Question 1

Ms. Kane made connections to the enormous amounts of snowfall the students had experienced previously. This is an example of:

Accepted Answer

A)  formal curriculum. 
B)  teaching to the standards. 
C)  making science relevant. 
D)  gathering data. 
A)  formal curriculum. 
B)  teaching to the standards. 
C)  making science relevant. 
D)  gathering data.

Question 2

Field trips are most valuable when they are connected to the class' __________________.

Accepted Answer

The answer of Field trips are most valuable when they...

Question 3

The most effective classroom science centers are designed by teachers and:

Accepted Answer

A)  professors. 
B)  parents. 
C)  principals. 
D)  students. 
A)  professors. 
B)  parents. 
C)  principals. 
D)  students.

Question 4

All students learn better when:

Accepted Answer

A)  there is direct instruction. 
B)  they can relate to the content. 
C)  they are assessed summatively. 
D)  they have the vocabulary at the beginning of the lesson. 
A)  there is direct instruction. 
B)  they can relate to the content. 
C)  they are assessed summatively. 
D)  they have the vocabulary at the beginning of the lesson.

Question 5

When solid particles are broken down into invisible particles when placed in a solvent, this is called:

Accepted Answer

A)  condensation. 
B)  ions. 
C)  dissolving. 
D)  solutions. 
A)  condensation. 
B)  ions. 
C)  dissolving. 
D)  solutions.

Question 6

In a sixth grade science center, students measured the pH of water. pH refers to water's:

Accepted Answer

A)  color. 
B)  acidity or alkalinity. 
C)  litmus. 
D)  toxicity. 
A)  color. 
B)  acidity or alkalinity. 
C)  litmus. 
D)  toxicity.

Question 7

Making connections between students' lives and the natural world around them helps increase learning by:​

Accepted Answer

A)  ​helping students understand connections between science and the other subjects. 
B)  ​helping students see science as a way of knowing. 
C)  ​connecting them to the natural world. 
D)  ​helping students to see the "big picture." 
E)  ​all of these options. 
A)  ​helping students understand connections between science and the other subjects. 
B)  ​helping students see science as a way of knowing. 
C)  ​connecting them to the natural world. 
D)  ​helping students to see the "big picture." 
E)  ​all of these options.

Question 8

The inability to see or notice plants in one's own environment is called:

Accepted Answer

A)  ignorance. 
B)  digital divide. 
C)  plant blindness. 
D)  obscuring vision. 
A)  ignorance. 
B)  digital divide. 
C)  plant blindness. 
D)  obscuring vision.

Question 9

Road surfaces prevent precipitation from filtering down into the ground soil, causing water to leave the roads in the form of ________.

Accepted Answer

The answer of Road surfaces prevent precipitation from filtering down...

Question 10

The earth's crust is made of huge chunks of rock called ______________.

Accepted Answer

The answer of The earth's crust is made of huge...

Question 11

Why is it important for students to brainstorm solutions to environmental problems?

Accepted Answer

It is important for students to brainsto

Question 12

One tip for field trips is:

Accepted Answer

A)  careful planning. 
B)  have the students prepare the materials. 
C)  the trip should not lead to more investigations. 
D)  the goal should be obscure. 
A)  careful planning. 
B)  have the students prepare the materials. 
C)  the trip should not lead to more investigations. 
D)  the goal should be obscure.

Question 13

The third grade science center with seashells engaged the students in:

Accepted Answer

A)  classifying. 
B)  measuring. 
C)  analysis. 
D)  interpreting. 
A)  classifying. 
B)  measuring. 
C)  analysis. 
D)  interpreting.

Question 14

The cracks in the rocks of the urban park are aligned with regional _________________.

Accepted Answer

faults or

Question 15

How does salt affect freshwater animals and plants?

Accepted Answer

A)  It only affects small animals like rainbow trout. 
B)  Frogs die when salt exceeds 800 mg/L. 
C)  Smaller animals are most sensitive. 
D)  The EPA sets a standard for humans drinking water at 500 mg/L. 
A)  It only affects small animals like rainbow trout. 
B)  Frogs die when salt exceeds 800 mg/L. 
C)  Smaller animals are most sensitive. 
D)  The EPA sets a standard for humans drinking water at 500 mg/L.

Ms. Kane made connections to the enormous amounts of snowfall the students had experienced previously. This is an example of:

Field trips are most valuable when they are connected to the class' __________________.

The most effective classroom science centers are designed by teachers and:

All students learn better when:

When solid particles are broken down into invisible particles when placed in a solvent, this is called:

In a sixth grade science center, students measured the pH of water. pH refers to water's:

Making connections between students' lives and the natural world around them helps increase learning by:

The inability to see or notice plants in one's own environment is called:

Road surfaces prevent precipitation from filtering down into the ground soil, causing water to leave the roads in the form of ________.

The earth's crust is made of huge chunks of rock called ______________.

Why is it important for students to brainstorm solutions to environmental problems?

One tip for field trips is:

The third grade science center with seashells engaged the students in:

The cracks in the rocks of the urban park are aligned with regional _________________.

How does salt affect freshwater animals and plants?

Science Teaching and You: Locating Your Scientific Self

Teachers and Students As Science Learners

Engaging Students in Scientific and Engineering Practices

Exploring Matter: Scientific Observations of Everyday Materials

Plants and Animals and Extended Investigations

Physical Science Explorations: Density and Its Implications

Using Models and Engineering Design for Teaching and Learning Science

Beyond the Science Kit

Content and Curriculum: Science Concepts and Your Scientific Self

Surrounded by Science: Science Connections Across Disciplines

Creating the Science Experience in Your Classroom: Planning and Letting Go

Whats the Big Idea Matching Assessment to Instruction

Pulling It All Together

Filters

Exam 4: Scientific Explorations Inside and Outside the Classroom

Ms. Kane made connections to the enormous amounts of snowfall the students had experienced previously. This is an example of:

Field trips are most valuable when they are connected to the class' __________________.

The most effective classroom science centers are designed by teachers and:

All students learn better when:

When solid particles are broken down into invisible particles when placed in a solvent, this is called:

In a sixth grade science center, students measured the pH of water. pH refers to water's:

Making connections between students' lives and the natural world around them helps increase learning by:​

The inability to see or notice plants in one's own environment is called:

Road surfaces prevent precipitation from filtering down into the ground soil, causing water to leave the roads in the form of ________.

The earth's crust is made of huge chunks of rock called ______________.

Why is it important for students to brainstorm solutions to environmental problems?

One tip for field trips is:

The third grade science center with seashells engaged the students in:

The cracks in the rocks of the urban park are aligned with regional _________________.

How does salt affect freshwater animals and plants?

Science Teaching and You: Locating Your Scientific Self

Teachers and Students As Science Learners

Engaging Students in Scientific and Engineering Practices

Exploring Matter: Scientific Observations of Everyday Materials

Plants and Animals and Extended Investigations

Physical Science Explorations: Density and Its Implications

Using Models and Engineering Design for Teaching and Learning Science

Beyond the Science Kit

Content and Curriculum: Science Concepts and Your Scientific Self

Surrounded by Science: Science Connections Across Disciplines

Creating the Science Experience in Your Classroom: Planning and Letting Go

Whats the Big Idea Matching Assessment to Instruction

Pulling It All Together

Filters

Making connections between students' lives and the natural world around them helps increase learning by: