NYS Grade 5 Science Test Questions by Performance Level
From NY Science Standards Wiki
| Learning standards | Exam questions | PLDs | Glossary New |
Which PLD a question best matches is a judgment call by the wiki's editors. NYSED does not publish official mappings of exam questions to performance levels.
3-PS2-1 · Balanced and Unbalanced Forces
Level 1From the data collected during an investigation, identify the given evidence that shows the effects of balanced and unbalanced forces on the motion of an object.
Spring 2025 · Q34 Which statement explains why the pieces of paper moved toward the balloon in Figure 6?
Spring 2024 · Q6 Which statement about forces acting on the golf ball is supported by the evidence in Data Table 1?
Level 2Conduct an investigation that identifies the evidence that shows the effects of balanced and unbalanced forces on the motion of an object.
Spring 2025 · Q31 Identify the forces acting on one of the balloons in Figure 1 as being balanced or unbalanced. Describe the evidence from Figure 1 that…
Level 3Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
No released question yet.
Level 4Plan and conduct an investigation, using fair tests in which variables are controlled and the number of trials is considered, to collect evidence that shows the effects of balanced and unbalanced forces on the motion of an object. Use the evidence to construct an explanation of this phenomenon.
No released question yet.
3-PS2-2 · Predicting Future Motion
Level 1Identify the observations that are evidence of an object’s motion or pattern in the object’s motion.
No released question yet.
Level 2Make observations and/or measurements of an object’s motion to identify a pattern in the object’s motion.
No released question yet.
Level 3Make observations and/or measurements of an object’s motion to identify a pattern and use this evidence to predict future motion.
No released question yet.
Level 4Make observations and/or measurements of an object’s motion to identify a pattern and use this evidence to construct an explanation for the predicted future motion of the object.
No released question yet.
3-PS2-3 · Electric and Magnetic Interactions
Level 1Given a question about an electric or a magnetic interaction between two objects not in contact with each other, identify a result of this interaction.
Spring 2025 · Q32 Which statement correctly identifies the result of rubbing the balloons with the wool cloth?
Spring 2024 · Q31 Which table shows the most likely results of this new investigation using two magnets?
Level 2Identify the question being tested involving a cause and effect relationship showing electricity or a magnetic interaction between two objects not in contact with each other.
Spring 2024 · Q30 Which question is the student investigating?
Spring 2024 · Q33 A student inspected the data to determine the relationship between the voltage of the battery and magnetic force exerted by the…
Level 3Ask a question to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.
Spring 2025 · Q33 Identify the variable that is being changed in this second investigation. Write a question that the student is trying to answer in this…
Level 4Ask a question and plan an investigation to determine the cause and effect relationship of static electricity or magnetic interactions between two objects not in contact with each other.
No released question yet.
3-PS2-4 · Solving a Problem with Magnets
Level 1Given a simple design problem, identify the appropriate object or tool needed to solve this problem, which includes scientific ideas about magnets.
No released question yet.
Level 2Identify a simple design problem, from those given, that can be solved by applying scientific ideas about magnets.
Spring 2024 · Q32 Based on what was learned in the investigations, identify one factor that needs to be considered when designing this refrigerator magnet.
Level 3Define a simple design problem that can be solved by applying scientific ideas about magnets.
No released question yet.
Level 4Using the engineering design process, solve a simple design problem by developing an object, tool, process, or system that includes several criteria for success. Include scientific ideas about magnets, and constraints on materials, time, or cost and refine the design after testing.
No released question yet.
3-LS2-1 · Animal Groups
Level 1Identify the evidence for an argument, from those provided, that some animals that form groups help members survive.
Spring 2026 · Q10 Which fact does not support the argument that being part of a wolf pack helps members survive?
Level 2Identify the argument, from those provided, that supports the claim that animals form groups that helps members survive.
Spring 2025 · Q5 Use evidence from the table to support the argument that the size of an African wild dog pack affects the survival of pups in that pack.
Level 3Construct an argument that some animals form groups that help members survive.
No released question yet.
Level 4Construct an argument using evidence, data, and/or a model to describe the cause and effect relationship between animals forming groups and their chance of survival.
Spring 2024 · Q27 Using evidence from both graphs, construct an argument to explain how being a part of a mob helps meerkat pups survive.
3-LS4-1 · Fossils
Level 1Using data from fossils and given evidence about organism, identify the environments in which they lived long ago.
No released question yet.
Level 2Using data from fossils, identify the given evidence of the organism that supports the environments in which they lived long ago.
No released question yet.
Level 3Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.
No released question yet.
Level 4Use scientific reasoning to analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived and construct an explanation to support this phenomenon.
No released question yet.
3-LS4-3 · Organism Survival
Level 1Identify evidence for an argument, from those provided, that some organisms in a particular habitat can survive well, some survive less well, and some cannot survive at all.
