EDEL 4375
D
A TC is teaching a lesson about how weathering, erosion, and deposition shape earth's surface by creating landforms. What TEKS is this lesson aligned to? A. 2.7(C) distinguish between natural and manmade resources. B. 3.7(B) investigate rapid changes in Earth's surface such as volcanic eruptions, earthquakes, and landslides. C. 4.7(B) observe and identify slow changes to Earth's surface caused by weathering, erosion, and deposition from water, wind, and ice. D. 5.7(B) recognize how landforms such as deltas, canyons, and sand dunes are the result of changes to Earth's surface by wind, water, or ice.
A
A first grade class spends an entire science lesson cutting out pictures of stages of the water cycle and making a moveable representation of the water cycle. As they move this paper wheel, a picture of that stage and a description are shown. Which of these statements is true? A. This lesson is not appropriate for first grade because the water cycle is not introduced until fourth grade. B. The lesson is appropriate because the water cycle has all of the weather components learned in first grade. C. This lesson is aligned with 1.8A- record weather information including relative temperature such as hot or cold, clear or cloudy, calm or windy and rainy or icy. D. This lesson is not appropriate because first grade needs a more concrete example of the water cycle.
A
A push or pull that acts on an object is... A. Force B. Inertia C. Acceleration D. Mass
D
A student designs an experiment to test the force of a spring using a spring launcher and four spheres with the same diameter but with different masses. What other piece of equipment would be most useful for this experiment? A. A beaker to collect the spheres after they are launched. B. A graduated cylinder to measure the volume of each sphere before the sphere is launched. C. A stopwatch to measure how long it takes to load each sphere on the spring. D. A meterstick the height each sphere reaches after the sphere is launched.
A
A student uses a spring scale to pull a 50-gram block horizontally across a wood desk. Then the student pulls the block the same distance across surfaces of carpet, sandpaper, and glass. Which question is this investigation most likely designed to answer? A. How do different surfaces affect the amount of force needed to move a block? B. How do blocks affect spring scales? C. How does the mass of a black change when it is pulled across a desk? D. How do blocks of different sizes react to force?
C
A teacher is working with a group of students on free falling. One student says "heavy things fall faster". To address this misconception, the teacher plans to design an inquiry-oriented lesson via the 5E model for the students to explore free falling. There are a rubber ball, a short piece of chalk, and a pebble available. Q17. Which of the following is the best way to enact the stage of Engage? A. Teacher holding a class discussion about whether heavy things fall faster. B. Students using charts or graphs to explain what they think will fall faster or slower between the three objects. C. Teacher showing students the three objects and holding a class discussion to predict which one will fall faster or slower. D. Teacher revisiting the idea of gravity and refreshing students' memory about what gravity is and how it works.
C
A teacher is working with a group of students on friction. A student says: "I think I have experiences with friction. Heavy objects are always hard to push, that means there is more friction on heavy objects." The teacher plans to design a 5E lesson that guides students to notice that there are variables other than weight that determine the magnitude of friction. (A force scale shown below is a common tool used to measure the magnitude of a force) Q17. Which of the following is the best way to enact the stage of Engage? A. Teacher holding a class discussion about what factors can influence the magnitude of friction. B. Teacher having students push three objects of different weights and discuss which one is hardest to push. C. Teacher preparing a heavy object that students can barely move and having students brainstorm methods with which they can move the object more easily. D. Students drawing a force diagram to explain how friction influences a moving object on the floor.
