may choose to use the print path, the digital path, or a combination of the two. The quizzes,
tests, and other resources in this Assessment Guide may be used with either path.

The ScienceFusion assessment options are intended to give you maximum flexibility in
assessing what your students know and what they can do. The program’s formative and
summative assessment categories reflect the understanding that assessment is a learning
opportunity for students, and that students must periodically demonstrate mastery of content in
cumulative tests.

All ScienceFusion tests are available—and editable—in ExamView and online at


thinkcentral.com. You can customize a quiz or test for your classroom in many ways:
• adding or deleting items
• adjusting for cognitive complexity, Bloom’s taxonomy level, or other measures of difficulty
• changing the sequence of items

• changing the item formats


• editing the question itself

All of these changes, except the last, can be made without invalidating the content correlation of
the item.

This Assessment Guide is your directory to assessment in ScienceFusion. In it you’ll find


copymasters for Lesson Quizzes, Unit Tests, Unit Reviews, Performance-Based Assessments
Alternative Assessments, and End-of-Module Tests; answers and explanations of answers;
rubrics; a bubble-style answer sheet; and suggestions for assessing student progress using
performance, portfolio, and other forms of integrated assessment.

You will also find additional assessment prompts and ideas throughout the program, as indicated
on the chart that follows.

Introduction vi Module F • Assessment Guide


© Houghton Mifflin Harcourt Publishing Company
Assessment in ScienceFusion Program

Assessment Guide

at thinkcental.com
Online Resources
Student Editions

Teacher Edition

Digital Lessons

ExamView Test
Generator
Formative Assessment
Assessing Prior Knowledge
Engage Your Brain X
Unit Pretest X X X
Embedded Assessment
Active Reading Questions X
Interactivities X
Probing Questions X
Formative Assessment X
Classroom Discussions X
Common Misconceptions X
Learning Alerts X
Embedded Questions and Tasks X
Student Self-Assessments X
Digital Lesson Quiz X
When used primarily for teaching
Lesson Review X X
Lesson Quiz X X X
Alternative Assessment X X
Performance-Based Assessment X
Portfolio Assessment, guidelines X

Summative Assessment
End of Lessons
Visual Summary X X
Lesson Quiz X X X
Alternative Assessment X X X
Rubrics X X
End of Units
Unit Review X X X X
Answers X X X
Test Doctor Answer Explanations X X X
Unit Test A (on level) X X X
Unit Test B (below level) X X X
End of Module
End-of-Module Test X X X

Introduction vii Module F • Assessment Guide


© Houghton Mifflin Harcourt Publishing Company
Formative Assessment
Assessing Prior Knowledge
Frequently in this program, you’ll find suggestions for assessing what your students already
know before they begin studying a new lesson. These activities help you warm up the class,
focus minds, and activate students’ prior knowledge.

In This Assessment Guide


Each of the units begins with a Unit Pretest consisting of multiple-choice questions that assess
prior and prerequisite knowledge. Use the Pretest to get a snapshot of the class and help you
organize your pre-teaching.

In the Student Edition


Engage Your Brain Simple, interactive
warm-up tasks get students thinking, and
remind them of what they may already know
about the lesson topics.

Active Reading Questions Students first see


the lesson vocabulary on the opening page,
where they are challenged to show what they
know about the terms. Multiple exposures to
the key terms throughout the lesson lead to
mastery.

In the Teacher Edition


Opening Your Lesson At the start of each TE lesson Opening Your Lesson suggests questions
and activities that help you assess prerequisite and prior knowledge.

Introduction viii Module F • Assessment Guide


© Houghton Mifflin Harcourt Publishing Company
Embedded Assessment
Once you’re into the lesson, you’ll continue to find suggestions, prompts, and resources for
ongoing assessment.

Student Edition
Active Reading Questions and Interactivities Frequent
questions and interactive prompts are embedded in the
text, where they give students instant feedback on their
comprehension. They ask students to respond in different
ways, such as writing, drawing, and annotating the text.
The variety of skills and response types helps all students
succeed, and keeps them interested.

In the Teacher Edition


Probing Questions Probing questions appear in the point-of-use teaching suggestions. These
questions are labeled to show the degree of independent inquiry they require. The three levels of
inquiry—Directed, Guided, and Independent—give students experience that builds toward
independent analysis.
Classroom Discussions Discussion is a natural opportunity to gauge how well students have
absorbed the material, and to assess any misconceptions or gaps in their understanding. Students
also learn from each other in this informal exchange. Classroom discussion ideas appear
throughout the lesson in the Teacher Edition.

Tips for Classroom Discussions


• Allow students plenty of time to reflect and formulate their answers.

• Call upon students you sense have something to add but who haven’t spoken.
• At the same time, allow reluctant students not to speak unless they choose to.
• Encourage students to respond to each other as well as to you.

Introduction ix Module F • Assessment Guide


© Houghton Mifflin Harcourt Publishing Company
Misconceptions and Learning Alerts The Teacher Background pages at the start of a unit
describe common misconceptions and identify the lessons in which the misconceptions can be
addressed. Strategies for addressing the misconceptions appear in the point-of-use teaching
notes. Additional Learning Alerts help you introduce and assess challenging topics.
Formative Assessment A final formative assessment strategy appears on the Evaluate page at
the end of each lesson, followed by reteaching ideas.

In This Assessment Guide


Several of the assessment strategies described in this book can be used either as formative or as
summative instruments, depending on whether you use them primarily for teaching or primarily
for evaluation. The choice is yours. Among these are the Lesson Quizzes, described here, and
the Alternative Assessment, described under Summative Assessment, next. Because both of
these assessments are provided for every lesson, you could use them both at different times.
Lesson Quizzes as Formative Assessment In this book, Lesson Quizzes in a unit follow the
Unit Pretest. The five-item Lesson Quiz can be administered as a written test, used as an oral
quiz, or given to small student groups for collaboration. In the Answer Key at the end of this
book, you’ll find a feature called the Test Doctor, which provides a brief explanation of what
makes each correct answer correct and each incorrect answer incorrect. Use this explanatory
material to begin a discussion following the quiz.

