WGU D671 Elementary Science Curriculum Objective
Assessment OA V1 & V2 Exam Explore new Actual Questions
& Answers - 2026 Update 100% Correct.
The WGU D671 Objective Assessment evaluates prospective elementary educators' mastery of NGSS-aligned
science content and pedagogy across physical, life, Earth/space sciences, inquiry, assessment, integration, and
safety. It emphasizes application of disciplinary core ideas, crosscutting concepts, and science/engineering
practices to classroom scenarios. It contains 49 multiple-choice questions, each with four distractors and a fully
worked rationale that explains why the keyed answer is correct. Questions are organized into clearly labelled
sections that mirror the major content areas of the course. Targeted learning outcomes include: Analyze and
apply NGSS disciplinary core ideas, crosscutting concepts, and science/engineering practices to design
elementary science instruction.; Evaluate and select appropriate assessment strategies to measure elementary
students' science understanding and inquiry skills.; Design safe, inclusive, and integrated science learning
experiences that connect science with other content areas and real-world phenomena.. Every item has been
reviewed for clinical accuracy, current guidelines, and clarity so that students can study with confidence and
self-correct as they work through the bank. Use it as a high-yield review immediately before the exam, or as a
structured practice tool during the unit - the rationales double as concise teaching notes. The recommended
writing time is 2.5 hours, with a passing score of Approximately 70% (cut score determined by WGU
psychometric standards). Aligned with Aligned with WGU's CAEP-accredited teacher preparation program and
Section 1: General (Questions 1-49)
1 Which activity best demonstrates the NGSS crosscutting concept of 'Energy and
Matter' in a 4th-grade ecosystem unit?
A) Students build a food web poster showing only organisms and arrows for 'eats'.
B) Students trace the flow of energy from the sun through producers to consumers
using a model.
C) Students list the names of producers and consumers in a local habitat.
D) Students define the terms 'biotic' and 'abiotic' in their science journals.
Answer: B
Rationale: Tracing energy flow from the sun through trophic levels explicitly
addresses the crosscutting concept of Energy and Matter. The other options focus on
identification or vocabulary, not on energy transfer.
2 A teacher wants to assess students' ability to plan and carry out investigations.
Which task is most aligned with this NGSS practice?
A) Students answer multiple-choice questions about the steps of the scientific
method.
B) Students design a fair test to determine which paper towel absorbs the most
water.
C) Students copy definitions of independent and dependent variables from the
board.
,D) Students watch a video of an experiment and write a summary of the results.
Answer: B
Rationale: Designing a fair test requires students to plan and carry out an
investigation, directly reflecting the NGSS practice. The other tasks involve recall,
copying, or observation without active planning.
3 Which formative assessment strategy best supports 3-dimensional learning in
elementary science?
A) A end-of-unit multiple-choice test covering only factual recall.
B) A KWL chart completed at the beginning and end of a unit.
C) A performance task where students use a model to explain a phenomenon and
revise it based on peer feedback.
D) A weekly quiz on vocabulary definitions.
Answer: C
Rationale: A performance task that integrates practices, crosscutting concepts, and
core ideas, with revision, aligns with 3-dimensional assessment. The other options
are limited to recall or simple reflection.
4 During a hands-on investigation with hot water, which safety practice is most
critical for elementary students?
A) Wearing safety goggles to protect eyes from splashes.
B) Using tongs to handle containers and keeping water temperature below 50°C.
C) Tying back long hair and rolling up sleeves.
D) Working individually to avoid crowding.
Answer: B
Rationale: Using tongs and limiting water temperature directly prevent burns, the
primary hazard with hot water. Goggles, hair tying, and individual work are good
practices but less critical for this specific hazard.
5 Which statement best describes how to integrate science with mathematics in an
elementary classroom?
A) Students read a science textbook and answer comprehension questions.
B) Students measure plant growth daily and graph the data to analyze patterns.
C) Students write a narrative story about a water droplet.
D) Students memorize the multiplication table while learning about planets.
Answer: B
Rationale: Measuring and graphing plant growth authentically integrates
mathematics (measurement, data analysis) with science. The other options involve
, literacy or rote math without meaningful science connections.
6 Which of the following best exemplifies the NGSS practice of 'Developing and
Using Models'?
A) Students draw a labeled diagram of the water cycle from memory.
B) Students create a physical model to show how a watershed works and use it to
explain water flow.
C) Students write a paragraph describing the steps of photosynthesis.
D) Students list the parts of a plant cell.
Answer: B
Rationale: Creating and using a physical model to explain a phenomenon is a core
component of the practice. Drawing from memory, writing, or listing parts do not
involve model development or use.
7 A teacher wants to elicit students' prior knowledge before starting a unit on
weather. Which strategy is most effective?
A) Administering a summative assessment on weather concepts.
B) Asking students to draw and explain what they think causes rain.
C) Providing a lecture on the water cycle.
D) Assigning a reading passage on weather instruments.
Answer: B
Rationale: Drawing and explaining allows students to reveal their existing ideas and
misconceptions, which is essential for eliciting prior knowledge. Summative
assessment, lecture, and reading do not serve this purpose.
8 Which of the following is an example of a phenomenon that could anchor a
5th-grade unit on Earth's systems?
A) A list of vocabulary words about rocks and minerals.
B) A local landslide that occurred after heavy rain.
C) A diagram of the rock cycle.
D) A textbook chapter on plate tectonics.
Answer: B
Rationale: A local landslide is a real-world event that can drive student questioning
and investigation of Earth's systems. Vocabulary lists, diagrams, and textbook
chapters are not phenomena.
9 Which assessment method is most appropriate for measuring students' ability to
engage in argument from evidence?
