WGU-C108 PRE-ASSESSMENT ELEMENTARY SCIENCE
METHODS (YNC1) (PYNC) UPDATED QUESTIONS AND
CORRECT ANSWERS
Question:
1. A fourth-grade teacher wants the class to participate in an inquiry lesson using magnets. The
teacher wants to ensure students have opportunities to formulate and test hypothe-ses. Which strategy
should the teacher use to achieve this ob-jective? (1.1 Processes of Sci-ence: Integrating Science as a
Practice)
Answer:
-Students should be given various sized magnets to measure, weigh, and then group according to size.
-Students should watch a short video on how magnets are used in daily life and then rank the most
important uses of magnets. -Students should use if-then statements while making ob-servations about
magnets interacting with various metal and non-metal objects. -Students should discuss which
magnets have the strongest attraction after watching the teacher move various metal ob-jects with the
magnets.
Question:
2. A teacher wants to maximize scientific inquiry during a unit on healthcare. To impact stu-dent
learning and process skill building, the teacher accepts an offer from a medical doctor to work with
the class. How can the teacher in-clude multiple science process skills during instruction? (1.1
Processes of Science: Integrat-ing Science as a Practice)
Answer:
-After the doctor discusses her experiences seeing patients, have students create a list of healthy
snacks, and write and produce a play that has a medical theme. -After the doctor demonstrates an
experiment, have students work in groups to summarize the experiment, predict why it worked,
interview the doctor about the experiment, and listen to a follow-up discussion ensuring their
understanding. -After the doctor answers students' pre-determined questions, have groups of students
interview the doctor, take notes over a video about careers in the medical profession, and take a
virtual field trip to a hospital while the doctor narrates. -After the doctor shares highlights from her
career, have students explore medical-related topics, create if-then state-ments, design and test
experiments with the doctor's help, and share their results with the class.
Question:
3. A third-grade teacher wants the students to make meaningful, grade-appropri-ate measurements.
Which activity supports this objective? (1.1 Processes of Sci-ence: Integrating Science as a Practice)
Answer:
-Practicing with rulers and converting measurements to metric units. -Using precision methods and
tools to make observations and to hypothesize. -Measuring objects on the playground in inches, feet,
and yards using a yardstick. -Using meter sticks, yardsticks, and trundle wheels to measure objects in
their desks.
Question:
4. A kindergarten teacher is intro-ducing the concepts of sorting and classification to the stu-dents.
How can the teacher imple-ment a logical sequence of ac-tivities to begin teaching this skill? (1.1
Processes of Science:
Integrating Science as a Prac-tice)
, Answer:
-By allowing students to sort manipulatives into groups ac-cording to a common property. -By
reading a story about the history of buttons, then having students color pictures of various buttons.
-By providing a worksheet to match objects, then having a classmate check the worksheet for
accuracy. -By reading a story to the students about sorting objects show-ing the pictures of various
ways of sorting.
Question:
5. A teacher has prepared a gen-eral introduction lesson on sci-ence process skills using
mea-surement tools. The teacher wants to include measurement activities to enhance the eval-uation
section.How can the teacher accomplish this goal?
(1.1 Processes of Science: Inte-grating Science as a Practice)
Answer:
-By demonstrating a variety of ways to measure objects. -By using data from measurements of a
variety of objects. -By describing how to measure using different instruments. -By providing a variety
of objects for students to sort and measure.
Question:
6. Which is a scientific process that should be taught in the elementary classroom? (1.1 Processes of
Science: Under-standing Science as a Practice)
Answer:
-Developing questions to investigate by experimentation. -Identifying and learning how to use natural
resources and materials. -Writing a hypothesis that is proven correct through experi-mentation.
-Proving that something is absolutely true about an observed phenomenon.
Question:
7. How do elementary science teachers use inquiry to devel-op students' knowledge of sci-entific
ideas? (1.1 Processes of Science: Understanding Sci-ence as a Practice)
Answer:
-Teachers trust students to learn by providing time to think on their own. -Teachers act as lecturers to
inform students as they discover the solutions. -Teachers help students develop listening skills to
obtain pro-cedural information. -Teachers encourage students to memorize factual informa-tion
related to the learning experience.
Question:
8. A sixth-grade teacher wants students to understand the relationship between inquiry skills and the
scientific process. They are to observe worms on dry and moist towels for 20 minutes, record their
observa-tions, and predict if worms pre-fer dry or moist conditions. How can the students achieve this
objective? (1.1 Processes of Science: Understanding Sci-ence as a Practice)
Answer:
-Students can follow detailed directions and yield the same results. -Students can apply what they
have observed to make predic-tive claims. -Students can memorize and repeat factual knowledge to
per-form well on an end-of-unit exam. -Students can prove what will happen and predict outcomes
when they observe a living worm.
