WGU D671 ELEMENTARY SCIENCE CURRICULUM
EXAM QUESTIONS WITH 100% VERIFIED ANSWERS
Question 1
A 3rd-grade teacher plans a lesson where students measure the temperature of
water as ice melts. Which science practice are they primarily developing?
A) Analyzing and interpreting data
B) Planning and carrying out investigations
C) Using mathematics and computational thinking
D) Constructing explanations
Correct Answer: B
Rationale: Measuring temperature changes as ice melts involves students actively
collecting data through observation and measurement, which is the core of
planning and carrying out investigations (SEP3). While analyzing data (A) comes
later, the question emphasizes the act of measuring during the investigation.
Question 2
Which of the following is an example of a formative assessment in elementary
science?
A) End-of-unit multiple-choice test
B) Student-created model of a food web with an oral explanation
C) Science fair project judged by external reviewers
D) Standardized state science exam
Correct Answer: B
Rationale: Formative assessments are ongoing, low-stakes checks for
understanding. A student-created model with explanation allows the teacher to
,assess conceptual understanding in real time. The others are summative (A, D) or
performance-based but not typically formative (C).
Question 3
In a 1st-grade lesson on plant needs, students place seeds in different conditions
(light/no light, water/no water). What crosscutting concept is most directly
illustrated?
A) Scale, proportion, and quantity
B) Systems and system models
C) Cause and effect
D) Stability and change
Correct Answer: C
Rationale: Students are manipulating variables to observe outcomes (e.g., no light
causes no growth). This directly targets cause-and-effect relationships. Systems (B)
would require multiple interacting parts.
Question 4
A 5th-grade teacher asks students to predict whether a ball will roll faster down a
steep ramp or a gentle ramp, then test it. This primarily addresses which science
and engineering practice?
A) Asking questions and defining problems
B) Developing and using models
C) Engaging in argument from evidence
D) Using mathematics and computational thinking
Correct Answer: A
Rationale: Students are making predictions based on prior knowledge and then
testing them — the core of asking questions (e.g., "What affects speed?") and
defining testable problems. Argument from evidence (C) would involve debating
results.
,Question 5
Which activity best supports 2nd graders’ understanding of the crosscutting
concept of "patterns"?
A) Memorizing the steps of the water cycle
B) Sorting pictures of animals by number of legs
C) Building a simple electrical circuit
D) Measuring the mass of different rocks
Correct Answer: B
Rationale: Sorting by number of legs requires recognizing repeated characteristics
(patterns) across organisms. Patterns are observable regularities. Circuits (C)
involve cause and effect; mass (D) is measurement.
Question 6
A 4th-grade class observes that a toy car moves farther on a smooth floor than on
carpet. The teacher asks, "Why do you think that happened?" This question is
designed to promote:
A) Procedural knowledge
B) Scientific explanation using evidence
C) Memorization of friction definitions
D) Following a lab manual
Correct Answer: B
Rationale: The question pushes students to connect observation (farther distance)
with an underlying concept (friction) and provide reasoning — a key part of
constructing explanations. It goes beyond simple recall.
Question 7
Which of the following is most aligned with the NGSS 3-dimensional learning
approach?
A) Reading a chapter on ecosystems and answering questions at the end
B) Watching a video about volcanoes and taking notes
, C) Investigating how different materials affect sound insulation, using SEPs, CCCs,
and DCI
D) Labeling a diagram of the solar system
Correct Answer: C
Rationale: NGSS integrates Disciplinary Core Ideas (DCI), Science and Engineering
Practices (SEPs), and Crosscutting Concepts (CCCs). Investigation of sound
insulation with all three dimensions is the hallmark. Others are one-dimensional.
Question 8
A kindergarten teacher asks students to put pictures of a butterfly’s life cycle in
order. This develops understanding of:
A) Cause and effect
B) Structure and function
C) Systems and system models
D) Stability and change
Correct Answer: D
Rationale: Life cycle sequencing shows how an organism changes over time while
maintaining a stable pattern — a form of stability and change. Cause and effect
(A) would require identifying what triggers each stage.
Question 9
In a 3rd-grade unit on forces, students use a spring scale to measure how much
force is needed to pull a block across different surfaces. The spring scale provides:
A) Qualitative data
B) Quantitative data
C) Inferential data
D) Categorical data
Correct Answer: B
Rationale: A spring scale gives numerical measurements (e.g., 2 Newtons), which
is quantitative. Qualitative would be descriptive (e.g., "smooth" or "rough").