Classroom Observation
Classroom observation is one way to gather and record information that can lead to improved
instruction. You’ll find a Classroom Observation Checklist in Assessment Tools, following the
Introduction.
Tips for Classroom Observation
• Don’t try to see and record everything at once. Instead, identify specific skills you will
observe in a session.
• Don’t try to observe everyone at once. Focus on a few students at a time.
• Repeat observations at different times in order to identify patterns. This practice helps
you validate or correct your impressions from a single time.
• Use the checklist as is or modify it to suit your students and your instruction. Fill in
student names across the top and write the date next to the skills you are observing on a
particular day.
• Keep the checklist, add to it, and consult it periodically for hints about strengths,
weaknesses, and developments of particular students and of the class.
• Use your own system of ratings or the simple number code on the checklist. When you
have not seen enough to give a rating, leave the space blank.

Introduction x Module F • Assessment Guide


© Houghton Mifflin Harcourt Publishing Company
Summative Assessment
In the Student Edition
Visual Summary and Lesson Review
Interactive summaries help students synthesize lesson material, and the Lesson Review provides
a variety of questions focusing on vocabulary, key concepts, and critical thinking.

Unit Reviews
Each unit in the Student Edition is followed by a Unit Review, also available in this Assessment
Guide. These tests include the item types commonly found on the statewide assessments. You
may want to use these tests to review unit content right away or at any time later in the year to
help students prepare for the statewide assessment. If you wish to give students practice in
filling in a machine-scorable answer sheet, use the bubble-type answer sheet at the start of the
Answer Key.

In This Assessment Guide


Alternative Assessments
Every lesson has an Alternative Assessment worksheet, which is previewed in the Teacher
Edition on the Evaluate page of the lesson. The activities on these worksheets assess student
comprehension of core content, while at the same time offering a variety of options for students
with various abilities, learning styles, and interests. The activities require students to produce a
tangible product or to give a presentation that demonstrates their understanding of skills and
concepts.
Tips for Alternative Assessment
• The structure of these worksheets allows for differentiation in topic, difficulty level, and
activity type/learner preferences.
• Each worksheet has a variety of items for students and teachers to choose from.

• The items may relate to the entire lesson content or to just one or two key topics.
Encourage students to select items so that they will hit most key topics in a lesson.
• Share the rubrics and Presentation Guidelines with students so they understand the
expectations for these assignments. You could have them fill in a rubric with their name
and activity choices at the same time they choose their assignments, and then submit the
rubric with their presentation or assignment.

Introduction xi Module F • Assessment Guide


© Houghton Mifflin Harcourt Publishing Company
Grading Alternative Assessments
Each type of Alternative Assessment worksheet has a rubric for easy grading.
• The rubrics focus mostly on content comprehension, but also take into account presentation.
• The Answer Key describes the expected content mastery for each Alternative Assessment.
• Separate Presentation Guidelines describe the attributes of successful written work, posters
and displays, oral presentations, and multimedia presentations.
• Each rubric has space to record your reasons for deducting points, such as content errors or
particular presentation flaws.
• If you wish to change the focus of an Alternative Assessment worksheet, you can adjust the
point values for the rubric.

The Presentation Guidelines and the rubrics follow the Introduction. The Answer Key appears at
the end of the book.

Unit Tests A and B


This Assessment Guide contains leveled tests for each unit.
• The A-level tests are for students who typically perform below grade level.
• The B-level tests are intended for students whose performance is on grade level.
Both versions of the test address the unit content with a mixture of item types, including
multiple choice, short response, and extended response. Both levels contains items of low,
medium, and high cognitive complexity, though level B contains more items of higher
complexity. A few items appear in both of the tests as a means of assuring parallel content
coverage. If you need a higher-level test, you can easily assemble one from the lesson
assessment banks in ExamView or online at thinkcentral.com. All items in the banks are tagged
with five different measures of difficulty as well as standards and key terms.

End-of-Module Test
The final test in this Assessment Guide is the End-of-Module Review. This is a long-form,
multiple-choice test in the style of the statewide assessments. An Answer Sheet appears with the
review.

Introduction xii Module F • Assessment Guide


© Houghton Mifflin Harcourt Publishing Company
Performance-Based Assessment
Performance-Based Assessment involves a hands-on activity in which students demonstrate
their skills and thought processes. Each Performance-Based Assessment includes a page of
teacher-focused information and a general rubric for scoring. In addition to the Performance-
Based Assessment provided for each unit, you can use many of the labs in the program as the
basis for performance assessment.
Tips for Performance Assessment
• Prepare materials and stations so that all students have the same tasks. You may want to
administer performance assessments to different groups over time.
• Provide clear expectations, including the measures on which students will be evaluated.
You may invite them to help you formulate or modify the rubric.
• Assist students as needed, but avoid supplying answers to those who can handle the work
on their own.
• Don’t be hurried. Allow students enough time to do their best work.
Developing or Modifying a Rubric
Developing a rubric for a performance task involves three basic steps:
1. Identify the inquiry skills that are taught in the lesson and that students must perform to
complete the task successfully and identify the understanding of content that is also
required. Many of the skills may be found in the Lab and Activity Evaluation later in
this guide.
2. Determine which skills and understandings of content are involved in each step.
3. Decide what you will look for to confirm that the student has acquired each skill and
understanding you identified.

Introduction xiii Module F • Assessment Guide


© Houghton Mifflin Harcourt Publishing Company
Portfolio Assessment, Guidelines
A portfolio is a showcase for student work, a place where many types of assignments, projects,
reports and data sheets can be collected. The work samples in the collection provide snapshots
of the student’s efforts over time, and taken together they reveal the student’s growth, attitudes,
and understanding better than other types of assessment. Portfolio assessment involves meeting
with each student to discuss the work and to set goals for future performance. In contrast with
formal assessments, portfolio assessments have these advantages:
1. They give students a voice in the assessment process.
2. They foster reflection, self-monitoring, and self-evaluation.
3. They provide a comprehensive picture of a student’s progress.
Tips for Portfolio Assessment
• Make a basic plan. Decide how many work samples will be included in the portfolios and
what period of time they represent.
• Explain the portfolio and its use. Describe the portfolio an artist might put together,
showing his or her best or most representative work, as part of an application for school
or a job. The student’s portfolio is based on this model.
• Together with your class decide on the required work samples that everyone’s portfolio
will contain.
• Explain that the students will choose additional samples of their work to include. Have
students remember how their skills and understanding have grown over the period
covered by the portfolio, and review their work with this in mind. The best pieces to
choose may not be the longest or neatest.
• Give students the Portfolio Planning Worksheet found in Assessment Tools. Have
students record their reasoning as they make their selections and assemble their
portfolios.
• Share with students the Portfolio Evaluation Checklist, also found in Assessment Tools,
and explain how you will evaluate the contents of their portfolios.
• Use the portfolios for conferences, grading, and planning. Give students the option of
taking their portfolios home to share.

