WGU D671 Elementary Science
Curriculum Exam ACTUAL EXAM
2026/2027 | OA V1 V2 | Verified Q&A |
Pass Guaranteed - A+ Graded
SECTION 1: FOUNDATIONS OF ELEMENTARY SCIENCE CURRICULUM – NGSS (Questions 1-15)
Q1: A 4th-grade teacher asks students to examine two different soil samples and record observations
about color, texture, and smell. They then work in groups to create a Venn diagram comparing the two
samples. Which Science and Engineering Practice (SEP) are students primarily engaging in?
A. Asking questions and defining problems
B. Planning and carrying out investigations
C. Analyzing and interpreting data [CORRECT]
D. Constructing explanations and designing solutions
Correct Answer: C
Rationale: Analyzing and interpreting data involves organizing, representing, and identifying patterns in
collected data. The Venn diagram is a tool for identifying similarities/differences—a form of data
interpretation
. Option B would involve students designing the data collection method themselves. Option D would
involve causal reasoning about why soils differ. The key action here is comparing recorded observations,
which is data analysis.
Q2: A 2nd-grade class is studying life cycles. The teacher shows a time-lapse video of a caterpillar
turning into a butterfly, then leads a discussion about why the caterpillar builds a chrysalis. The teacher
then introduces the vocabulary word "metamorphosis." This sequence most closely aligns with which
phase of the 5E model?
A. Engage
B. Explore
C. Explain [CORRECT]
D. Elaborate
,Correct Answer: C
Rationale: The Explain phase is when students explain their understanding based on prior exploration,
and the teacher introduces formal vocabulary and concepts
. The video serves as a shared experience before direct instruction. Engage (A) hooks curiosity before
investigation. Explore (B) would involve hands-on manipulation (e.g., observing live caterpillars).
Elaborate (D) would extend to a new context (e.g., comparing frog metamorphosis).
Q3: (Select All That Apply) A 3rd-grade teacher notices that several students believe the Moon only
appears at night. Which instructional strategies would effectively address this misconception?
A. Have students keep a Moon observation journal for one month, noting time and position [CORRECT]
B. Tell students directly, "The Moon is often visible during the day too," and have them copy the
statement
C. Use a lamp (Sun) and a golf ball (Moon) to model day/night cycles and Moon visibility [CORRECT]
D. Skip the topic because 3rd graders cannot understand relative motion of Earth and Moon
E. Show a simulation of Earth rotating with the Moon in orbit, pausing to ask when the Moon would be
visible [CORRECT]
Correct Answer: A, C, E
Rationale: Effective misconception correction requires evidence that contradicts the faulty belief
through observation, modeling, or simulation (A, C, E). Option B is ineffective because telling students
the correct answer without evidence does not restructure their mental models; it leads to memorization
without conceptual change. Option D is incorrect—with appropriate modeling, 3rd graders can
understand Moon visibility patterns.
Q4: A 5th-grade teacher is designing a unit on chemical reactions. Students will combine baking soda
and vinegar in a sealed bag and observe inflation. According to the 5E model, which activity belongs in
the Elaborate phase?
A. Students watch a video of a volcano eruption
B. Students mix baking soda and vinegar and record observations
C. The teacher explains that carbon dioxide gas is produced and inflates the bag
D. Students investigate whether temperature affects how quickly the bag inflates [CORRECT]
Correct Answer: D
Rationale: Elaborate extends understanding to a new context or variable
. Testing temperature as a new variable applies the concept (gas production from acid-base reaction) to
a novel question. Option A is Engage (hook). Option B is Explore (hands-on exploration). Option C is
,Explain (teacher-led vocabulary/concept introduction). Only D represents Elaboration—applying the
concept to a new investigation.
Q5: Which of the following is NOT a Science and Engineering Practice (SEP) in the NGSS framework?
A. Developing and using models
B. Planning and carrying out investigations
C. Memorizing scientific vocabulary [CORRECT]
D. Engaging in argument from evidence
Correct Answer: C
Rationale: The eight SEPs include asking questions, developing models, planning investigations,
analyzing data, using mathematics, constructing explanations, arguing from evidence, and obtaining
information. Memorization (C) is not a SEP; the framework emphasizes active practices, not passive
recall. All other options (A, B, D) are authentic SEPs.
Q6: (Select All That Apply) Which are Crosscutting Concepts (CCCs) in the NGSS framework?
A. Patterns [CORRECT]
B. Cause and effect [CORRECT]
C. Scientific method
D. Systems and system models [CORRECT]
E. Structure and function [CORRECT]
Correct Answer: A, B, D, E
Rationale: The seven CCCs are: Patterns; Cause and Effect; Scale, Proportion, and Quantity; Systems and
System Models; Energy and Matter; Structure and Function; and Stability and Change. "Scientific
method" (C) is not a CCC—it is a procedural description, not a conceptual lens for understanding
phenomena across domains.