C
After the lab of a toy car travelling down a ramp, Jenny stated that it's her pen that stopped the toy car from moving because she saw that the toy car hit her pen and stopped. Then you ask Jenny: "What if we place a piece of cloth in front of the ramp so the toy car travels on the cloth instead of the table surface after it leaves the ramp?" Which type of question is this? A. Probing question, because it is to collect information from students. B. Checking question, because it is to interact with students. C. Guiding question, because it is to direct students to notice that there was also friction that slowed down the car. D. None of the above
C
All organisms have important jobs to do in their ecosystems. They might be; producers, consumers, or decomposers. Identify the producer from this group of organisms. A. Rabbit B. Bacteria C. Maple tree D. Bear
A
With the following three standards: 1.8A- record weather information, including relative temperature such as hot or cold, clear or cloudy, calm or windy, and rainy or icy 2.8A- measure, record, and graph weather information, including temperature, wind conditions, precipitation, and cloud coverage, in order to identify patterns in the data 3.8A- observe, measure, record and compare day-to-day weather changes in different locations at the same time that include air temperature, wind direction and precipitation What is the progression in the content throughout the years? A. Students are just observing in first, followed by measuring and graphing in second, followed by comparing observations and measurements in third. B. Students are focusing on fewer factors with each year. C. The only progression is the different factors they are observing. D. Students are tasked with more difficult observations in second, but more rigorous measurements in third.
B
You are in a 5th grade placement and you are being evaluated by your principal. You want a super fun lesson and since you love space so much, you want to have a lesson over the eight planets. In your post conference, your principal brings up a concern about lesson alignment with the TEKS. Which TEKS is this lesson aligned to? A. 4.8(C) collect and analyze data to identify sequences and predict patterns of change in shadows, seasons, and the observable appearance of the Moon over time. B. 3.8(C) construct models that demonstrate the relationship of the Sun, Earth, and Moon, including orbits and positions. C. 2.8(C) observe, describe, and record patterns of objects in the sky, including the appearance of the Moon. D. 5.8(C) demonstrate that Earth rotates on its axis once approximately every 24 hours causing the day/night cycle and the apparent movement of the Sun across the sky.
B
You are providing feedback to a fellow TC over a lesson they taught in kindergarten. The students are sorting rocks according to their physical properties. Is this lesson aligned to the kindergarten TEKS K.7(A) observe, describe, and sort rocks by size, shape, color, and texture? A. Moodle won't let me delete an answer choice so this is not the answer. B. Yes, it is aligned to the kindergarten TEKS because the verb they are doing (sorting) is aligned with the TEKS and the physical properties they are sorting by are also aligned to the TEKS. C. No, it is not aligned to the kindergarten TEKS because the verbs don't match. D. No, it is not aligned to the kindergarten TEKS because rocks can't be taken into a classroom.
B
Four students stand facing a box. The diagram below shows an overhead view of the box. The numbered circles represent the positions of the students. What do the students need to do to slide the box to the northeast? A. Students 2 and 3 push, and Students 1 and 4 pull. B. Students 3 and 4 push, and Students 1 and 2 pull. C. Students 1 and 2 push, and Students 3 and 4 pull. D. Students 1 and 4 push, and Students 2 and 3 pull.
C
How does the first grade TEKS 1.8B- observe and record changes in the appearance of objects in the sky such as the Moon and stars, including the Sun build on the kindergarten TEKS K.8C- observe, describe, and illustrate objects in the sky such as the clouds, Moon, and stars, including the Sun? A. The TEKS does not provide enough evidence to support building onto kindergarten. B. By taking away illustrations in first grade, students can focus more on changes. C. Kindergarten simply observes and describes the objects in the sky and in first grade they go beyond observing, and now track how these objects in the sky move and change. D. The observations in first grade become more complex.
B
How does the first grade TEKS of 1.6B- predict and describe how a magnet can be used to push or pull an object build on the kinder TEKS of K.6B- explore interactions between magnets and various materials? A. First grade students will be asked to go beyond exploring interactions and be tasked with creating an experiment to test different magnitudes of magnetism on objects. B. First grade students will explore magnets in more detail by investigating how magnets exert forces on other objects. C. First grade students use the knowledge of interactions to explore materials at home that magnets will stick to. D. First grade students will use their knowledge from kinder to explore why some objects are magnetic and others are not.