EXAM QUESTIONS WITH 100% VERIFIED ANSWERS
Question 1
A 3rd-grade teacher plans a lesson where students measure the temperature of
water as ice melts. Which science practice are they primarily developing?
A) Analyzing and interpreting data
B) Planning and carrying out investigations
C) Using mathematics and computational thinking
D) Constructing explanations
Correct Answer: B
Rationale: Measuring temperature changes as ice melts involves students actively
collecting data through observation and measurement, which is the core of
planning and carrying out investigations (SEP3). While analyzing data (A) comes
later, the question emphasizes the act of measuring during the investigation.
Question 2
Which of the following is an example of a formative assessment in elementary
science?
A) End-of-unit multiple-choice test
B) Student-created model of a food web with an oral explanation
C) Science fair project judged by external reviewers
D) Standardized state science exam
Correct Answer: B
Rationale: Formative assessments are ongoing, low-stakes checks for
understanding. A student-created model with explanation allows the teacher to
,assess conceptual understanding in real time. The others are summative (A, D) or
performance-based but not typically formative (C).
Question 3
In a 1st-grade lesson on plant needs, students place seeds in different conditions
(light/no light, water/no water). What crosscutting concept is most directly
illustrated?
A) Scale, proportion, and quantity
B) Systems and system models
C) Cause and effect
D) Stability and change
Correct Answer: C
Rationale: Students are manipulating variables to observe outcomes (e.g., no light
causes no growth). This directly targets cause-and-effect relationships. Systems (B)
would require multiple interacting parts.
Question 4
A 5th-grade teacher asks students to predict whether a ball will roll faster down a
steep ramp or a gentle ramp, then test it. This primarily addresses which science
and engineering practice?
A) Asking questions and defining problems
B) Developing and using models
C) Engaging in argument from evidence
D) Using mathematics and computational thinking
Correct Answer: A
Rationale: Students are making predictions based on prior knowledge and then
testing them — the core of asking questions (e.g., "What affects speed?") and
defining testable problems. Argument from evidence (C) would involve debating
results.
,Question 5
Which activity best supports 2nd graders’ understanding of the crosscutting
concept of "patterns"?
A) Memorizing the steps of the water cycle
B) Sorting pictures of animals by number of legs
C) Building a simple electrical circuit
D) Measuring the mass of different rocks
Correct Answer: B
Rationale: Sorting by number of legs requires recognizing repeated characteristics
(patterns) across organisms. Patterns are observable regularities. Circuits (C)
involve cause and effect; mass (D) is measurement.
Question 6
A 4th-grade class observes that a toy car moves farther on a smooth floor than on
carpet. The teacher asks, "Why do you think that happened?" This question is
designed to promote:
A) Procedural knowledge
B) Scientific explanation using evidence
C) Memorization of friction definitions
D) Following a lab manual
Correct Answer: B
Rationale: The question pushes students to connect observation (farther distance)
with an underlying concept (friction) and provide reasoning — a key part of
constructing explanations. It goes beyond simple recall.
Question 7
Which of the following is most aligned with the NGSS 3-dimensional learning
approach?
A) Reading a chapter on ecosystems and answering questions at the end
B) Watching a video about volcanoes and taking notes
, C) Investigating how different materials affect sound insulation, using SEPs, CCCs,
and DCI
D) Labeling a diagram of the solar system
Correct Answer: C
Rationale: NGSS integrates Disciplinary Core Ideas (DCI), Science and Engineering
Practices (SEPs), and Crosscutting Concepts (CCCs). Investigation of sound
insulation with all three dimensions is the hallmark. Others are one-dimensional.
Question 8
A kindergarten teacher asks students to put pictures of a butterfly’s life cycle in
order. This develops understanding of:
A) Cause and effect
B) Structure and function
C) Systems and system models
D) Stability and change
Correct Answer: D
Rationale: Life cycle sequencing shows how an organism changes over time while
maintaining a stable pattern — a form of stability and change. Cause and effect
(A) would require identifying what triggers each stage.
Question 9
In a 3rd-grade unit on forces, students use a spring scale to measure how much
force is needed to pull a block across different surfaces. The spring scale provides:
A) Qualitative data
B) Quantitative data
C) Inferential data
D) Categorical data
Correct Answer: B
Rationale: A spring scale gives numerical measurements (e.g., 2 Newtons), which
is quantitative. Qualitative would be descriptive (e.g., "smooth" or "rough").