Question:
9. Which science learning activity describes the elaborate com-ponent of the 5E model? (1.1
Processes of Science: Under-standing Science as a Practice)
, Answer:
-Students use memorization and repetition to demonstrate proficiency with the content. -Students take
what was learned and make real-world connec-tions to things in their everyday life. -Students are
assessed by incorporating performance-based methods and are challenged to apply new knowledge in
a different situation. -Students spend time answering guiding questions through observation and data
collection. The class collaborates to form and test predictions. -Students are sent to a center where
they follow directions to do an experiment that will show them a science concept after learning
vocabulary.
Question:
10. Why is skepticism valued in sci-ence? (1.2 Science Inquiry)
Answer:
-It allows for experimentation that ensures familiarity with lab-oratory instruments. -It promotes
cross-curricular activities that allow for critical review of the literature. -It encourages predictions and
hypothesis testing to promote academic discourse. -It activates prior knowledge and allows students
to confirm what they already know.
Question:
11. The objective for a third-grade lesson is to promote scientif-ic inquiry. Prior to beginning the
investigation, the teacher will incorporate nonfiction lit-erature about weathering into the reading
lesson. After activating students' pri-or knowledge, the teacher will place students in groups of four.
Each group will be pro-vided with materials, includ-ing two small topless milk or juice cartons, moist
soil, plas-ter of Paris, a stick, bean seeds, a jar of water, a ruler, paper, and pencils. Students will
be-gin the experiment and contin-ue investigating over several days to determine how plants are
involved in the weathering of rocks. Students will describe the group experiment in their science
journals. How does this lesson describe the relationship of inquiry to science education? (1.2 Science
Inquiry)
Answer:
-Students write about the results of a scientific experiment that they read about. -Students build upon
background knowledge by tying new scientific concepts into previously learned material. -Students
conduct scientific investigations over a period of several days using a variety of materials while
working with peers. -Students learn scientific information in the reading lesson to ensure the
scientific concepts are reinforced for better under-standing.
Question:
12. Which science inquiry activity includes scaffolding? (1.2 Sci-ence Inquiry)
Answer:
-The students watch a video before they conduct a science experiment. -The teacher gives time for
questions when students are doing a science experiment. -The teacher provides a science experiment
with set proce-dures for all students to follow. -The teacher designs science lessons that use explicit
instruc-tions before taking an exam.
Question:
13. A fifth-grade teacher has pro-vided the students with a dis-covery science lesson. The stu-dents
worked in groups to create landforms. After the experiment, the teacher de-cided to have each group
think-pair-share to discuss the lesson. How can the teacher incorpo-rate discovery methods into this
science theme? (1.2 Sci-ence Inquiry)
METHODS (YNC1) (PYNC) UPDATED QUESTIONS AND
CORRECT ANSWERS
Question:
1. A fourth-grade teacher wants the class to participate in an inquiry lesson using magnets. The
teacher wants to ensure students have opportunities to formulate and test hypothe-ses. Which strategy
should the teacher use to achieve this ob-jective? (1.1 Processes of Sci-ence: Integrating Science as a
Practice)
Answer:
-Students should be given various sized magnets to measure, weigh, and then group according to size.
-Students should watch a short video on how magnets are used in daily life and then rank the most
important uses of magnets. -Students should use if-then statements while making ob-servations about
magnets interacting with various metal and non-metal objects. -Students should discuss which
magnets have the strongest attraction after watching the teacher move various metal ob-jects with the
magnets.
Question:
2. A teacher wants to maximize scientific inquiry during a unit on healthcare. To impact stu-dent
learning and process skill building, the teacher accepts an offer from a medical doctor to work with
the class. How can the teacher in-clude multiple science process skills during instruction? (1.1
Processes of Science: Integrat-ing Science as a Practice)
Answer:
-After the doctor discusses her experiences seeing patients, have students create a list of healthy
snacks, and write and produce a play that has a medical theme. -After the doctor demonstrates an
experiment, have students work in groups to summarize the experiment, predict why it worked,
interview the doctor about the experiment, and listen to a follow-up discussion ensuring their
understanding. -After the doctor answers students' pre-determined questions, have groups of students
interview the doctor, take notes over a video about careers in the medical profession, and take a
virtual field trip to a hospital while the doctor narrates. -After the doctor shares highlights from her
career, have students explore medical-related topics, create if-then state-ments, design and test
experiments with the doctor's help, and share their results with the class.
Question:
3. A third-grade teacher wants the students to make meaningful, grade-appropri-ate measurements.
Which activity supports this objective? (1.1 Processes of Sci-ence: Integrating Science as a Practice)
Answer:
-Practicing with rulers and converting measurements to metric units. -Using precision methods and
tools to make observations and to hypothesize. -Measuring objects on the playground in inches, feet,
and yards using a yardstick. -Using meter sticks, yardsticks, and trundle wheels to measure objects in
their desks.
