Process of Science/Inquiry
A science teacher is planning a unit on Newton’s laws of motion and has asked an engineer to come speak with class. How can this teacher include science process skills by capitalizing on the engineer’s discussion?
•A.) Ask the engineer to explain how Newton’s laws apply to her work in the field and then have students investigate other professions and fields that apply Newton’s three laws of motion.
•B.) Ask the engineer to explain how the 3 laws of motion apply to her daily work, have students explore other fundamentals ways the laws apply to everyday life, develop a hypothesis about Newton’s first law of motion, develop an experiment to test an if-then statement, and communicate findings to the class.
•C.) Ask the engineer to model a precise example of her work, explain how Newton’s three laws of motion apply to everyday life and offer an explanation of how she has hypothesized about certain designs and how Newton’s laws have influenced her predictions.
•D.) Ask the engineer to explain how she used the science process skills in her work on a daily basis.
B.) Ask the engineer to explain how the 3 laws of motion apply to her daily work, have students explore other fundamentals ways the laws apply to everyday life, develop a hypothesis about Newton’s first law of motion, develop an experiment to test an if-then statement, and communicate findings to the class.
You are planning a science lab to allow students to investigate molds and fungi under a microscope. Which guideline is recommended for proper handling and disposal of mold?
•A.) The students should throw the specimen in the trash can.
•B.) The student should throw the specimen down the sink and students should wash hands.
•C.) Student should not be observing molds and fungi under a microscope and this activity should not be completed.
•D.) The teacher should properly dispose of the specimen by using a substance that will kill the mold.
D.) The teacher should properly dispose of the specimen by using a substance that will kill the mold.
The objective of a lesson is for students to discover through investigation that objects can become electrically charged through static. Students are given a variety of objects to rub together and then test the charges of those objects to see if they attract or repel. The teacher facilitates a class discussion about their findings after the students finish working.
Which two strategies support all learners?
A. Students with special needs read a segment, with simplified text, about static electricity and charges
B. The low-ability group predicts what will happen when objects are rubbed together, and the high-ability group conducts the investigation
C. The low-ability group receives extra support to investigate how objects become electrically charged through static.
D. Students with special needs are given directions for the investigation that are broken into smaller steps.
C. The low-ability group receives extra support to investigate how objects become electrically charged through static.
D. Students with special needs are given directions for the investigation that are broken into smaller steps.
Determine the responsibility for each of the following statements. Options may be used once, more than once, or not at all. Science Education Standards.
1. Federal Government 2. Individual States 3. District (admin/groups of teachers) 4. Individual Teacher
2. Individual States
A teacher wants to plan a problem-based lesson on energy resources and global warming. How can the teacher use a problem-based approach to this unit of study?
•A.) Students should work on projects that explore the various forms of energy and develop a presentation that explains the problems associated with certain energy sources and provide alternative solutions.
•B.) Develop a questionnaire and have students make calls to community members about what type of energy source they use most.
•C.) Students should plan a scientific investigation about certain renewable energy sources and design a presentation about each source of energy.
•D.) Each student should write a letter to a congressman explaining the benefits of using non-renewable energy sources.
A.) Students should work on projects that explore the various forms of energy and develop a presentation that explains the problems associated with certain energy sources and provide alternative solutions.
A 1st grade teacher is working on a measurement unit and wants to plan an activity that will allow students to practice measuring various objects using standard measurements. What activity could the teacher use to accomplish this goal?
•A.) Demonstrate to students how to use a ruler to measure in centimeters and millimeters and then review the process of converting to inches, feet, and yards.
•B.) Have students use jellybeans and other non standard measurement tools to measure objects around the room.
•C.) Have students use various measurement (trundle wheel) tools to measure things around the classroom.
•D.) Have students measure a variety of objects using specific measurement units such as inches, feet, and yards.
D.) Have students measure a variety of objects using specific measurement units such as inches, feet, and yards.
A 3rd grade science teacher is planning a lab that will require students to use test tubes. The teacher has 25 students in her class and has access to 20 plastic test tubes and 25 glass test tubes. What should the teacher do to ensure the safety of her students?