Introduction xiv Module F • Assessment Guide


© Houghton Mifflin Harcourt Publishing Company
ASSESSMENT TOOLS
Alternative Assessment Presentation Guidelines
The following guidelines can be used as a starting point for evaluating student presentation of
alternative assessments. For each category, use only the criteria that are relevant for the
particular format you are evaluating; some criteria will not apply for certain formats.

Written Work Oral Presentations


• Matches the assignment in format (essay, journal • Matches the assignment in format (speech, news
entry, newspaper report, etc.) report, etc.)
• Begins with a clear statement of the topic and • Presentation is delivered well, and enthusiasm is
purpose shown for topic
• Provides information that is essential to the • Words are clearly pronounced and can easily be
reader’s understanding heard
• Supporting details are precise, related to the topic, • Information is presented in a logical, interesting
and effective sequence that the audience can follow
• Follows a logical pattern of organization • Visual aids are relative to content, very neat, and
• Uses transitions between ideas artistic
• When appropriate, uses diagrams or other visuals • Often makes eye contact with audience
• Correct spelling, capitalization, and punctuation • Listens carefully to questions from the audience
• Correct grammar and usage and responds accurately
• Varied sentence structures • Stands straight, facing the audience
• Neat and legible • Uses movements appropriate to the presentation;
does not fidget
Posters and Displays • Covers the topic well in the time allowed
• Matches the assignment in format (brochure, • Gives enough information to clarify the topic, but
poster, storyboard, etc.) does not include irrelevant details
• Topic is well researched and quality information
is presented Multimedia Presentations
• Poster communicates an obvious, overall message • Topic is well researched, and essential
• Posters have large titles and the message, or information is presented
purpose, is obvious • The product shows evidence of an original and
• Images are big, clear, and convey important inventive approach
information • The presentation conveys an obvious, overall
• More important ideas and items are given more message
space and presented with larger images or text • Contains all the required media elements, such as
• Colors are used for a purpose, such as to link text, graphics, sounds, videos, and animations
words and images • Fonts and formatting are used appropriately to
• Sequence of presentation is easy to follow emphasize words; color is used appropriately to
because of visual cues, such as arrows, letters, or enhance the fonts
numbers • Sequence of presentation is logical and/or the
• Artistic elements are appropriate and add to the navigation is easy and understandable
overall presentation • Artistic elements are appropriate and add to the
• Text is neat overall presentation
• Captions and labels have correct spelling, • The combination of multimedia elements with
capitalization, and punctuation words and ideas produces an effective
presentation
• Written elements have correct spelling,
capitalization, and punctuation

Assessment Tools xv Module F • Assessment Guide


© Houghton Mifflin Harcourt Publishing Company
Edit File
Alternative Assessment Rubric – Tic-Tac-Toe
Worksheet Title: _____________________________________________
Student Name: ______________________________________________
Date: _____________________________________________________

Add the titles of each activity chosen to the chart below.

Content Presentation Points


(0-3 points) (0-2 points) Sum

Choice 1: _______________________________________________________________________________
Points

Reason for
missing points

Choice 2: _______________________________________________________________________________
Points

Reason for
missing points

Choice 3: _______________________________________________________________________________
Points

Reason for
missing points

Total Points (of 15 maximum)

Assessment Tools xvi Module F • Assessment Guide


© Houghton Mifflin Harcourt Publishing Company
Alternative Assessment Rubric – Mix and Match
Worksheet Title: _____________________________________________
Student Name: ______________________________________________
Date: _____________________________________________________

Add the column choices to the chart below.

Content Presentation Points


(0-3 points) (0-2 points) Sum

Information Source from Column A: __________________________________________________________

Topics Chosen for Column B:________________________________________________________________

________________________________________________________________________________________

Presentation Format from Column C: _________________________________________________________


Points

Reason for
missing points

Total Points (of 5 maximum)

Assessment Tools xvii Module F • Assessment Guide


© Houghton Mifflin Harcourt Publishing Company
Alternative Assessment Rubric – Take Your Pick
Worksheet Title: _____________________________________________
Student Name: ______________________________________________
Date: _____________________________________________________

Add the titles of each activity chosen to the chart below.

Content Presentation Points


2-point item: (0-1.5 points) (0-0.5 point) Sum
5-point item (0-4 points) (0-1 point)
8-point item: (0-6 points) (0-2 points)

Choice 1: _______________________________________________________________________________
Points

Reason for
missing points

Choice 2: _______________________________________________________________________________
Points

Reason for
missing points

Total Points (of 10 maximum)

Assessment Tools xviii Module F • Assessment Guide


© Houghton Mifflin Harcourt Publishing Company
Alternative Assessment Rubric – Choose Your Meal
Worksheet Title: _____________________________________________
Student Name: ______________________________________________
Date: _____________________________________________________

Add the titles of each activity chosen to the chart below.

Content Presentation Points


Appetizer, Sum
side dish, or (0-3 points) (0-2) points
dessert:
Main Dish (0-6 points) (0-4 points)

Appetizer: _______________________________________________________________________________
Points
Reason for
missing points

Side Dish: _______________________________________________________________________________


Points
Reason for
missing points

Main Dish: ______________________________________________________________________________


Points
Reason for
missing points

Dessert: _________________________________________________________________________________
Points
Reason for
missing points

Total Points (of 25 maximum)

Assessment Tools xix Module F • Assessment Guide


© Houghton Mifflin Harcourt Publishing Company
Alternative Assessment Rubric – Points of View
Worksheet Title: _____________________________________________
Student Name: ______________________________________________
Date: _____________________________________________________

Add the titles of group’s assignment to the chart below.

Content Presentation Points


(0-4 points) (0-1 points) Sum

Point of View:

Points

Reason for
missing points

Total Points (of 5 maximum)

Assessment Tools xx Module F • Assessment Guide


© Houghton Mifflin Harcourt Publishing Company
Alternative Assessment Rubric – Climb the Pyramid
Worksheet Title: _____________________________________________
Student Name: ______________________________________________
Date: _____________________________________________________

Add the titles of each activity chosen to the chart below.

Content Presentation Points


(0-3 points) (0-2 points) Sum

Choice from bottom row: ___________________________________________________________________


Points

Reason for
missing points

Choice from middle row: ___________________________________________________________________


Points

Reason for
missing points

Top row: ________________________________________________________________________________


Points

Reason for
missing points

Total Points (of 15 maximum)

Assessment Tools xxi Module F • Assessment Guide


© Houghton Mifflin Harcourt Publishing Company
Alternative Assessment Rubric – Climb the Ladder
Worksheet Title: _____________________________________________
Student Name: ______________________________________________
Date: _____________________________________________________

Add the titles of each activity chosen to the chart below.

Content Presentation Points


(0-3 points) (0-2 points) Sum

Choice 1 (top rung): _______________________________________________________________________


Points

Reason for
missing points

Choice 2 (middle rung): ____________________________________________________________________


Points

Reason for
missing points

Choice 3 (bottom rung): ____________________________________________________________________


Points

Reason for
missing points

Total Points (of 15 maximum)

Assessment Tools xxii Module F • Assessment Guide


© Houghton Mifflin Harcourt Publishing Company
Classroom Observation
Date ______________________________________ Checklist Edit File

Rating Scale
3 Outstanding 1 Needs Improvement

2 Satisfactory Not Enough Opportunity to Observe

Names of Students
Inquiry Skills

Observe

Compare

Classify/Order

Gather, Record, Display, or


Interpret Data

Use Numbers

Communicate

Plan and Conduct Simple


Investigations

Measure

Predict

Infer

Draw Conclusions

Use Time/Space Relationships

Hypothesize

Formulate or Use Models

Identify and Control Variables

Experiment

Assessment Tools xxiii Module F • Assessment Guide


© Houghton Mifflin Harcourt Publishing Company
Lab and
Name ______________________________________ Date _________ Activity Evaluation Edit File

Lab and Activity Evaluation


Circle the appropriate number for each criterion. Then add up the circled numbers in each
column and record the sum in the subtotals row at the bottom. Add up these subtotals to get
the total score.
Graded by _____________________________________ Total ____________ /100

Behavior Completely Mostly Partially Poorly


Follows lab procedures carefully and fully 10–9 8–7–6 5–4–3 2–1–0
Wears the required safety equipment and 10–9 8–7–6 5–4–3 2–1–0
displays knowledge of safety procedures
and hazards
Uses laboratory time productively and stays 10–9 8–7–6 5–4–3 2–1–0
on task
Behavior Completely Mostly Partially Poorly
Uses tools, equipment, and materials 10–9 8–7–6 5–4–3 2–1–0
properly
Makes quantitative observations carefully, 10–9 8–7–6 5–4–3 2–1–0
with precision and accuracy
Uses the appropriate SI units to collect 10–9 8–7–6 5–4–3 2–1–0
quantitative data
Records accurate qualitative data during 10–9 8–7–6 5–4–3 2–1–0
the investigation
Records measurements and observations 10–9 8–7–6 5–4–3 2–1–0
in clearly organized tables that have
appropriate headings and units
Works well with partners 10–9 8–7–6 5–4–3 2–1–0
Efficiently and properly solves any minor 10–9 8–7–6 5–4–3 2–1–0
problems that might occur with materials
or procedures
Subtotals:

Comments

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Assessment Tools xxiv Module F • Assessment Guide


© Houghton Mifflin Harcourt Publishing Company
Portfolio Planning
Name ______________________________________ Date _________ Worksheet Edit File

My Science Portfolio
What Is in My Portfolio Why I Chose It
1.

2.

3.

4.

5.

6.

7.

I organized my Science Portfolio this way because ___________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Assessment Tools xxv Module F • Assessment Guide


© Houghton Mifflin Harcourt Publishing Company
Portfolio Evaluation
Name ______________________________________ Date _________ Checklist Edit File

Portfolio Evaluation Checklist

Aspects of Science Literacy Evidence of Growth

1. Understands science concepts ___________________________________


(Animals, Plants; Earth’s Land, Air, Water;
___________________________________
Space; Weather; Matter, Motion, Energy)
___________________________________

2. Uses inquiry skills ___________________________________


(observes, compares, classifies, gathers/
___________________________________
interprets data, communicates, measures,
experiments, infers, predicts, draws ___________________________________
conclusions)

3. Thinks critically ___________________________________


(analyzes, synthesizes, evaluates, applies
___________________________________
ideas effectively, solves problems)
___________________________________

4. Displays traits/attitudes of a scientist ___________________________________


(is curious, questioning, persistent, precise,
___________________________________
creative, enthusiastic; uses science
materials carefully; is concerned for ___________________________________
environment)

Summary of Portfolio Assessment


For This Review Since Last Review

Excellent Good Fair Improving About the Not as Good


Same

Assessment Tools xxvi Module F • Assessment Guide


© Houghton Mifflin Harcourt Publishing Company
Unit 1
Name ______________________________________ Date _________ Edit File

Pretest
Earth’s Water
Choose the letter of the best answer.
1. The table below shows the amounts of different 4. Which of the following is a measure of the
types of surface water on Earth. amount of open spaces between the particles of
Water source Water volume (cubic miles) rock and soil?
Groundwater 5,614,000
Lakes 42,320 A. porosity
Rivers 509 B. saturation
Swamp water 2,752
Based on the table, about how much water is C. permeability
available to provide habitat for wildlife? D. precipitation
A. just over 3,000 cubic miles
5. Some hurricanes originate in the tropical regions
B. nearly 43,000 cubic miles of the Atlantic Ocean or Caribbean Sea, and they
C. about 46,000 cubic miles often travel along the coast of Florida. The
figure below shows a hurricane cloud that
D. close to 6,000,000 cubic miles
formed over the Atlantic Ocean.
2. On an island near the equator, the sun’s energy
causes ocean water to evaporate during the day.
In the afternoon, heavy rains fall. This process is
repeated during the summer months. What does
this example best show?
A. how most water on Earth is in the form of
water vapor
B. how land is the main source of water during the
water cycle
C. how the sun is the main source of energy for
the water cycle
D. how the ocean is large enough that it never Which two processes would have occurred for
runs out of water the hurricane to form over the ocean?
A. freezing and condensation
3. Which term is used to refer to the path that a
river or stream takes? B. evaporation and precipitation
A. divide C. evaporation and condensation
B. channel D. condensation and precipitation
C. gradient
D. tributary

Pretest 1 Module F • Assessment Guide


© Houghton Mifflin Harcourt Publishing Company
Unit 1
Name ______________________________________ Date _________

6. If a warm wind passes over snow, the snow can 10. Hydrogen and oxygen are the two elements that
be heated rapidly. When this happens, the snow make up water. Which of the following
can change directly into water vapor without diagrams correctly shows how these elements
first becoming liquid water. What is the correct form a water molecule?
term for this process?
A.
A. melting
B. deposition
C. sublimation
D. evaporation

7. After a day of rain, Samuel observed that a field


on his family’s farm was covered in water. The B.
next morning, the field appeared dry. Which of
these statements is the least likely explanation
of what happened to the water?
A. The water was absorbed into the soil.
B. The water seeped through the ground.
C. The water evaporated into the atmosphere.
C.
D. The water slowly trickled to lower ground as
runoff.

8. Which property of water allows it to form


droplets when in liquid form?
A. adhesion
B. cohesion D.
C. conductivity
D. specific heat

9. Why is Earth’s water vapor not found in low


places only, as Earth’s liquid water is?
A. Unlike liquid water, water vapor cannot flow
downhill.
B. Unlike liquid water, water vapor expands to
fill available space.
C. Unlike liquid water, water vapor takes the
shape of its container.
D. Unlike liquid water, only water vapor can
exist in the atmosphere.

Pretest 2 Module F • Assessment Guide


© Houghton Mifflin Harcourt Publishing Company
Unit 1 Lesson 1
Name ______________________________________ Date _________ Edit File

Lesson Quiz
Water and Its Properties
Choose the letter of the best answer.
1. The circle graph below shows the distribution of 4. Which of the following best describes the
water and land on Earth. relationship between developing nations, clean
water, and human health?
A. Many developing nations lack access to clean
water; this can harm human health.
B. Clean water is never available in developing
nations, so human health is always a major
issue there.
C. Human health does not depend on clean
water; health issues in developing nations are
not related to water.
D. Contaminated water and human health is not
a problem in developing nations, but it is a
Which statement best explains the graph? problem in developed nations.

A. A is land, B is fresh water, and C is salt water 5. Why does solid water (ice) float when placed in
B. A is salt water, B is fresh water, and C is land liquid water?
C. A is fresh water, B is land, and C is salt water A. Ice does not float in liquid water.
D. A is salt water, B is land, and C is fresh water B. Ice is less dense than liquid water.
C. Ice is more dense than liquid water.
2. Which of the following is an example of
cohesion? D. The densities of liquid water and ice are the
A. water transforming into vapor same.

B. water soaking into a paper towel


C. water slowly dissolving rocks over time
D. water forming droplets during a rainstorm

3. A water molecule contains two hydrogen atoms


and one oxygen atom. Which of the following
statements about water molecules is true?
A. All of the atoms have a positive charge.
B. All of the atoms have a negative charge.
C. The oxygen atom is positively charged and
the hydrogen atoms are negatively charged.
D. The oxygen atom is negatively charged and
the hydrogen atoms are positively charged.

Lesson Quiz 3 Module F • Assessment Guide


© Houghton Mifflin Harcourt Publishing Company
Unit 1 Lesson 2
Name ______________________________________ Date _________ Edit File

Lesson Quiz
The Water Cycle
Choose the letter of the best answer.
1. Which process changes water into a gaseous 4. Within which type of water body does water
state? move the slowest?
A. deposition A. river
B. sublimation B. cloud
C. precipitation C. ocean
D. condensation D. groundwater

2. A weather report stated that rain was likely with 5. A river flowing downhill transports matter
some snow and hail also possible. Which toward its base. Matter can be dissolved in the
statement is not true about rain, snow, and hail? water or can be in the form of sediment. Which
A. They all form in clouds. form of matter would be dissolved in the water?

B. They are all precipitation. A. sand

C. They are all the same state. B. leaves

D. They are all made of water. C. pebbles


D. minerals
3. Tai grows plants in a container called a
terrarium, as shown below. He keeps the
terrarium on a sunny windowsill.

The terrarium is closed, so Tai cannot add water to


the plants. However, the plants have enough water
to grow. Which of these statements best explains
why the plants always have enough water?
A. The air cannot hold all of the water vapor.
B. Water is unable to evaporate from the soil.
C. The plants take up water and store it in their
stems and leaves.
D. Energy from the sun cycles water through the
soil, the plants, and the air.

Lesson Quiz 4 Module F • Assessment Guide


© Houghton Mifflin Harcourt Publishing Company
Unit 1 Lesson 3
Name ______________________________________ Date _________ Edit File

Lesson Quiz
Surface Water and Groundwater
Choose the letter of the best answer.
1. Which of the following is used to calculate a 4. Which type of soil can retain the greatest
stream’s discharge? amount of water?
A. the distance its water travels over time A. one that has low porosity
B. the volume of water that flows over time B. one that has high porosity
C. the amount of sediment it carries over time C. one that has low permeability
D. the amount of dissolved minerals it carries D. one that has high permeability
over time
5. Which of the following characteristics of a
2. The groundwater in a certain area is being pumped watershed would act to reduce erosion?
out to provide drinking water. What must happen A. large floodplain areas
for the water table to remain unchanged?
B. soil with a high porosity
A. The rate of discharge must equal the rate of
C. a large number of lakes
recharge.
D. channels with a steep gradient
B. The rate of discharge must be less than the
rate of recharge.
C. The rate of discharge must be greater than the
rate of recharge.
D. The rate of discharge must fluctuate less than
the rate of recharge.

3. The diagram below shows a body of water


below Earth’s surface.

To what does the “X” in the diagram refer?


A. a divide
B. a floodplain
C. a watershed
D. a water table

Lesson Quiz 5 Module F • Assessment Guide


© Houghton Mifflin Harcourt Publishing Company
Unit 1 Lesson 1
Name ______________________________________ Date _________ Edit File

Alternative Assessment
Water and Its Properties
Mix and Match: Water Profile
Mix and match ideas to show what you've learned about water and its properties.
1. Work on your own, with a partner, or with a small group.