Q7: A 1st-grade teacher asks students to sort leaves by color, then by size, then by texture. Which
Crosscutting Concept is this activity primarily addressing?
A. Cause and effect
B. Patterns [CORRECT]
C. Energy and matter
D. Stability and change
Correct Answer: B
Rationale: Sorting and classifying by observable properties is a fundamental way students identify
, patterns in nature. Patterns (B) is the CCC that involves observing and categorizing regularities in the
natural and designed world. Cause and effect (A) would require investigating why leaves have different
properties. Energy and matter (C) and stability and change (D) are not addressed by simple sorting
activities.
Q8: A 3rd-grade teacher has students design a simple circuit to light a bulb. After successful completion,
students draw their circuit and explain why the bulb lights only when the switch is closed. Which three
dimensions of NGSS are present?
A. SEP: Planning and carrying out investigations; CCC: Cause and effect; DCI: PS3.B Energy transfer
[CORRECT]
B. SEP: Asking questions; CCC: Patterns; DCI: LS1.A Structure and function
C. SEP: Developing and using models; CCC: Systems and system models; DCI: ESS1.A Earth's place in
universe
D. SEP: Analyzing and interpreting data; CCC: Scale, proportion, and quantity; DCI: PS1.A Structure of
matter
Correct Answer: A
Rationale: Students are planning and carrying out an investigation (SEP), understanding that closing the
switch causes the bulb to light (CCC: Cause and Effect), and learning about energy transfer in circuits
(DCI: PS3.B). Option B mixes life science DCI with physical science activity. Option C uses Earth/Space DCI
incorrectly. Option D focuses on data analysis rather than the investigation design and causal reasoning
present in the scenario.
Q9: (Select All That Apply) Which statements accurately describe the relationship between the three
NGSS dimensions?
A. SEPs are the practices students use to make sense of phenomena [CORRECT]
B. CCCs provide lenses for connecting ideas across science domains [CORRECT]
C. DCIs are the disciplinary content knowledge students should learn [CORRECT]
D. The three dimensions should be taught separately to avoid confusion
E. Performance expectations integrate all three dimensions [CORRECT]
Correct Answer: A, B, C, E
Rationale: NGSS is explicitly three-dimensional: SEPs (A) are the practices, CCCs (B) are the connecting
lenses, and DCIs (C) are the content. Performance expectations (E) integrate all three. Option D
contradicts the fundamental NGSS principle that the dimensions are integrated, not taught in isolation.
Curriculum Exam ACTUAL EXAM
2026/2027 | OA V1 V2 | Verified Q&A |
Pass Guaranteed - A+ Graded
SECTION 1: FOUNDATIONS OF ELEMENTARY SCIENCE CURRICULUM – NGSS (Questions 1-15)
Q1: A 4th-grade teacher asks students to examine two different soil samples and record observations
about color, texture, and smell. They then work in groups to create a Venn diagram comparing the two
samples. Which Science and Engineering Practice (SEP) are students primarily engaging in?
A. Asking questions and defining problems
B. Planning and carrying out investigations
C. Analyzing and interpreting data [CORRECT]
D. Constructing explanations and designing solutions
Correct Answer: C
Rationale: Analyzing and interpreting data involves organizing, representing, and identifying patterns in
collected data. The Venn diagram is a tool for identifying similarities/differences—a form of data
interpretation
. Option B would involve students designing the data collection method themselves. Option D would
involve causal reasoning about why soils differ. The key action here is comparing recorded observations,
which is data analysis.
Q2: A 2nd-grade class is studying life cycles. The teacher shows a time-lapse video of a caterpillar
turning into a butterfly, then leads a discussion about why the caterpillar builds a chrysalis. The teacher
then introduces the vocabulary word "metamorphosis." This sequence most closely aligns with which
phase of the 5E model?
A. Engage
B. Explore
C. Explain [CORRECT]
D. Elaborate
,Correct Answer: C
Rationale: The Explain phase is when students explain their understanding based on prior exploration,
and the teacher introduces formal vocabulary and concepts
. The video serves as a shared experience before direct instruction. Engage (A) hooks curiosity before
investigation. Explore (B) would involve hands-on manipulation (e.g., observing live caterpillars).
Elaborate (D) would extend to a new context (e.g., comparing frog metamorphosis).
Q3: (Select All That Apply) A 3rd-grade teacher notices that several students believe the Moon only
appears at night. Which instructional strategies would effectively address this misconception?
A. Have students keep a Moon observation journal for one month, noting time and position [CORRECT]
B. Tell students directly, "The Moon is often visible during the day too," and have them copy the
statement
C. Use a lamp (Sun) and a golf ball (Moon) to model day/night cycles and Moon visibility [CORRECT]
D. Skip the topic because 3rd graders cannot understand relative motion of Earth and Moon
E. Show a simulation of Earth rotating with the Moon in orbit, pausing to ask when the Moon would be
visible [CORRECT]
Correct Answer: A, C, E
Rationale: Effective misconception correction requires evidence that contradicts the faulty belief
through observation, modeling, or simulation (A, C, E). Option B is ineffective because telling students
the correct answer without evidence does not restructure their mental models; it leads to memorization
without conceptual change. Option D is incorrect—with appropriate modeling, 3rd graders can
understand Moon visibility patterns.