D
How many producers are in the food web below? A. 6 B. 8 C. 4 D. 2
A
I would help the students develop ways to test the question of whether air is matter, allow them to investigate with fans, and use their findings to conclude that it is. Is this inquiry teaching or direct instruction? A. Inquiry-teaching B. Neither C. Direct-instruction
A
I would tell the students that air is indeed matter, and that although air is not very dense, there is something there that can be felt. I would then ask them to use fans at their desks to see if they could find evidence that air was indeed matter. Is this inquiry teaching or direct instruction? A. Direct-instruction B. Neither C. Inquiry-teaching
A
I would tell the students that air is indeed matter, and that although air is not very dense, there is something there that can be felt. I would then demonstrate this property to the class by having them feel the air from a fan. Is this inquiry teaching or direct instruction? A. Direct-instruction B. Inquiry-teaching C. Neither
B
If the temperature is below freezing in Chicago, what would be the most likely form of precipitation? A. Rain B. Snow C. Hurricane D. Lightning
A
If there is a force acting upon a static object, the object will... A. Not sure, more information is needed B. Remain static C. Move for sure D. Speed up
C
If you were to go to the Moon, how would you feel differently than on the Earth? A. Smaller B. Larger C. Lighter D. Heavier
C
In a summer camp, you took out a can of cola from a refrigerator. After a while, there were water drops on the outside of the can. Jacob noticed that and said: "Look, the can is leaking because there is water coming out." Q11: Which of the following statements is correct? A. Jacob is not correct, because the water is from outside as a result of evaporation. B. Jacob is not correct, because the water is from outside as a result of precipitation. C. Jacob is not correct, because the water is from outside as a result of condensation. D. Jacob is correct, because the can is leaking.
B
In the food chain of: grass → deer → lions, lions are carnivore because... A. Lions are big B. Lions eat only meat C. Lions are ferocious D. Deer are scared of lions
C
In which of the following conditions will rain happen? A. A cloud has a hole B. A cloud is sweating C. Drops in a cloud are too heavy to hold D. A cloud is evaporating
A
In winter, your glasses will get foggy after walking out from a warm room. This is a phenomenon of... A. Condensation B. Precipitation C. Evaporation D. Vaporization
C
It would have been better if Ms. Blanchard let the students work at their desks with a variety of materials, coming up with ideas about the different ways they interact with light. Is this inquiry teaching or direct instruction? A. Direct-instruction B. Neither C. Inquiry-teaching
A
Once water makes it all the way through the water cycle, the water? A. Starts the cycle over again. B. Has finished that cycle and moves onto a different cycle. C. Disappears D. Stays in the stage at which it finished
C
One day in class, you "accidentally" spilled some water on your desk. After a while, the water disappeared. Nancy noticed it and told you: "The wind blew the water away". Q11, Which statement below is correct? A. Nancy's statement is correct, because wind can blow the water away. B. Nancy's statement is not correct, because there is no wind in the classroom. C. Nancy's statement is not correct, because the water evaporates into the water cycle. D. Nancy's statement is not correct, because the desk absorbs the water.
C
Predict what the most common type of precipitation is at Miami during summer. A. Hail B. Snow C. Rain D. Lightning
D
Q16: Based on the location of Chicago, look at the satellite image and determine what might have the MOST influence on the water cycle? A. Morning fog B. Transpiration C. Wind D. Lake
A
Q16: Predict what the frequency of precipitation looks like at Miami during summer. A. Almost daily B. Weekly C. Monthly D. Yearly
D
Students filled a graduated cylinder with water and oil. Next they placed two samples, Substance X and Substance Y, in the same graduated cylinder. The illustration shows the final positions of all these materials. What conclusion can be drawn from this observation? Which standard fits this question? A. 2.5(A) B. 4.5(A) C. 3.5(A) D. 5.5(A)
B (arrow up)
The diagram below shows a view of a ball from above a table. The ball is rolling across the table. A student lightly taps the rolling ball in the direction shown below. In which direction does the ball most likely move after the student taps the ball?
D
The diagrams show two trials of an experiment in which a spring scale was used to measure force. This experiment can be used to determine... A. How the force used to pull a dictionary affects the mass of a box of marbles. B. How force affects the mass of two objects. C. How the mass of a box of marbles affects the mass of a dictionary. D. How mass affects the force needed to move objects.