2. Choose one information source from Column A, two topics from Column B, and one option from
Column C. Check your choices.

3. Have your teacher approve your plan.

4. Submit or present your results.

A. Choose One Information B. Choose Two Things to C. Choose One Way to


Source Analyze Communicate Each
Choice from the Analysis
___ magazine photo that ___ uses of water ___ diagram or illustration
includes water usage
___ importance of water ___ colors or symbols marked
___ observations of the states on a visual, with a key
___ distribution of water
of water
___ model, such as drawings or
___ structure of water
___ observations of weather descriptions connected by
___ states of water strings
___ observations of water
usage at home ___ properties of water ___ booklet, such as a field
guide, travel brochure,
___ observation of water’s
playbook, or set of menus
interaction with other
substances ___ game
___ photographs of water ___ story, song, or poem, with
around a community supporting details
___ illustration of a water ___ skit, chant, or dance, with
molecule supporting details
___ video that discusses topics ___ multimedia presentation
related to water
_________________________
___ print or audio description
that includes topics related
to water
___ digital simulation of a
concept related to water
_________________________

Alternative Assessment 6 Module F • Assessment Guide


© Houghton Mifflin Harcourt Publishing Company
Unit 1 Lesson 2
Name ______________________________________ Date _________ Edit File

Alternative Assessment
The Water Cycle
Points of View: The Water Cycle
Your class will work together to show what you’ve learned
about the water cycle from several different viewpoints.
1. Work in groups as assigned by your teacher. Each group will be assigned to one or two viewpoints.

2. Complete your assignment, and present your perspective to the class.

Examples List examples of three things transported by the water cycle. Describe how they
are transported.

Illustrations Draw a diagram that shows the water cycle. In your drawing, include at least
two examples of ways water changes state during the cycle. Share your drawing with the class.

Analysis Describe the three processes by which water moves into the atmosphere. Which
process accounts for most of the water moving into the atmosphere?

Observations Look out a window at a landscape, or look at a picture of landscape. Think


about the water cycle and the different forms that water takes in the cycle. In what three states
of matter can water exist? Identify one or more forms of water that are present outside or that
are pictured in the photograph.

Calculations Use the National Weather Service's Web site (http://water.weather.gov/) to


find statistics about yearly precipitation amounts in your state. Roughly how many inches of
precipitation fell on your state last year? Roughly how much precipitation fell on your state
four years ago? During which year did more precipitation fall on your state?

Alternative Assessment 7 Module F • Assessment Guide


© Houghton Mifflin Harcourt Publishing Company
Unit 1 Lesson 3
Name ______________________________________ Date _________ Edit File

Alternative Assessment
Surface Water and Groundwater
Points of View: Surface Water
Your class will work together to show what you’ve learned about surface water from several
different viewpoints.
1. Work in groups as assigned by your teacher. Each group will be assigned to one or two viewpoints.

2. Complete your assignment, and present your perspective to the class.

Vocabulary Make a word wall on the bulletin board that includes vocabulary terms related
to surface water. Write the definition of each term on different-colored cards. Use arrows to
show interrelationships among the words.

Examples Use a video camera to record examples of surface water in your area. Include a
narration that identifies the bodies of water and describes how they are replenished by the
water cycle.

Illustrations Draw an illustration of a watershed. Label the watershed, divide, main river
channel, and tributaries. Include captions that describe the parts of your watershed.

Analysis You are a hydrologist, a scientist who studies water systems. You have been asked
to analyze the factors that affect the flow of a local stream. Write a brief report describing how
plants, soil type, and topography affect stream flow.

Calculations You've been asked to help develop a water conservation plan at school.
Research or estimate how much water is used for common activities, such as drinking, cooking,
cleaning, flushing toilets, and landscaping. Create a plan that reduces current water usage by at
least 20 percent.

Models Use a stream table to model the processes of erosion and deposition in river systems.
Put sand or other sediments into the stream table. Record your observations of how the
sediments are eroded and deposited at the mouth of your model river.

Alternative Assessment 8 Module F • Assessment Guide


© Houghton Mifflin Harcourt Publishing Company
Unit 1
Edit File

Performance-Based
Observing Transpiration Assessment Teacher Notes

Purpose In this activity, students will observe how plants release water into the atmosphere.

Time Period 15 minutes on Day 1, 5 minutes each day on Days 2–4, 15 minutes on Day 5

Preparation Set up each activity station with the necessary materials. Use green, leafy plants
for this experiment.

Safety Tips Have students review all safety icons before beginning this activity. Spilled water
is a slipping hazard. Have paper towels ready to clean up any spills. Plants should be handled
with care.

Teaching Strategies This activity works best with individual students, however if materials are
scarce, it can be completed in pairs or small groups of three.

Scoring Rubric

Possible points Performance indicators


0–20 Appropriate use of materials and equipment

0–50 Quality and clarity of observations

0–30 Analysis of observations

Performance-Based Assessment 9 Module F • Assessment Guide


© Houghton Mifflin Harcourt Publishing Company
Unit 1
Name ______________________________________ Date _________ Edit File

Performance-Based
Observing Transpiration Assessment

Objective
In this activity, you will observe how plants add water to the atmosphere through transpiration.

Know the Score!


As you work through this activity, keep in mind that you will be earning a grade for the following:
• how well you work with the materials and equipment (20%)
• the quality and clarity of your observations (50%)
• how well you analyze your observations (30%)

Materials and Equipment


• graduated cylinder
• houseplant, potted
• plastic food storage bag
• twist tie
• water

Safety Information
• Wipe up spills immediately. Spilled water is a slipping hazard.
• Be careful when handling glass. Inform your teacher immediately if any glass breaks.
• Plants are living organisms. Use caution and care when handling plants.

Procedure
1. Place the plastic bag over the plant. Secure the bag in place with the twist tie. Place the plant in a sunny
spot. Draw what you observe on a separate sheet of paper.

2. Water the plant every day for 5 days. Record your observations.

Day Observation
1
2
3
4
5

Performance-Based Assessment 10 Module F • Assessment Guide


© Houghton Mifflin Harcourt Publishing Company
Unit 1
Name ______________________________________ Date _________

3. Draw what the plant looks like on Day 5 on a separate sheet of paper.

4. Remove the plastic bag, being careful not to spill any of the contents in the bag. Carefully pour the
contents of the bag into a graduated cylinder.

Analysis
5. What did the bag contain on Day 5?

____________________________________________________________________________________

6. When did you first observe water in the bag?

____________________________________________________________________________________

7. How much water was there in the bag on Day 5?

____________________________________________________________________________________

8. Where did the water in the bag come from?

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

9. What would have happened if you did not water the plant regularly? Where do plants in nature get their
water from?

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

10. How does this experiment relate to the water cycle?

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

Performance-Based Assessment 11 Module F • Assessment Guide


© Houghton Mifflin Harcourt Publishing Company
Unit 1
Name ______________________________________ Date _________ Edit File

Unit Review
Unit 1: Earth's Water
Vocabulary
Fill in each blank with the term that best completes the following sentences.
1. Water is a ________________________ molecule because its hydrogen atoms have a small positive
charge and its oxygen atom has a small negative charge.

2. Water is called the universal ________________________ because it dissolves a large number of


substances.

3. The continuous movement of water between the atmosphere, the land, the oceans, and living things is

called the ________________________.

4. Any form of water that falls to Earth’s surface from the clouds is called ________________________.

5. A ________________________ is the area of land that is drained by a river system.

Key Concepts
Read each question below, and circle the best answer.
6. A glass of ice water is shown below before and after it reaches room temperature.

Which of the following correctly explains something that occurred in the time between these two images?
A. The ice cubes expanded in volume as they melted into liquid water.
B. As water vapor condensed on the glass, it absorbed energy.
C. The water droplets outside the glass absorbed energy as they evaporated.
D. Some liquid water inside the glass sublimated into water vapor in the air.

Unit Review 12 Module F • Assessment Guide


© Houghton Mifflin Harcourt Publishing Company
Unit 1
Name ______________________________________ Date _________

7. Which of these circle graphs most correctly shows the approximate proportions of fresh water and salt
water on the surface of the earth?

8. Which of the following is not a way that water reaches Earth’s atmosphere?
A. condensation C. sublimation
B. evaporation D. transpiration

9. Which of the following correctly explains why icebergs float in the ocean?
A. Ice is less dense than liquid water because water contracts when it freezes, filling in open space
between molecules.
B. Ice is less dense than liquid water because there is more open space between molecules in ice than in
liquid water.
C. Ice is more dense than liquid water because there is less open space between molecules in ice than in
water.
D. Water is a polar molecule, so the net positive electrical charges in the water repel the net positive
electrical charges inside the iceberg.

Unit Review 13 Module F • Assessment Guide


© Houghton Mifflin Harcourt Publishing Company
Unit 1
Name ______________________________________ Date _________

10. A certain percentage of water that falls to Earth’s surface as precipitation each year does not immediately
return to the water cycle. Which of the following is the best explanation as to what happens to most of
this water?
A. The water falls into the ocean, where it evaporates back into the atmosphere.
B. The water is stored as snow and ice on the Earth’s surface.
C. The water molecules are broken down into hydrogen and oxygen atoms.
D. The water is absorbed and used by plants.

11. Which of the following is an incorrect statement about the flow of water through watersheds?
A. A watershed can be fed by groundwater.
B. The boundary separating two watersheds is called a divide.
C. Plant life often alters the flow of water in a watershed by causing erosion.
D. The gradient of the land can affect the flow of water through a watershed.

12. Which of the following is the name for all the materials carried by a stream other than the water itself?
A. discharge C. gradient
B. flow D. stream load

Critical Thinking
Answer the following questions in the space provided.
13. Give two examples of the importance of water to human activities, explaining how the water is used.

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

Unit Review 14 Module F • Assessment Guide


© Houghton Mifflin Harcourt Publishing Company
Unit 1
Name ______________________________________ Date _________

14. The diagram below shows the changes among the three states of water.

Fill in each of the three blank lines with the correct term for the change of state shown by the arrows. In
the key, circle the correct word to show whether water absorbs or releases energy in the changes of state
shown by that type of arrow.
ESSENTIAL QUESTIONS
Lessons 1, 2, and 3
Answer the following question in the space provided.
15. Describe what happens to a molecule of water as it moves through the water cycle along any path you
choose. Be sure to mention the movement of the water molecule, any changes of state, and the absorption
or release of energy.

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Unit Review 15 Module F • Assessment Guide
© Houghton Mifflin Harcourt Publishing Company
Unit 1
Name ______________________________________ Date _________ Edit File

Unit Test A
Earth’s Water
Key Concepts
Choose the letter of the best answer.
1. As water changes state, the water either absorbs or releases energy. Which of these changes of state
would involve water absorbing energy?
A. condensation
B. deposition
C. evaporation
D. freezing

2. Bryan is doing a science experiment on the stomata of plants. He wants to study how tomato plants are
involved in the water cycle. What is the main role of plants in the water cycle?
A. They take in water from the air.
B. They release water vapor into the air.
C. They provide a surface for condensation.
D. They store water in their stems and leaves.

3. On a cold morning, Pierre observed that the grass looked wet. The picture below shows what Pierre
observed.

Which term best describes what Pierre observed?


A. dew
B. fog
C. mist
D. snow

Unit Test A 16 Module F • Assessment Guide


© Houghton Mifflin Harcourt Publishing Company
Unit 1
Name ______________________________________ Date _________

4. Which statement correctly identifies how solid water is different from liquid water?
A. In solid water the molecules are farther apart.
B. Only in solid water are the molecules not polar.
C. In solid water the molecules are closer together.
D. Only in solid water do the molecules lack spaces between them.

5. Which of the following is the best example of how the water cycle carries on energy transfer?
A. a flooding river depositing silt on a floodplain
B. a warm ocean current warming the air above it
C. ocean water depositing sand particles on a shore
D. water seeping through the soil and dissolving salts

6. River processes have a great impact on the land surface. Which of the following is ordered from smallest
to largest?
A. tributaries, rivers, river systems
B. tributaries, river systems, rivers
C. rivers, tributaries, river systems
D. river systems, tributaries, rivers

7. Which example of water’s importance on Earth most directly relates to the economic health of developing
countries?

A. Most of Earth’s water is in the form of salt water.


B. Adequate water supplies are needed to grow food crops.
C. Every living organism on Earth is made up partly of water.
D. Water has a much higher heat capacity than other substances have.