Spring 2026 · Q13 Which piece of evidence from the graphs supports the claim that wolves are dependent on elk for their survival in Yellowstone National Park?
Level 2Identify the argument, from those provided, that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
No released question yet.
Level 3Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
Spring 2025 · Q24 Identify which of these species of butterfly, in New York State, would have a better chance of survival if the Albany Pine Bush Preserve…
Level 4Construct an argument with evidence about the cause and effect relationships between a particular habitat and why some organisms can survive well, some survive less well, and some cannot survive at all.
No released question yet.
3-LS4-4 · Environment Change
Level 1Identify the problem caused when the environment changes, from those provided, that matches the given solution to that problem.
No released question yet.
Level 2Identify the given claim and solution, that matches the problem caused when the environment changes and the types of plants and animals that live there may change.
Spring 2025 · Q25 Which claim accurately describes how controlled burns affect the Karner blue butterfly?
Spring 2024 · Q29 Which row correctly pairs a claim with its logical solution that would help meerkat populations survive in deserts that are getting hotter…
Level 3Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
No released question yet.
Level 4Make a claim about the merits of multiple solutions to a problem caused when the environment changes and the types of plants and animals that live there may change. Cite relevant evidence about how the solution meets the criteria and constraints of the problem.
No released question yet.
3-LS1-1 · Life Cycles
Level 1Use models to identify common stages that exist in all life cycles.
Spring 2025 · Q4 Which table identifies the correct life cycle stages indicated by numbers 1, 2, and 3?
Level 2Use models to describe that organisms have unique and diverse life cycles, but all have in common birth, growth, reproduction, and death.
Spring 2025 · Q23 Which claim is supported by the life cycle models of these two organisms?
Level 3Develop models to describe that organisms have unique and diverse life cycles, but all have in common birth, growth, reproduction, and death.
No released question yet.
Level 4Develop models to describe that organisms have unique and diverse life cycles, but all have predictable patterns and describe how reproduction is essential to the continued existence of a species.
No released question yet.
3-LS3-1 · Inheritance and Variation
Level 1Identify the evidence that an observable trait of a plant or animal was inherited from its parents or identify a variation in a trait that exists in a group of similar organisms.
Spring 2026 · Q29 Which statement describes a variation in a trait that exists in honey locust trees?
Spring 2025 · Q1 The hair color pattern of each puppy shown in the photo is different because each puppy inherited
Spring 2025 · Q2 Other than hair color pattern, identify one specific trait seen in the photograph shared by the parents and their offspring.
Level 2Identify a pattern in the data to provide evidence that plants and/or animals have traits inherited from parents or that there is variation in these traits that exists in a group of similar organisms.
No released question yet.
Level 3Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents, and that variation of these traits exists in a group of similar organisms.
No released question yet.
Level 4Analyze and interpret similarities and differences in patterns of multiple data sets to provide evidence that plants and animals have traits inherited from parents, and that there is variation in these traits that exist in a group of similar organisms.
No released question yet.
3-LS3-2 · Environmental Influence
Level 1Identify the explanation with evidence, from those provided, that supports that traits can be influenced by the environment.
Spring 2025 · Q3 Which statement correctly describes the cause of shedding?
Level 2Identify the evidence that supports an explanation that traits can be influenced by the environment.
No released question yet.
Level 3Use evidence to support the explanation that traits can be influenced by the environment.
Spring 2024 · Q28 A student made a claim that traits can be influenced by the environment. Use evidence from Graph A and Graph B to support this claim.
Level 4Use evidence to identify a cause and effect relationship that supports an explanation that traits can be influenced by the environment as well as inheritance.
No released question yet.
3-LS4-2 · Advantages from Characteristics
Level 1Using evidence from an explanation, identify one characteristic among individuals of the same species that may provide an advantage in surviving, or finding mates, or reproducing.
No released question yet.
Level 2Identify the evidence from a given explanation that supports how variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, or reproducing.
Spring 2026 · Q11 Which statement correctly summarizes what the studies found comparing wolves with different coat colors?
Spring 2024 · Q26 Explain how the graph provides evidence that a variation in a physical characteristic in the meerkat population provides an advantage for…
Level 3Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.
No released question yet.
Level 4Use evidence from multiple sources to construct a scientific explanation, using cause and effect relationships, for how the variations in characteristics among individuals of the same species and may provide advantages.
No released question yet.
3-ESS2-1 · Expected Weather During a Season
Level 1Given data of weather conditions from a data table or a graphical display, identify the season during which the weather is occurring.
No released question yet.
Level 2Given data from a table or graphical display, identify typical patterns of weather conditions expected during a particular season.
Spring 2026 · Q25 Based on the information in the graphs, select one date from the table during which the greatest effects of Hurricane Harvey in Houston…
Spring 2026 · Q26 Based on the information provided, which statement correctly describes the reason this happens?
Spring 2024 · Q10 Which bar graph represents the highest average daily air temperature that could occur in Atlanta in January and July?
Spring 2024 · Q11 Describe how the average daily air temperature changes as a person travels directly north from Houston.
Level 3Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
No released question yet.
Level 4Represent data in tables and graphical displays to find patterns in weather conditions to compare typical weather conditions during two seasons.
No released question yet.
3-ESS2-2 · Climates
Level 1Use given information to identify the correct climate pattern, from those given, in a region of the world.
No released question yet.
Level 2Interpret given information to describe a climate pattern in a region of the world.
Spring 2026 · Q27 Based on the information in the map and graphs, which statement correctly compares the locations and climate conditions of Houston, Texas…
Level 3Obtain and combine information to describe climates in different regions of the world.
Spring 2024 · Q12 Using data from the maps, support the claim that, even though Los Angeles and Atlanta are located at about the same latitude, Los Angeles…
Level 4Obtain and combine information to describe climate patterns in different regions of the world and describe how climates are influenced by their locations on Earth.
No released question yet.
3-ESS3-1 · Solution to a Weather-Related Hazard
Level 1Identify the given evidence that supports a claim about the merit of a solution that reduces the impacts of a weather-related hazard.
No released question yet.
Level 2Identify a claim about the merit of a design solution, using evidence provided, that reduces the impacts of a weather-related hazard.
Spring 2024 · Q13 Which design solution would require the fewest steps to reduce future impacts of heavy rains on the residents of Atlanta?
Level 3Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.
No released question yet.
Level 4Make a claim about the merit of a design solution, by citing relevant scientific evidence about how it meets the criteria and constraints of the problem, that results in a reduction of impacts caused by a weather-related hazard.
No released question yet.
3-ESS2-3 · Weather and Water Processes
Level 1Using the results of an investigation, determine a cause and effect relationship between weather and a water process in Earth systems.
Spring 2026 · Q24 Which set of water cycle processes correctly completes the table?
Level 2Conduct an investigation to determine the cause and effect relationships between weather and a water process in Earth systems.
No released question yet.
Level 3Plan and conduct an investigation to determine the connections between weather and water processes in Earth systems.
No released question yet.
Level 4Plan and conduct an investigation to determine the cause and effect relationships between weather and water processes in Earth systems and make a prediction about what would happen if one of the variables changes within the investigation.
No released question yet.
4-PS3-1 · Speed and Energy
Level 1Identify the explanation, from those given, that supports the evidence that relates the speed of an object to the energy of that object.
No released question yet.
Level 2Identify the evidence that supports an explanation relating the speed of an object to the energy of that object.
No released question yet.
Level 3Use evidence to construct an explanation relating the speed of an object to the energy of that object.
Spring 2024 · Q5 Explain, using evidence from Data Table 1, how the speed of the golf ball affects the energy of the golf ball.
Level 4Use multiple types of evidence (e.g., observations, investigations, simulations) to construct an explanation relating the speed of an object to the energy of that object.
No released question yet.
4-PS3-2 · Conservation of Energy
Level 1Given observations, identify an energy transfer and/or conversion from one form to another.
Spring 2026 · Q15 Using the information in the table, which statement about energy using the string-and-can telephone is most accurate?
Spring 2026 · Q35 What type of energy is the wind turbine converting into electrical energy?
Spring 2025 · Q36 Which statement is evidence that energy was converted from one form to another in this third investigation?
Spring 2024 · Q7 Which table accurately describes an energy conversion that occurred when the ball hit the floor and the supporting evidence?
Level 2Given observations, identify the evidence that energy is conserved as it is transferred and/or converted from one form to another.
No released question yet.
Level 3Make observations to provide evidence that energy is conserved as it is transferred and/or converted from one form to another.
No released question yet.
Level 4Design an investigation and make observations to produce data to serve as the basis for evidence for an explanation that energy is conserved as it is transferred and/or converted from one form to another.
No released question yet.
4-PS3-3 · Changes in Energy
Level 1Identify the question, from those given, that predicts an outcome about the changes in energy that occur when objects collide.
No released question yet.
Level 2From a given question, predict an outcome about the changes in energy that occur when objects collide.
Spring 2026 · Q16 When drum signals are used for communication, what happens to the energy of the mallet, drum, and surrounding air when the mallet hits the…
Spring 2024 · Q9 Which table correctly predicts the changes in energy and motion that will occur when the two golf balls collide?
Level 3Ask questions and predict outcomes about the changes in energy that occur when objects collide.
No released question yet.
Level 4Ask questions, make predictions about the outcomes, and conduct an investigation about the relative changes in energy that occur when objects collide.
No released question yet.
4-PS3-4 · Energy Conversion Device
Level 1Apply scientific ideas to test a device that converts energy from one form to another.
No released question yet.
Level 2Apply scientific ideas to test or refine a given device that converts energy from one form to another.
No released question yet.
Level 3Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
No released question yet.
Level 4Apply scientific ideas to design, test, and refine a device that converts energy from one form to another and construct an explanation of any design problems encountered and how solutions were developed.
No released question yet.
4-ESS3-1 · Energy and Fuels: Natural Resources and the Environment
Level 1Given information, identify an energy and/or fuel derived from natural resources that affects the environment.
No released question yet.
Level 2Identify from the given information how the use of energy and/or fuels derived from natural resources affect the environment.
Spring 2026 · Q33 Describe one negative effect that may have led New York State to ban offshore drilling.
Level 3Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
No released question yet.
Level 4Obtain and combine information to describe how using energy and fuels that are derived from natural resources can cause an effect on the environment in multiple ways.
No released question yet.
4-PS4-1 · Waves
Level 1Using a given model of waves, identify a pattern in terms of wavelength or amplitude or how a wave can cause an object to move.
No released question yet.
Level 2Use a given model of waves to describe patterns in amplitude and wavelength and/or how waves can cause objects to move.
Spring 2026 · Q18 Compare the amplitude and wavelength of Wave A to the amplitude and wavelength of Wave B. Mention both waves in your responses.
Level 3Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.
No released question yet.
Level 4Develop different types of models of waves to describe patterns, in terms of amplitude and wavelength, and to demonstrate that waves can cause objects to move.
No released question yet.
4-PS4-3 · Information Transmission
Level 1Identify one solution (method) that uses a pattern to transfer information.
No released question yet.
Level 2Generate and/or identify multiple solutions (methods) that use patterns to transfer information.
Spring 2026 · Q14 Identify two communication methods that use a pattern in order to transfer information. Use evidence from the table to support each choice.
Level 3Generate and compare multiple solutions that use patterns to transfer information.
No released question yet.
Level 4Generate, test, and evaluate multiple solutions (methods) that use patterns to transfer information and describe the most appropriate solution based on how well they meet the criteria and constraints.
No released question yet.
4-PS4-2 · Light and the Eye
Level 1Identify the model, from those given, that shows what occurs when light reflects from objects and enters the eye, allowing objects to be seen.
No released question yet.
Level 2Use a model to describe that when light reflects from objects and enters the eye it allows objects to be seen.
No released question yet.
Level 3Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.
Spring 2026 · Q1 From the choices, place one arrow in each box to complete the model to show the correct path of light that permits a stop sign to be seen.
Level 4Carry out an investigation in order to produce evidence to develop a model to describe the cause and effect relationships that occur when light reflects from objects and enters the eye, allowing objects to be seen.
No released question yet.
4-LS1-1 · Organism Structures and Function
Level 1Identify the argument, from those provide, that supports the claim that plants and/or animals have internal and/or external structures that allow for survival or growth or behavior or reproduction.
Spring 2026 · Q30 Which argument supports the claim that honey locust trees with thorns are more likely to survive than honey locust trees without thorns?
Spring 2024 · Q24 Which facts could be used to provide evidence that meerkats use sense organs in order to detect threats from other organisms?
Level 2Construct an argument that plants and/or animals have internal and/or external structures that allow for survival or growth or behavior or reproduction.
Spring 2026 · Q28 Explain how the taste of the honey locust seed pods contributes to the reproduction of the honey locust trees.
Level 3Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
No released question yet.
Level 4Construct an argument using multiple sources of evidence to demonstrate that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
No released question yet.
4-LS1-2 · Information Processing
Level 1Use a model to identify one type of information, from those given, that animals receive through a sense or identify one way animals respond to information, from those given.
Spring 2024 · Q4 Which model correctly represents the path of light that occurs between the eagle, its prey (mouse), and the Sun that allows the eagle to…
Level 2Use a model to identify one type of information animals receive through their senses, process the information in their brains, and identify how they respond to this information.
Spring 2024 · Q2 Which statement describes how two organisms could respond to a warning sound at 35,000 Hz?
Spring 2024 · Q3 Which type of information processing allows the herd of elephants to make this choice?
Level 3Use a model to describe that animals receive different types of information through their senses, process the information in their brains, and respond to information in different ways.
Spring 2024 · Q1 A student claimed that elephants and bats both receive sound information, but respond to the sounds differently. Use information from the…
Level 4Develop a system model to describe the way in which animals receive different types of information through their senses, process the information in their brains, and respond to information in different ways.
No released question yet.
4-ESS1-1 · Evidence From Rock Formations and Fossils
Level 1Identify an explanation for changes in landscapes over time, from those given, using evidence from patterns in rock formations and/or fossils in rock layers.
No released question yet.
Level 2Support an explanation by identifying the evidence, from those given, using patterns in rock formations and/or fossils in rock layers, for the change in a landscape over time.
No released question yet.
Level 3Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in landscapes over time.
No released question yet.
Level 4Construct an explanation for changes in landscapes over time, using evidence from patterns in rock formations and fossils in rock layers.
No released question yet.
4-ESS2-1 · Weathering and Erosion
Level 1Identify one effect of weathering or erosion by water, ice, wind, or vegetation, from those given, based on an observation.
Spring 2024 · Q14 How did the heavy rainfall in 2009 most likely cause damage to this roadway?
Level 2Identify the observation and/or measurement, from those given, that provides evidence of the effects of weathering or erosion by water, ice, wind or vegetation.
No released question yet.
Level 3Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion caused by water, ice, wind or vegetation.
No released question yet.
Level 4Make observations and/or measurements to identify patterns that provide evidence of the effects of weathering and the rate of erosion caused by water, ice, wind and vegetation.
No released question yet.
4-ESS2-2 · Maps
Level 1Use data from a map to identify a pattern, from those given, of an Earth surface feature.
Spring 2025 · Q11 Based on the map, most earthquakes occur
Spring 2025 · Q14 Which area of New York State would most likely have the greatest chance of experiencing damage due to an earthquake?
Spring 2024 · Q18 Using the ocean depth data from the map and your knowledge of topographic maps, which table correctly summarizes the ocean features and…
Level 2Use data from a map to describe a pattern of an Earth surface feature.
Spring 2025 · Q12 Describe the general relationship between the pattern of where earthquakes occur and the pattern of where volcanoes occur.
Level 3Analyze and interpret data from maps to describe patterns of Earth’s features.
Spring 2025 · Q13 Compare the chance of having a destructive earthquake occur in New York State to the chance of having a destructive earthquake occur in…
Level 4Analyze and interpret data from maps to construct an explanation for the cause of patterns observed in Earth’s surface features.
No released question yet.
4-ESS3-2 · Earth's Impact on Humans
Level 1Identify a solution, from those given, that could reduce the impact of a natural Earth process on humans.
No released question yet.
Level 2Generate one solution that could reduce the impacts caused by a natural Earth process on humans.
No released question yet.
Level 3Generate and compare multiple solutions to reduce the impacts caused by natural Earth processes on humans.
No released question yet.
Level 4Generate, compare, and test multiple solutions to reduce the impacts caused by natural Earth processes on humans and make a claim based on evidence to support the best solution.
No released question yet.
5-PS1-1 · Particle Nature of Matter
Level 1Identify one piece of evidence in a model, from those given, that shows matter is made of particles too small to be seen.
Spring 2024 · Q20 Which model best represents the number and arrangement of the water and sugar particles after the sample of sugar was poured into the…
Level 2Given a model, describe the evidence that shows matter is made of particles too small to be seen.
Spring 2025 · Q8 From the choices below, place the correct lettered model in the box below that represents the contents of the unsealed container after one…
Level 3Develop a model to describe that matter is made of particles too small to be seen.
No released question yet.
Level 4Develop a model, using a relative scale, to show that matter is made of particles too small to be seen and use the model to explain a real-world phenomenon.
No released question yet.
5-PS1-2 · Conservation of Matter
Level 1Using measured quantities or a graph, identify the evidence, from those given, that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total amount of matter is conserved.
Spring 2026 · Q7 Which graph correctly shows the total mass of the contents of two of the beakers in the Model of Investigation Results?
Spring 2025 · Q7 The observations that the students made about the substances before and after they were combined provide evidence that
Level 2Measure or graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total amount of matter is conserved.
No released question yet.
Level 3Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total amount of matter is conserved.
No released question yet.
Level 4Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, going through a phase change, and mixing substances, the total amount of matter is conserved.
No released question yet.
5-PS1-3 · Identifying Materials by Properties
Level 1Identify an observation or measurement, from those given, that supports the identification of a material based on its properties.
Spring 2026 · Q5 Which mineral observations could both be used to determine that a sample of talc is different from calcite or halite?
Spring 2026 · Q9 Which piece of evidence correctly identifies an example of solubility?
Spring 2025 · Q9 Which method would most successfully separate all magnetite from the other materials in the sand?
Spring 2024 · Q21 Indicate if each mineral is magnetic by writing Yes or No in Student Data Table 1.
Level 2From given observations and/or measurements, identify a material based on its properties.
Spring 2026 · Q6 Based on the properties shown in Minerals of New York State and Their Observed Properties, place the names of four of the minerals from…
Spring 2025 · Q10 Select the two observations that would be made for this sand from Westhampton Beach compared to the sand from the other four beaches based…
Spring 2024 · Q19 Place a checkmark in the table below to indicate the identity of the unknown substance.
Spring 2024 · Q23 Based on the results shown in Student Data Table 2, explain why rock A is most likely made of the mineral calcite.
Level 3Make observations and measurements to identify materials based on their properties.
No released question yet.
Level 4Plan and conduct an investigation to make observations and obtain measurements to identify materials based on their properties.
No released question yet.
5-PS1-4 · Mixture vs Chemical Change
Level 1Identify the investigation, from those given, that shows that mixing two or more known substances results in a new substance.
No released question yet.