Q4: A 5th-grade teacher is designing a unit on chemical reactions. Students will combine baking soda
and vinegar in a sealed bag and observe inflation. According to the 5E model, which activity belongs in
the Elaborate phase?
A. Students watch a video of a volcano eruption
B. Students mix baking soda and vinegar and record observations
C. The teacher explains that carbon dioxide gas is produced and inflates the bag
D. Students investigate whether temperature affects how quickly the bag inflates [CORRECT]
Correct Answer: D
Rationale: Elaborate extends understanding to a new context or variable
. Testing temperature as a new variable applies the concept (gas production from acid-base reaction) to
a novel question. Option A is Engage (hook). Option B is Explore (hands-on exploration). Option C is
,Explain (teacher-led vocabulary/concept introduction). Only D represents Elaboration—applying the
concept to a new investigation.
Q5: Which of the following is NOT a Science and Engineering Practice (SEP) in the NGSS framework?
A. Developing and using models
B. Planning and carrying out investigations
C. Memorizing scientific vocabulary [CORRECT]
D. Engaging in argument from evidence
Correct Answer: C
Rationale: The eight SEPs include asking questions, developing models, planning investigations,
analyzing data, using mathematics, constructing explanations, arguing from evidence, and obtaining
information. Memorization (C) is not a SEP; the framework emphasizes active practices, not passive
recall. All other options (A, B, D) are authentic SEPs.
Q6: (Select All That Apply) Which are Crosscutting Concepts (CCCs) in the NGSS framework?
A. Patterns [CORRECT]
B. Cause and effect [CORRECT]
C. Scientific method
D. Systems and system models [CORRECT]
E. Structure and function [CORRECT]
Correct Answer: A, B, D, E
Rationale: The seven CCCs are: Patterns; Cause and Effect; Scale, Proportion, and Quantity; Systems and
System Models; Energy and Matter; Structure and Function; and Stability and Change. "Scientific
method" (C) is not a CCC—it is a procedural description, not a conceptual lens for understanding
phenomena across domains.
Q7: A 1st-grade teacher asks students to sort leaves by color, then by size, then by texture. Which
Crosscutting Concept is this activity primarily addressing?
A. Cause and effect
B. Patterns [CORRECT]
C. Energy and matter
D. Stability and change
Correct Answer: B
Rationale: Sorting and classifying by observable properties is a fundamental way students identify
, patterns in nature. Patterns (B) is the CCC that involves observing and categorizing regularities in the
natural and designed world. Cause and effect (A) would require investigating why leaves have different
properties. Energy and matter (C) and stability and change (D) are not addressed by simple sorting
activities.
Q8: A 3rd-grade teacher has students design a simple circuit to light a bulb. After successful completion,
students draw their circuit and explain why the bulb lights only when the switch is closed. Which three
dimensions of NGSS are present?
A. SEP: Planning and carrying out investigations; CCC: Cause and effect; DCI: PS3.B Energy transfer
[CORRECT]
B. SEP: Asking questions; CCC: Patterns; DCI: LS1.A Structure and function
C. SEP: Developing and using models; CCC: Systems and system models; DCI: ESS1.A Earth's place in
universe
D. SEP: Analyzing and interpreting data; CCC: Scale, proportion, and quantity; DCI: PS1.A Structure of
matter
Correct Answer: A
Rationale: Students are planning and carrying out an investigation (SEP), understanding that closing the
switch causes the bulb to light (CCC: Cause and Effect), and learning about energy transfer in circuits
(DCI: PS3.B). Option B mixes life science DCI with physical science activity. Option C uses Earth/Space DCI
incorrectly. Option D focuses on data analysis rather than the investigation design and causal reasoning
present in the scenario.
Q9: (Select All That Apply) Which statements accurately describe the relationship between the three
NGSS dimensions?
A. SEPs are the practices students use to make sense of phenomena [CORRECT]
B. CCCs provide lenses for connecting ideas across science domains [CORRECT]
C. DCIs are the disciplinary content knowledge students should learn [CORRECT]
D. The three dimensions should be taught separately to avoid confusion
E. Performance expectations integrate all three dimensions [CORRECT]
Correct Answer: A, B, C, E
Rationale: NGSS is explicitly three-dimensional: SEPs (A) are the practices, CCCs (B) are the connecting
lenses, and DCIs (C) are the content. Performance expectations (E) integrate all three. Option D
contradicts the fundamental NGSS principle that the dimensions are integrated, not taught in isolation.
