MTTC TEST (LOWER ELEMENTARY TEST #120)
1. A second-grade teacher is planning a unit on structure and properties of
matter. Which of the following statements about scientific phenomena should
be used as an anchoring phenomena for this grade?
A. An ice cube melts in a glass but becomes solid again when the water is frozen.
B. Shadows are much cooler than areas of ground where sunlight strikes.
C. Some things cling to a balloon after it has been rubbed on a cloth.
D. A match changes its appearance after it burns. - ANSWER-A. CORRECT. The
phenomenon of frozen water melting and re-freezing is a good anchor because it
is observable, accessible across cultures, requires additional instruction, relates
to both structure and properties of matter, and lends itself to investigations,
including those related to temperature and phase changes.
B. Shadows are engaging, observable phenomena; however, they are not
examples of matter and therefore are not a good anchor for this unit.
C. Items clinging to a balloon is an engaging and observable phenomenon;
however, electric charge as a property of matter is beyond the scope of second-
grade learning and therefore not an appropriate anchor.
,D. The change in a match after burning is an interesting and observable
phenomenon; however, it would fit best in a unit on physical and chemical
changes, rather than in an introduction to structure and properties of matter,
and it would be more appropriate for older students than for second-grade
students.
2. A kindergarten science classroom investigates changing the speed and
direction of an object with a push or a pull. Which of the following activities
most appropriately supports the students in analyzing and interpreting data?
A. comparing different observations of what occurred
B. distinguishing between opinions and evidence in an argument
C. describing how specific images support a scientific explanation
D. making valid claims to determine an optimal design solution to a problem -
ANSWER-A. CORRECT. This investigation offers students the opportunity to
observe how the speed and/or direction of an object changes with a push or a
pull (e.g., pushing or pulling a toy car with various amounts of force). The
descriptions of what they observed and the comparisons of different outcomes
provide data that can be used for interpretation and analysis with the help of
the teacher.
B. The concept of change due to force is the focus of the lesson and, while
opinions and evidence will be discussed, distinguishing them isn't the result of
analyzing the data. In this scenario, students are more engaged in the practice of
argument.
,C. Students are working with objects in this lesson, not viewing images, and they
are working toward the practice of developing an explanation.
D. Students are investigating how speed and direction can change, but not in
reference to a specific goal, such as designing an optimal solution. This scenario
is more about the practices of engaging in argument and designing solutions
than in analyzing and interpreting data.
3. Students in a third-grade science class make claims about how a prototype
design that they made for a weather-related problem works. This activity
matches which of the following disciplinary core ideas?
A. wave properties
B. natural resources
C. developing possible solutions
D. defining and delimiting engineering problems - ANSWER-A. Third-grade
students should not yet be learning about wave properties, which would include
discussions of amplitude, frequency, and wavelength. Moreover, these
properties only relate to weather tangentially.
, B. While weather is a naturally occurring phenomenon and so might be
considered a natural resource, this concept is not helpful in designing solutions
for a weather-related problem.
C. CORRECT. Communicating with other students about their prototypes is an
important part of the developing possible solutions portion of the engineering
design process and aids in the development of ideas, including generating
improvements.
D. The students should have already completed defining and delimiting their
current engineering problems because they are described as being at the point
of making claims about how their prototypes work.
4. Which of the following activities effectively integrates the patterns
crosscutting concept into a first-grade space systems unit?
A. recording information to describe how much light is available on a given day
B. providing evidence of objects only being seen when they are illuminated
C. observing the sun, moon, and stars to predict daily and monthly events
D. communicating solutions to reduce the amount of junk orbiting Earth -
ANSWER-A. Examining only one day's data will not provide enough information
to find a pattern because multiple data points are needed.
1. A second-grade teacher is planning a unit on structure and properties of
matter. Which of the following statements about scientific phenomena should
be used as an anchoring phenomena for this grade?
A. An ice cube melts in a glass but becomes solid again when the water is frozen.
B. Shadows are much cooler than areas of ground where sunlight strikes.
C. Some things cling to a balloon after it has been rubbed on a cloth.
D. A match changes its appearance after it burns. - ANSWER-A. CORRECT. The
phenomenon of frozen water melting and re-freezing is a good anchor because it
is observable, accessible across cultures, requires additional instruction, relates
to both structure and properties of matter, and lends itself to investigations,
including those related to temperature and phase changes.
B. Shadows are engaging, observable phenomena; however, they are not
examples of matter and therefore are not a good anchor for this unit.
C. Items clinging to a balloon is an engaging and observable phenomenon;
however, electric charge as a property of matter is beyond the scope of second-
grade learning and therefore not an appropriate anchor.
,D. The change in a match after burning is an interesting and observable
phenomenon; however, it would fit best in a unit on physical and chemical
changes, rather than in an introduction to structure and properties of matter,
and it would be more appropriate for older students than for second-grade
students.
2. A kindergarten science classroom investigates changing the speed and
direction of an object with a push or a pull. Which of the following activities
most appropriately supports the students in analyzing and interpreting data?
A. comparing different observations of what occurred
B. distinguishing between opinions and evidence in an argument
C. describing how specific images support a scientific explanation
D. making valid claims to determine an optimal design solution to a problem -
ANSWER-A. CORRECT. This investigation offers students the opportunity to
observe how the speed and/or direction of an object changes with a push or a
pull (e.g., pushing or pulling a toy car with various amounts of force). The
descriptions of what they observed and the comparisons of different outcomes
provide data that can be used for interpretation and analysis with the help of
the teacher.
B. The concept of change due to force is the focus of the lesson and, while
opinions and evidence will be discussed, distinguishing them isn't the result of
analyzing the data. In this scenario, students are more engaged in the practice of
argument.
,C. Students are working with objects in this lesson, not viewing images, and they
are working toward the practice of developing an explanation.
D. Students are investigating how speed and direction can change, but not in
reference to a specific goal, such as designing an optimal solution. This scenario
is more about the practices of engaging in argument and designing solutions
than in analyzing and interpreting data.
3. Students in a third-grade science class make claims about how a prototype
design that they made for a weather-related problem works. This activity
matches which of the following disciplinary core ideas?
A. wave properties
B. natural resources
C. developing possible solutions
D. defining and delimiting engineering problems - ANSWER-A. Third-grade
students should not yet be learning about wave properties, which would include
discussions of amplitude, frequency, and wavelength. Moreover, these
properties only relate to weather tangentially.
, B. While weather is a naturally occurring phenomenon and so might be
considered a natural resource, this concept is not helpful in designing solutions
for a weather-related problem.
C. CORRECT. Communicating with other students about their prototypes is an
important part of the developing possible solutions portion of the engineering
design process and aids in the development of ideas, including generating
improvements.
D. The students should have already completed defining and delimiting their
current engineering problems because they are described as being at the point
of making claims about how their prototypes work.
4. Which of the following activities effectively integrates the patterns
crosscutting concept into a first-grade space systems unit?
A. recording information to describe how much light is available on a given day
B. providing evidence of objects only being seen when they are illuminated
C. observing the sun, moon, and stars to predict daily and monthly events
D. communicating solutions to reduce the amount of junk orbiting Earth -
ANSWER-A. Examining only one day's data will not provide enough information
to find a pattern because multiple data points are needed.