•A.) Assign students to groups and use only the plastic test tubes
•B.) Make sure student handle the test tubes with care and use a test tube rack.
•C.) Allow students to work individually on the assignment and use only glass test tubes
•D.) If a test tube breaks, have students clean up the spill and throw away the materials immediately.
A.) Assign students to groups and use only the plastic test tubes
A 3rd grade class contains 8 LEP students, 15 regular education students, and 5 gifted students. How can the teacher help the LEP student better understand the scientific concepts? (Choose 2).
A.) Have the LEP student read nonfiction text about the scientific concepts
B.) Provide opportunities for the LEP students to work collaboratively with each other and with other peers in the class.
C.) Have the LEP students work one-on-one with a gifted student.
D.) Have the LEP student watch a video about the scientific concepts and plan a presentation.
E.) Provide opportunities for LEP students to work with bilingual students.
B.) Provide opportunities for the LEP students to work collaboratively with each other and with other peers in the class.
E.) Provide opportunities for LEP students to work with bilingual students.
Determine the responsibility for each of the following statements. Options may be used once, more than once, or not at all. Science Curriculum (yearly plan).
1. Federal Government 2. Individual States 3. District (admin/groups of teachers) 4. Individual Teacher
3. District (admin/groups of teachers)
Which of the following most effectively assesses science process skills?
A.Provide an opportunity for students to gather and process data, using concrete materials, and evaluate their performance
B.Ask open-ended questions to identify misconceptions about a scientific phenomenon
C.Have students create a concept map at the end of a unit identifying relationships among concepts they have studied
D.Have students submit a portfolio at the end of a unit, and evaluate their performance on a rubric
A.Provide an opportunity for students to gather and process data, using concrete materials, and evaluate their performance
A teacher wants to develop an inquiry lesson on the various densities of substances and liquids. How can a teacher provide students with the opportunity to develop and test hypotheses about the densities of substances?
•A.) The teacher should dunk a diet coke and coke can in a tank full of water and then have a class discussion about why the diet coke can does not sink and the coke can sinks.
•B.) Students should be provided with various liquids and other substances and perform a step-by-step lab investigation.
•C.) Students should read an article about how Archimedes discovered the King’s crown was not made of pure gold by experimenting with displacement and then apply the formula to various practice problems.
•D.) The teacher should provide the opportunity for students to explore various substances while students make if-then statements about the relationships between mass and volume.
D.) The teacher should provide the opportunity for students to explore various substances while students make if-then statements about the relationships between mass and volume.
During a lab that requires students to use a glass test tube to heat a product, glass shards fly in the air and hit a student on the forehead causing a minor scrape that starts to bleed. Describe how the teacher should initially respond to this situation.
•A.) Call 911 immediately
•B.) Help the student to the sink so he can wash the wound.
•C.) Call out the student for heating the product too much and causing this distraction
•D.) The teacher should wear protective gloves and attend to the student with the wound.
D.) The teacher should wear protective gloves and attend to the student with the wound.
A 4th grade teacher has a lesson planned that will incorporate a lot of group work and movement around the room. The activity will require students to gather a large amount of supplies throughout the lesson. One student comes to class with a broken arm. How can the teacher make sure all students can participate in the activity?
•A.) Prepare an alternative activity for the student with a broken arm.
•B.) The teacher should work one-on-one with the student with the broken arm and gather all materials for him.
•C.) Change the activity so that student work individually rather than in groups.
•D.) Arrange the materials in class and provide easy access to all materials.
•D.) Arrange the materials in class and provide easy access to all materials.
Determine the responsibility for each of the following statements. Options may be used once, more than once, or not at all. Learning Objectives/Outcomes.
1. Federal Government 2. Individual States 3. District (admin/groups of teachers) 4. Individual Teacher
3. District (admin/groups of teachers) or 4. Individual Teacher
A fourth-grade teacher is concluding a unit on forces and motions. She wants students to be able to collect and analyze data on the effects of force on motion. Which of the following is the best assessment type to assess this goal?
a. Provide data charts for students to analyze and answer questions about forces and motion.
b. Provide sets of data regarding forces and motion for students to graph.
c. Allow students to collect data, graph the collected data, and then answer questions regarding the data on forces and motion.
d. Allow students to provide written responses on observations on the effects of forces on motion.
c. Allow students to collect data, graph the collected data, and then answer questions regarding the data on forces and motion.
Scientific inquiry can be used in the classroom to help develop students’ understanding of scientific concepts. Describe how a teacher should approach the scientific inquiry process.
•A.) Inquiry allows students to develop questions and the teacher providing time to investigate questions.
•B.) Students should learn and memorize factual information about certain scientific processes because this will expedite laboratory investigations.
•C.) Inquiry involves the teacher utilizing the textbook resources and delivering small group instruction.
•D.)The teacher should encourage students to observe specific methods about how to solve a problem and conduct investigations
A.) Inquiry allows students to develop questions and the teacher providing time to investigate questions.
A teacher is developing a lesson on the atom and wants students to make a Bohr model of an element using various candies to represent the protons, neutrons, and electrons while taking notes on each particle. How does this lesson help engage learners?
•A.) By providing students with an inquiry activity and promoting their thinking through the questioning and research process.
•B.) By allowing student to work together and form a discussion about the particles of an atom.
•C.) By allowing students to work on an in-class experiment that will help them develop their own unique understanding
D.) By providing a visual image of a Bohr model and allowing students to observe an abstract concept.
D.) By providing a visual image of a Bohr model and allowing students to observe an abstract concept.
A 1st grade teacher wants to extend a unit on how to care for animals beyond the classroom. Which activity could accomplish this goal?
A.) Have students visit the zoo, observe a dog show, and then ask for specific ways to train a dog.
B.) Have students walk around the school and observe animals outside.
C.) Have student record how they take care of their pets at home and report findings.
D.) Have student visit a pet store and evaluate how animals are cared for.
D.) Have student visit a pet store and evaluate how animals are cared for.
Which of the following objectives is aligned to this standard: Students will understand the relationship between the force applied to an object and resulting motion of the object?
A.Given a racquetball and a basketball, students will demonstrate the relationship between the orbits of the earth and moon
B. Given simple machines, students will investigate the forces applied will change the direction and/or amount of resulting force.
C.Given changes in temperature, light and moisture, students will predict the effect of those changes on a living organism.
D. Predict, measure, and graph the temperature changes produced by a variety of mechanical machines and electrical devices while they are operating
B. Given simple machines, students will investigate the forces applied will change the direction and/or amount of resulting force.
A school district currently has a policy that does not permit live animals in school buildings. A teacher is planning a lesson on ecosystems and would like students to observe and collect information. How else can a teacher allow students to collect data on live animals?
A.) Allow students to find pictures of animals on the Internet.
B.) Access cameras on the Internet that show animals in their natural habitat.
C.) Bring in non-fiction textbooks and allow students to write a report.
D.) Show a video about animals living in the zoo.
B.) Access cameras on the Internet that show animals in their natural habitat.
A teacher is planning a lesson on density and provides students with various supplies to form their own investigation and to discover certain properties of density. Throughout the process, students will read nonfiction text, conduct investigations, develop questions, and reflect in their science journals about the process of experimentation. How do these opportunities show the use of inquiry in the classroom?
•A.) Students will have the opportunity to write about what they learned from reading nonfiction text in their science journals.
•B.) The teacher is provided opportunities for students to form connections and relationships to previously learned content.
•C.) When students are provided opportunities to confirm scientific information the topics are better understood.
•D.) Students are provided the opportunity to create questions, plan investigations, work collaboratively with peers, and reflect on their learning outcomes.
D.) Students are provided the opportunity to create questions, plan investigations, work collaboratively with peers, and reflect on their learning outcomes.
Students of all ages have a variety of scientific misconceptions. Which one is not a misconception?
•A.) Dinosaurs, humans, and cavemen lived at the same time
•B.) Wood floats and metal sinks
•C.) Heat is not energy
•D.) Density is the ratio of mass and volume
D.) Density is the ratio of mass and volume
What is a common misconception about embracing an inquiry-based approach when teaching in a constructivist science learning environment?