Assessment OA V1 & V2 Exam Explore new Actual Questions
& Answers - 2026 Update 100% Correct.
The WGU D671 Objective Assessment evaluates prospective elementary educators' mastery of NGSS-aligned
science content and pedagogy across physical, life, Earth/space sciences, inquiry, assessment, integration, and
safety. It emphasizes application of disciplinary core ideas, crosscutting concepts, and science/engineering
practices to classroom scenarios. It contains 49 multiple-choice questions, each with four distractors and a fully
worked rationale that explains why the keyed answer is correct. Questions are organized into clearly labelled
sections that mirror the major content areas of the course. Targeted learning outcomes include: Analyze and
apply NGSS disciplinary core ideas, crosscutting concepts, and science/engineering practices to design
elementary science instruction.; Evaluate and select appropriate assessment strategies to measure elementary
students' science understanding and inquiry skills.; Design safe, inclusive, and integrated science learning
experiences that connect science with other content areas and real-world phenomena.. Every item has been
reviewed for clinical accuracy, current guidelines, and clarity so that students can study with confidence and
self-correct as they work through the bank. Use it as a high-yield review immediately before the exam, or as a
structured practice tool during the unit - the rationales double as concise teaching notes. The recommended
writing time is 2.5 hours, with a passing score of Approximately 70% (cut score determined by WGU
psychometric standards). Aligned with Aligned with WGU's CAEP-accredited teacher preparation program and
Section 1: General (Questions 1-49)
1 Which activity best demonstrates the NGSS crosscutting concept of 'Energy and
Matter' in a 4th-grade ecosystem unit?
A) Students build a food web poster showing only organisms and arrows for 'eats'.
B) Students trace the flow of energy from the sun through producers to consumers
using a model.
C) Students list the names of producers and consumers in a local habitat.
D) Students define the terms 'biotic' and 'abiotic' in their science journals.
Answer: B
Rationale: Tracing energy flow from the sun through trophic levels explicitly
addresses the crosscutting concept of Energy and Matter. The other options focus on
identification or vocabulary, not on energy transfer.
2 A teacher wants to assess students' ability to plan and carry out investigations.
Which task is most aligned with this NGSS practice?
A) Students answer multiple-choice questions about the steps of the scientific
method.
B) Students design a fair test to determine which paper towel absorbs the most
water.
C) Students copy definitions of independent and dependent variables from the
board.
,D) Students watch a video of an experiment and write a summary of the results.
Answer: B
Rationale: Designing a fair test requires students to plan and carry out an
investigation, directly reflecting the NGSS practice. The other tasks involve recall,
copying, or observation without active planning.
3 Which formative assessment strategy best supports 3-dimensional learning in
elementary science?
A) A end-of-unit multiple-choice test covering only factual recall.
B) A KWL chart completed at the beginning and end of a unit.
C) A performance task where students use a model to explain a phenomenon and
revise it based on peer feedback.
D) A weekly quiz on vocabulary definitions.
Answer: C
Rationale: A performance task that integrates practices, crosscutting concepts, and
core ideas, with revision, aligns with 3-dimensional assessment. The other options
are limited to recall or simple reflection.
4 During a hands-on investigation with hot water, which safety practice is most
critical for elementary students?
A) Wearing safety goggles to protect eyes from splashes.
B) Using tongs to handle containers and keeping water temperature below 50°C.
C) Tying back long hair and rolling up sleeves.
D) Working individually to avoid crowding.
Answer: B
Rationale: Using tongs and limiting water temperature directly prevent burns, the
primary hazard with hot water. Goggles, hair tying, and individual work are good
practices but less critical for this specific hazard.
5 Which statement best describes how to integrate science with mathematics in an
elementary classroom?
A) Students read a science textbook and answer comprehension questions.
B) Students measure plant growth daily and graph the data to analyze patterns.
C) Students write a narrative story about a water droplet.
D) Students memorize the multiplication table while learning about planets.
Answer: B
Rationale: Measuring and graphing plant growth authentically integrates
mathematics (measurement, data analysis) with science. The other options involve
, literacy or rote math without meaningful science connections.
6 Which of the following best exemplifies the NGSS practice of 'Developing and
Using Models'?
A) Students draw a labeled diagram of the water cycle from memory.
B) Students create a physical model to show how a watershed works and use it to
explain water flow.
C) Students write a paragraph describing the steps of photosynthesis.
D) Students list the parts of a plant cell.
Answer: B
Rationale: Creating and using a physical model to explain a phenomenon is a core
component of the practice. Drawing from memory, writing, or listing parts do not
involve model development or use.
7 A teacher wants to elicit students' prior knowledge before starting a unit on
weather. Which strategy is most effective?
A) Administering a summative assessment on weather concepts.
B) Asking students to draw and explain what they think causes rain.
C) Providing a lecture on the water cycle.
D) Assigning a reading passage on weather instruments.
Answer: B
Rationale: Drawing and explaining allows students to reveal their existing ideas and
misconceptions, which is essential for eliciting prior knowledge. Summative
assessment, lecture, and reading do not serve this purpose.
8 Which of the following is an example of a phenomenon that could anchor a
5th-grade unit on Earth's systems?
A) A list of vocabulary words about rocks and minerals.
B) A local landslide that occurred after heavy rain.
C) A diagram of the rock cycle.
D) A textbook chapter on plate tectonics.
Answer: B
Rationale: A local landslide is a real-world event that can drive student questioning
and investigation of Earth's systems. Vocabulary lists, diagrams, and textbook
chapters are not phenomena.
9 Which assessment method is most appropriate for measuring students' ability to
engage in argument from evidence?