Level 2Given an investigation, identify the evidence that the mixing of two or more substances results in new substances.
Spring 2026 · Q8 Identify the beaker number in which a new substance was formed. Then identify the evidence in the model that supports your choice.
Spring 2025 · Q6 Identify the evidence that indicates a new substance was formed during this investigation.
Spring 2024 · Q22 A student makes a claim that a new substance was formed when vinegar was added to calcite. Which statement can be used as evidence to…
Level 3Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
No released question yet.
Level 4Conduct multiple investigations (changing variables, changing substances) to determine whether the mixing of two or more substances results in a new substance.
No released question yet.
5-PS3-1 · Energy Flow
Level 1Identify the evidence in a model that shows that energy in animals’ food was once energy from the Sun.
Spring 2025 · Q22 Which row in the table correctly identifies this source of energy and explains how the wild blue lupine uses this energy?
Level 2Use a model to describe the evidence that energy in animals’ food (used for body repair or growth or motion or to maintain body warmth) was once energy from the Sun.
No released question yet.
Level 3Use models to describe that energy in animals’ food (used for body repair, growth, motion and to maintain body warmth) was once energy from the Sun.
No released question yet.
Level 4Develop and use a model to show that energy in animals’ food was once energy from the Sun, how photosynthesis plays a role in this transfer of energy, and how this energy is used by animals for body repair, growth, motion and to maintain body warmth.
No released question yet.
5-LS1-1 · Origin of Plant Matter
Level 1Using evidence, identify the argument from those provided, that plants get the materials they need chiefly from air and water.
No released question yet.
Level 2Identify the evidence in given information that supports an argument that plants get the materials they need for growth chiefly from air and water.
No released question yet.
Level 3Support an argument that plants get the materials they need for growth chiefly from air and water.
No released question yet.
Level 4Plan and conduct an investigation to gather data and provide evidence that plants get the materials they need for growth chiefly from air and water, and not soil.
No released question yet.
5-LS2-1 · Cycling of Matter
Level 1Identify the evidence in a model of a food web that shows one pathway for the transfer of matter among plants (producers), animals (consumers), decomposers, and/or the environment.
Spring 2026 · Q31 Which set of terms correctly completes the passage below?
Level 2Use a model of a food web to describe the movement of matter among plants (producers), animals (consumers), decomposers, and/or the environment.
Spring 2026 · Q12 Identify one food source for the white-tailed deer in Yellowstone National Park. Then, describe how this food source would be affected if…
Level 3Develop a model to describe the movement of matter among plants (producers), animals (consumers), decomposers, and the environment.
Spring 2025 · Q21 Complete the model below to describe the movement of matter within the Albany Pine Bush ecosystem. Place the name of each of the four…
Spring 2024 · Q25 Write the words in the boxes below in the correct order to complete the model to show the correct movement of matter among the organisms…
Level 4Develop a model that includes multiple pathways to describe the movement of matter and energy among multiple plants (producers), animals (consumers), decomposers and the environment.
No released question yet.
5-ESS2-1 · Interactions Between the Geosphere, Biosphere, Hydrosphere, and Atmosphere
Level 1Using a model, identify two Earth systems (spheres) that are interacting.
Spring 2026 · Q32 Which two Earth spheres are shown interacting in the model as a result of this oil seep?
Level 2Use evidence from a model to describe one way that two Earth spheres interact.
No released question yet.
Level 3Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
No released question yet.
Level 4Develop a model, using an example to describe multiple ways in which the geosphere, biosphere, hydrosphere, and atmosphere interact.
No released question yet.
5-ESS2-2 · Water Distribution
Level 1Use a graph to determine the amounts of salt water and fresh water in various reservoirs on Earth.
No released question yet.
Level 2Interpret a graph showing the amounts of salt water and fresh water in various reservoirs to describe the distribution of water on Earth.
No released question yet.
Level 3Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.
No released question yet.
Level 4Develop a graph, using standard units and an appropriate scale, of the amounts of salt water and fresh water in various reservoirs to describe evidence about the distribution of these types of water on Earth.
No released question yet.
5-ESS3-1 · Protecting Earth's Resources and Environment
Level 1Identify the information that describes a way an individual community uses a science idea to protect an Earth resource or the environment.
Spring 2024 · Q15 Which coastal region has shown the greatest decrease in the number of processing factories for menhaden fish from 1955 to 2015?
Level 2Interpret given information to provide evidence that describes ways individual communities use science ideas to protect Earth resources or the environment.
Spring 2026 · Q34 Describe how the Maple Ridge Wind Farm helps protect the environment.
Spring 2024 · Q16 Identify one method that the Long Island community of scientists, fishermen, and recreational boaters have used to protect the menhaden…
Spring 2024 · Q17 Identify the type of fishery (Industrial or Commercial Bait) that most likely had the greatest impact on the menhaden population and the…
Level 3Obtain and combine information about ways individual communities use science ideas to protect Earth resources and environment.