•A.) Hands-on learning is beneficial when engaging students in discovering new scientific ideas.
•B.) Students process information differently and learn concepts at varying rates.
•C.) It is important to address diverse cultural issue when introducing science concepts.
•D.) All students benefit from completing a science experiment that introduces the same science concepts.
D.) All students benefit from completing a science experiment that introduces the same science concepts.
Which of the following represents a connection between math and science when teaching a life science unit on microorganisms?
A.After completing a unit on microorganisms, student research and prepare an oral report on the benefits of microbes in an ecosystem
B.After completing an investigation of microorganisms, students follow proper disposal procedures.
C.Students learn the meaning of the magnification numbers on their microscopes and then explore microorganisms under a microscope.
D.During a unit on microorganisms, students make and record predictions about where microbes are most abundant in the classroom.
C.Students learn the meaning of the magnification numbers on their microscopes and then explore microorganisms under a microscope.
A 3rd grade class is studying the process of recycling and the teacher does not have the funds to visit the local recycling center. How can the teacher provide similar information by using digital technology?
A.) Show students various pictures of recycled material and describe each step of the process.
B.) Show students a virtual tour of the recycling center.
C.) Show students the recycling center website and discuss the process of recycling.
D.) Have student research and find pictures of a recycling plant and develop a presentation.
B.) Show students a virtual tour of the recycling center.
How should a teacher use science inquiry in an elementary classroom?
A. Teachers help students develop listening skills to obtain procedural information
B. Teachers use wait time when they ask students questions about scientific facts
C. Teachers lecture about a scientific findings at the beginning of a unit
D. Teachers introduce discrepant events so that students will want to engage in discovery learning
D. Teachers introduce discrepant events so that students will want to engage in discovery learning
A teacher is planning a lesson on the parts of plant and animal cells. The teacher wants to encourage classroom discourse and enhance the student domain-specific vocabulary. How can a teacher provide an opportunity for students to engage in classroom discourse?
•A.) Students will work with a partner and label the organelle of the cell and trade papers to check for correct answers.
•B.) Students can work in groups to observe various models of plant and animal cells. Students can take notes about the similar features and organelle of the plant and animal cell and share findings with classmates.
•C.) Students can work with a partner to label the parts of a cell and then conduct research about the cell theory.
•D.) Students can create a model of the cell and write a report about the function of each organelle.
B.) Students can work in groups to observe various models of plant and animal cells. Students can take notes about the similar features and organelle of the plant and animal cell and share findings with classmates.
A teacher presents a scientific theory to the class and wants to encourage classroom discussion. What strategy should the teacher use?
•A.) Develop a plan where groups of students research the components of a scientific theory and form their own opinion and allow students to discuss the basis of the theory.
•B.) Encourage students to stick with the scientific laws associated with the theory and have a directed discussion.
•B.) Activate students prior knowledge by explaining the theory and confirming the relevance to other scientific topics.
•C.) Plan an investigation to help student prove the scientific theory.
A.) Develop a plan where groups of students research the components of a scientific theory and form their own opinion and allow students to discuss the basis of the theory.
A teacher wishes to integrate multiple science disciplines into a unit on plate tectonics. Which approach would meet this objective?
A.Create a model to demonstrate the difference between divergent and convergent plates
B.Research the effects of volcanic activity on an ecosystem
C.Create a map of the globe outlining tectonic plate boundaries
D.Prepare an oral presentation on a current event where a tectonic event has occurred
B.Research the effects of volcanic activity on an ecosystem
A teacher wants to teach the class about physical and chemical changes. The Teacher wants students to use technology to communicate about various physical and chemical changes. How can a teacher achieve the goal?
A.) Have students listen to a video clip about states of matter
B.) Have student build and construct a website about atoms and particles.
C.) Have student research and explore various chemical changes and develop a presentation
D.) Have students design an experiment to test various physical and chemical changes
C.) Have student research and explore various chemical changes and develop a presentation