Question:
4. A kindergarten teacher is intro-ducing the concepts of sorting and classification to the stu-dents.
How can the teacher imple-ment a logical sequence of ac-tivities to begin teaching this skill? (1.1
Processes of Science:
Integrating Science as a Prac-tice)
, Answer:
-By allowing students to sort manipulatives into groups ac-cording to a common property. -By
reading a story about the history of buttons, then having students color pictures of various buttons.
-By providing a worksheet to match objects, then having a classmate check the worksheet for
accuracy. -By reading a story to the students about sorting objects show-ing the pictures of various
ways of sorting.
Question:
5. A teacher has prepared a gen-eral introduction lesson on sci-ence process skills using
mea-surement tools. The teacher wants to include measurement activities to enhance the eval-uation
section.How can the teacher accomplish this goal?
(1.1 Processes of Science: Inte-grating Science as a Practice)
Answer:
-By demonstrating a variety of ways to measure objects. -By using data from measurements of a
variety of objects. -By describing how to measure using different instruments. -By providing a variety
of objects for students to sort and measure.
Question:
6. Which is a scientific process that should be taught in the elementary classroom? (1.1 Processes of
Science: Under-standing Science as a Practice)
Answer:
-Developing questions to investigate by experimentation. -Identifying and learning how to use natural
resources and materials. -Writing a hypothesis that is proven correct through experi-mentation.
-Proving that something is absolutely true about an observed phenomenon.
Question:
7. How do elementary science teachers use inquiry to devel-op students' knowledge of sci-entific
ideas? (1.1 Processes of Science: Understanding Sci-ence as a Practice)
Answer:
-Teachers trust students to learn by providing time to think on their own. -Teachers act as lecturers to
inform students as they discover the solutions. -Teachers help students develop listening skills to
obtain pro-cedural information. -Teachers encourage students to memorize factual informa-tion
related to the learning experience.
Question:
8. A sixth-grade teacher wants students to understand the relationship between inquiry skills and the
scientific process. They are to observe worms on dry and moist towels for 20 minutes, record their
observa-tions, and predict if worms pre-fer dry or moist conditions. How can the students achieve this
objective? (1.1 Processes of Science: Understanding Sci-ence as a Practice)
Answer:
-Students can follow detailed directions and yield the same results. -Students can apply what they
have observed to make predic-tive claims. -Students can memorize and repeat factual knowledge to
per-form well on an end-of-unit exam. -Students can prove what will happen and predict outcomes
when they observe a living worm.
Question:
9. Which science learning activity describes the elaborate com-ponent of the 5E model? (1.1
Processes of Science: Under-standing Science as a Practice)
, Answer:
-Students use memorization and repetition to demonstrate proficiency with the content. -Students take
what was learned and make real-world connec-tions to things in their everyday life. -Students are
assessed by incorporating performance-based methods and are challenged to apply new knowledge in
a different situation. -Students spend time answering guiding questions through observation and data
collection. The class collaborates to form and test predictions. -Students are sent to a center where
they follow directions to do an experiment that will show them a science concept after learning
vocabulary.
Question:
10. Why is skepticism valued in sci-ence? (1.2 Science Inquiry)
Answer:
-It allows for experimentation that ensures familiarity with lab-oratory instruments. -It promotes
cross-curricular activities that allow for critical review of the literature. -It encourages predictions and
hypothesis testing to promote academic discourse. -It activates prior knowledge and allows students
to confirm what they already know.
Question:
11. The objective for a third-grade lesson is to promote scientif-ic inquiry. Prior to beginning the
investigation, the teacher will incorporate nonfiction lit-erature about weathering into the reading
lesson. After activating students' pri-or knowledge, the teacher will place students in groups of four.
Each group will be pro-vided with materials, includ-ing two small topless milk or juice cartons, moist
soil, plas-ter of Paris, a stick, bean seeds, a jar of water, a ruler, paper, and pencils. Students will
be-gin the experiment and contin-ue investigating over several days to determine how plants are
involved in the weathering of rocks. Students will describe the group experiment in their science
journals. How does this lesson describe the relationship of inquiry to science education? (1.2 Science
Inquiry)
Answer:
-Students write about the results of a scientific experiment that they read about. -Students build upon
background knowledge by tying new scientific concepts into previously learned material. -Students
conduct scientific investigations over a period of several days using a variety of materials while
working with peers. -Students learn scientific information in the reading lesson to ensure the
scientific concepts are reinforced for better under-standing.
Question:
12. Which science inquiry activity includes scaffolding? (1.2 Sci-ence Inquiry)
Answer:
-The students watch a video before they conduct a science experiment. -The teacher gives time for
questions when students are doing a science experiment. -The teacher provides a science experiment
with set proce-dures for all students to follow. -The teacher designs science lessons that use explicit
instruc-tions before taking an exam.
Question:
13. A fifth-grade teacher has pro-vided the students with a dis-covery science lesson. The stu-dents
worked in groups to create landforms. After the experiment, the teacher de-cided to have each group
think-pair-share to discuss the lesson. How can the teacher incorpo-rate discovery methods into this
science theme? (1.2 Sci-ence Inquiry)