No released question yet.
Level 4Obtain and combine scientific information to describe ways individual communities use science ideas to protect multiple Earth resources and the environment.
No released question yet.
5-PS2-1 · Gravity
Level 1Identify the argument, based on given evidence, that supports gravitational force exerted by Earth causes objects to be directed downward.
No released question yet.
Level 2Identify the evidence that supports an argument that the gravitational force exerted by Earth causes objects to be directed downward.
No released question yet.
Level 3Support an argument that the gravitational force exerted by Earth on objects is directed down.
No released question yet.
Level 4Using multiple sources of evidence, construct an argument that the gravitational force exerted by Earth causes objects to be directed downward.
No released question yet.
5-ESS1-1 · Relative Distances of Stars
Level 1Given an argument, identify the evidence that shows that the differences in the apparent brightness of the Sun compared to other stars is due to relative distances from Earth.
No released question yet.
Level 2Identify an argument based on evidence, from those given, that differences in the apparent brightness of the Sun compared to other stars is due to relative distances from Earth.
No released question yet.
Level 3Support an argument that differences in the apparent brightness of the Sun compared to other stars is due to their relative distances from Earth.
Spring 2025 · Q26 Use numerical evidence to support the argument that the Sun appears brighter and larger than Alpha Centauri A and B and Beta Pavonis…
Level 4Construct an argument, with evidence, that differences in the apparent brightness of the Sun compared to other stars is due to relative distances from Earth.
No released question yet.
5-ESS1-2 · Patterns: Shadows, Day/Night, Seasonal Appearance of Stars
Level 1Identify a pattern from a given display of data showing the daily changes in length and direction of shadows, or in the length of day and night, or in the seasonal appearance of some stars in the night sky.
Spring 2026 · Q3 Which table correctly identifies the amount of daylight (hours and minutes) in Rochester, New York on December 21, 2023 and June 20, 2024?
Spring 2025 · Q27 Which table correctly shows a pattern of constellations seen throughout the year from New York State?
Spring 2025 · Q29 Compared to the amount of daylight at the North Pole on June 21, the amount of daylight at the North Pole on December 21 is
Spring 2025 · Q30 Which graph best represents the pattern of the visible part of the Moon observed from New York State in June 2018?
Level 2Identify the patterns in graphical or pictorial displays that show the daily changes in length and direction of shadows, or day and night, or in the seasonal appearance of some stars in the night sky.
Spring 2026 · Q2 Which diagram best represents the direction and length of the same stop sign's shadow at 5:15 p.m.?
Spring 2026 · Q4 From the choices below, place one correct constellation name in each box to indicate the constellations that would be entirely visible and…
Level 3Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.
No released question yet.
Level 4Construct a graphical display, using data, to explain the reason for the patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.
Spring 2025 · Q28 Describe the cause of the repeating yearly pattern of these constellations, which makes the constellations visible to an observer in New…
3-5-ETS1-1 · Defining a Design Problem
Level 1Identify a simple design problem, from those provided, reflecting a need or want of society.
No released question yet.
Level 2Identify a simple design problem, from those provided, reflecting a need or want, that includes specified criteria for success or constraints on materials, time, or cost.
No released question yet.
Level 3Define a simple design problem reflecting a need or a want, that includes specified criteria for success and constraints on materials, time, or cost.
No released question yet.
Level 4Investigate and define multiple simple design problems reflecting a need or want in a community, that includes specified criteria for success and constraints on materials, time, and cost.
No released question yet.
3-5-ETS1-2 · Comparing Possible Solutions
Level 1Identify the best possible solution to a problem, from those provided, based on how well the solution is likely to meet the given criteria and constraints of the problem.
Spring 2025 · Q15 Which two solutions would best reduce the impact of an earthquake for the majority of residents in New York City?
Level 2Compare multiple possible solutions to a problem based on how well each solution is likely to meet the criteria and constraints of the problem.
Spring 2026 · Q17 Identify the method that allows the friends to most effectively receive each other's messages, and explain how this method best meets the…
Spring 2024 · Q8 Identify the solution that best solves the problem and allows the golf ball to travel around the loop to the end of the track. Using…
Level 3Generate and compare multiple possible solutions to a problem based on how well each solution is likely to meet the criteria and constraints of the problem.
No released question yet.
Level 4Generate and compare multiple possible solutions to a problem, based on how well each is likely to meet the criteria and constraints of the problem, and make a claim about which solution best solves the problem based on science and engineering principles.
No released question yet.
3-5-ETS1-3 · Testing and Improving Designs
Level 1Given the data from an investigation in which variables were controlled and failure points were considered, identify one aspect of a model or prototype, from those provided, that can be improved.
Spring 2025 · Q35 Why should the student complete another trial of this investigation?
Spring 2024 · Q34 How would performing more trials in this investigation improve the reliability of the data collected?