Unit Test A 17 Module F • Assessment Guide


© Houghton Mifflin Harcourt Publishing Company
Unit 1
Name ______________________________________ Date _________

8. The diagram below shows a side view of several layers of rock below Earth’s surface.

Which rock layer would be recharged more quickly than the others?
A. Layer I
B. Layer II
C. Layer III
D. Layer IV

9. Water moves under Earth’s surface to fill in open spaces in rocks or soil. What is this type of water
called?
A. watershed
B. water table
C. groundwater
D. surface water

Unit Test A 18 Module F • Assessment Guide


© Houghton Mifflin Harcourt Publishing Company
Unit 1
Name ______________________________________ Date _________

10. How does the property of cohesion affect the way liquid water behaves?
A. Water forms droplets whenever possible.
B. When water freezes, it becomes less dense.
C. Water retains heat longer than other substances do.
D. When water vaporizes, it stores more energy than liquid water stores.

11. What percentage of water on Earth is fresh water?


A. 0.5
B. 3
C. 7
D. 18

12. Which of the following most directly prevents erosion in a watershed?


A. soil type
B. plant life
C. sediment transport
D. agricultural irrigation

Unit Test A 19 Module F • Assessment Guide


© Houghton Mifflin Harcourt Publishing Company
Unit 1
Name ______________________________________ Date _________

Critical Thinking
Answer the following questions in the space provided.
13. The diagram below shows a water molecule.

Explain how the diagram shows that water is made up of polar molecules.

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

Unit Test A 20 Module F • Assessment Guide


© Houghton Mifflin Harcourt Publishing Company
Unit 1
Name ______________________________________ Date _________

Extended Response
Answer the following questions in the space provided.
14. The diagram below shows an area of land near an ocean.

Which part of the diagram represents runoff? Explain.

____________________________________________________________________________________
____________________________________________________________________________________

Which part of the diagram represents infiltration? Explain.

____________________________________________________________________________________
____________________________________________________________________________________

Unit Test A 21 Module F • Assessment Guide


© Houghton Mifflin Harcourt Publishing Company
Unit 1
Name ______________________________________ Date _________ Edit File

Unit Test B
Earth’s Water
Key Concepts
Choose the letter of the best answer.
1. As water changes state, the water either absorbs or releases energy. Which of these answers is a process
that releases energy?
A. ice subliming
B. snow melting
C. lake water freezing
D. ocean water evaporating

2. Bryan is doing a science experiment on the stomata of plants. Bryan has a tomato plant. He uses wax to
cover all the stomata on the leaves of the plant. After five days, Bryan observes that the plant is wilting.
What is the best explanation for Bryan’s observation?
A. The plant released too much water into the air.
B. The plant was unable to carry out transpiration.
C. Condensation could not occur on the leaves of the plant.
D. The plant was unable to take in water through its leaves.

3. On a cold morning, Pierre observed that the grass looked wet. The picture below shows what Pierre
observed.

Which process occurred when the water droplets formed on the grass?
A. deposition
B. sublimation
C. evaporation
D. condensation

Unit Test B 22 Module F • Assessment Guide


© Houghton Mifflin Harcourt Publishing Company
Unit 1
Name ______________________________________ Date _________

4. Which statement correctly describes a difference between gaseous and liquid water?
A. Only liquid water takes the shape of its container.
B. Only water vapor takes the shape of its container.
C. Only liquid water expands to fill the available space.
D. Only water vapor expands to fill the available space.

5. During the day, water from the ocean is transferred to the atmosphere. Which of the following describes
the energy change that takes place during the transfer?
A. Energy is transported from the atmosphere to the ocean, which makes the ocean cooler.
B. Energy is transported from the atmosphere to the ocean, which makes the ocean warmer.
C. Energy is transported from the ocean to the atmosphere, which makes the atmosphere cooler.
D. Energy is transported from the ocean to the atmosphere, which makes the atmosphere warmer.

6. River processes have a great impact on the land surface. Which of the following carries the greatest
amount of water?
A. river
B. stream
C. tributary
D. river system

7. Which is an example of water’s importance that directly relates to the health of people living in
developing countries?
A. Most of Earth’s water is in the form of salt water.
B. Every living organism on Earth is made up partly of water.
C. Water that is contaminated causes diseases in people who drink it.
D. Water has a much higher heat capacity than other substances have.

Unit Test B 23 Module F • Assessment Guide


© Houghton Mifflin Harcourt Publishing Company
Unit 1
Name ______________________________________ Date _________

8. The diagram below shows a side view of several layers of rock below Earth’s surface.

Which rock layer provides the best long-term storage of groundwater?


A. Layer I
B. Layer II
C. Layer III
D. Layer IV

9. Water moves under Earth’s surface to fill open spaces. What is the top of this underground water called?
A. watershed
B. water table
C. groundwater
D. surface water

Unit Test B 24 Module F • Assessment Guide


© Houghton Mifflin Harcourt Publishing Company
Unit 1
Name ______________________________________ Date _________

10. What explains why water has high cohesion?


A. Water molecules are attracted to other water molecules.
B. Water molecules are repelled from other water molecules.
C. Water molecules are attracted to molecules of other substances.
D. Water molecules are repelled from molecules of other substances.

11. What percentage of water on Earth is salt water?


A. 55
B. 71
C. 84
D. 97

12. Which of the following would increase the effect of erosion in a watershed?
A. floodplains
B. steep slope
C. lack of soil
D. abundant plant life

Unit Test B 25 Module F • Assessment Guide


© Houghton Mifflin Harcourt Publishing Company
Unit 1
Name ______________________________________ Date _________

Critical Thinking
Answer the following questions in the space provided.
13. The diagram below shows a water molecule.

Draw an identical water molecule next to the one in the diagram to show how two water molecules would
arrange themselves. Which property of water does this show?

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

Unit Test B 26 Module F • Assessment Guide


© Houghton Mifflin Harcourt Publishing Company
Unit 1
Name ______________________________________ Date _________

Extended Response
Answer the following questions in the space provided.
14. The diagram below shows an area of land near an ocean.

Describe two ways that rainwater that falls on the land could be transported to the ocean without first
entering the atmosphere.

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

Unit Test B 27 Module F • Assessment Guide


© Houghton Mifflin Harcourt Publishing Company

You might also like