Level 2Given the procedure for an investigation in which variables are controlled and failure points are considered, carry out fair tests to identify one aspect of a simple model or prototype that can be improved.
No released question yet.
Level 3Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
No released question yet.
Level 4Plan and carry out multiple fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved and use data to justify the aspects needing improvement.
No released question yet.
Summary
| Standard | Topic | L1 | L2 | L3 | L4 | Total |
|---|---|---|---|---|---|---|
| 3-PS2-1 | Balanced and Unbalanced Forces | 2 | 1 | – | – | 3 |
| 3-PS2-2 | Predicting Future Motion | – | – | – | – | 0 |
| 3-PS2-3 | Electric and Magnetic Interactions | 2 | 2 | 1 | – | 5 |
| 3-PS2-4 | Solving a Problem with Magnets | – | 1 | – | – | 1 |
| 3-LS2-1 | Animal Groups | 1 | 1 | – | 1 | 3 |
| 3-LS4-1 | Fossils | – | – | – | – | 0 |
| 3-LS4-3 | Organism Survival | 1 | – | 1 | – | 2 |
| 3-LS4-4 | Environment Change | – | 2 | – | – | 2 |
| 3-LS1-1 | Life Cycles | 1 | 1 | – | – | 2 |
| 3-LS3-1 | Inheritance and Variation | 3 | – | – | – | 3 |
| 3-LS3-2 | Environmental Influence | 1 | – | 1 | – | 2 |
| 3-LS4-2 | Advantages from Characteristics | – | 2 | – | – | 2 |
| 3-ESS2-1 | Expected Weather During a Season | – | 4 | – | – | 4 |
| 3-ESS2-2 | Climates | – | 1 | 1 | – | 2 |
| 3-ESS3-1 | Solution to a Weather-Related Hazard | – | 1 | – | – | 1 |
| 3-ESS2-3 | Weather and Water Processes | 1 | – | – | – | 1 |
| 4-PS3-1 | Speed and Energy | – | – | 1 | – | 1 |
| 4-PS3-2 | Conservation of Energy | 4 | – | – | – | 4 |
| 4-PS3-3 | Changes in Energy | – | 2 | – | – | 2 |
| 4-PS3-4 | Energy Conversion Device | – | – | – | – | 0 |
| 4-ESS3-1 | Energy and Fuels: Natural Resources and the Environment | – | 1 | – | – | 1 |
| 4-PS4-1 | Waves | – | 1 | – | – | 1 |
| 4-PS4-3 | Information Transmission | – | 1 | – | – | 1 |
| 4-PS4-2 | Light and the Eye | – | – | 1 | – | 1 |
| 4-LS1-1 | Organism Structures and Function | 2 | 1 | – | – | 3 |
| 4-LS1-2 | Information Processing | 1 | 2 | 1 | – | 4 |
| 4-ESS1-1 | Evidence From Rock Formations and Fossils | – | – | – | – | 0 |
| 4-ESS2-1 | Weathering and Erosion | 1 | – | – | – | 1 |
| 4-ESS2-2 | Maps | 3 | 1 | 1 | – | 5 |
| 4-ESS3-2 | Earth's Impact on Humans | – | – | – | – | 0 |
| 5-PS1-1 | Particle Nature of Matter | 1 | 1 | – | – | 2 |
| 5-PS1-2 | Conservation of Matter | 2 | – | – | – | 2 |
| 5-PS1-3 | Identifying Materials by Properties | 4 | 4 | – | – | 8 |
| 5-PS1-4 | Mixture vs Chemical Change | – | 3 | – | – | 3 |
| 5-PS3-1 | Energy Flow | 1 | – | – | – | 1 |
| 5-LS1-1 | Origin of Plant Matter | – | – | – | – | 0 |
| 5-LS2-1 | Cycling of Matter | 1 | 1 | 2 | – | 4 |
| 5-ESS2-1 | Interactions Between the Geosphere, Biosphere, Hydrosphere, and Atmosphere | 1 | – | – | – | 1 |
| 5-ESS2-2 | Water Distribution | – | – | – | – | 0 |
| 5-ESS3-1 | Protecting Earth's Resources and Environment | 1 | 3 | – | – | 4 |
| 5-PS2-1 | Gravity | – | – | – | – | 0 |
| 5-ESS1-1 | Relative Distances of Stars | – | – | 1 | – | 1 |
| 5-ESS1-2 | Patterns: Shadows, Day/Night, Seasonal Appearance of Stars | 4 | 2 | – | 1 | 7 |
| 3-5-ETS1-1 | Defining a Design Problem | – | – | – | – | 0 |
| 3-5-ETS1-2 | Comparing Possible Solutions | 1 | 2 | – | – | 3 |
| 3-5-ETS1-3 | Testing and Improving Designs | 2 | – | – | – | 2 |
| All grades 3–5 standards | 41 | 41 | 11 | 2 | 95 | |
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