A
The force that always acts opposite to the direction of the motion of an object is called... A. Friction B. Gravity C. Inertia D. None of the above
A
The force that pulls falling objects towards Earth is called... A. Gravity B. Friction C. Free falling D. Acceleration
A
The teacher decides to spend only one lesson period on friction at this moment. Which of the following is an example of summative assessment? A. Students working on an exit ticket with multi-choice questions about friction. B. Teacher guiding students during group investigation when it is beyond their ability. C. Teacher checking the understanding of students in groups while they are working on the challenge. D. Students watching a video about machines and each group explaining to teacher why oil is needed to lubricate joints.
A
The water cycle is driven by the: A. Sun B. Moon C. Clouds D. Oceans
C
To keep a heavy box sliding across a carpeted floor at constant speed, a person must continually exert a force on the box. This force is used primarily to overcome which of the following forces? A. The inertia of the box B. Air resistance C. The frictional force exerted by the floor on the box D. The weight of the box
A
To measure the position or movement of an object, one must first identify the... A. Reference object B. Speed of that object C. Velocity of that object D. Acceleration of that object
B
To specify the position of an object, you need to know... A. Its speed B. A reference point C. Its motion D. A unit of measurement
A
Water vapor is... A. Gas B. Liquid C. None of the answers given D. Solid
C
Weight is different from mass because weight depends on the... A. Force moving an object B. Rotation of the Earth C. Force of gravity D. Energy of the Sun
D
What indicator do you need to make the above prediction? A. Latitude of Miami B. Distance from the waterbody nearby C. The size of the waterboy nearby D. All of the above
D
What is the most reasonable progression from 4.8B- describe and illustrate the continuous movement of water above and on the surface of Earth through the water cycle and explain the role of the Sun as a major source of energy in this process to the fifth grade TEKS of 5.8B-explain how the Sun and the ocean interact in the water cycle? A. Learning the stages of the water cycle to focusing on how the oceans provide the largest amount of evaporation for the water cycle. B. Learning the stages of the water cycle to focusing on how the Sun heating the water leaves salt behind so the water brought onto land is freshwater. C. Learning the stages of the water cycle to focusing on how the Sun can have a major impact on weather by evaporating a large amount of water causing floods on land, or not evaporating enough water to move onto land, therefore causing a drought. D. All of these answers.
A
What part do human beings play in food chains? A. Consumer B. Decomposer C. Humans are not part of food chains D. Producer
D
When water boils and bubbles, the bubbles are? A. Oxygen B. Carbon dioxide C. Hydrogen D. Water vapor
C
When water turns to vapor and rises into the atmosphere it's called: A. Transpiration B. Precipitation C. Evaporation D. Sublimation
C
When your clothes get wet in a forest, you place them close to a campfire to speed up the process of... A. Condensation B. Precipitation C. Evaporation D. Transpiration
D
Where is the majority of the most water stored on Earth? A. Clouds B. Lakes C. Soil moisture D. Oceans
B
Which TEKS would this assessment question be aligned with? A. 5.5B- demonstrate that some mixtures maintain physical properties of their ingredients such as iron filings and sand, sand and water. B. 5.5A- classify matter based on measurable, testable and observable physical properties, including mass, magnetism, physical state (solid, liquid and gas), relative density (sinking and floating using water as a reference point), solubility in water, and the ability to conduct or insulate thermal energy or electrical energy. C. 5.5C- identify changes that can occur in the physical properties of the ingredients of solutions such as dissolving salt in water or adding lemon juice to water. D. 5.6B- demonstrate that the flow of electricity in closed circuits can produce light, heat or sound.
A
Which of the following happens when water vapor cools into liquid? A. Condensation B. Precipitation C. Heating D. Vaporization
B
Which of the following increases friction? A. More speed B. Rough surfaces C. More surface area D. Smooth surfaces
D
Which of the following indicate that an object has been subjected to at least one force? A. The object speeds up. B. The object slows down. C. The object starts to move. D. All of the above.
C
Which of the following is NOT a force? A. Friction B. Gravity C. Mass D. All of the above
A
Which of the following is NOT a kind of precipitation? A. Thunder B. Hail C. Rain D. Sleet
B
Which of the following is NOT an effective instructional strategy to scaffold student argumentation. A. Provide students with sentence starters to answer an open-ended question. B. Clearly and thoroughly answer students' questions. C. Solicit different ideas or opinions from students. D. Clearly and thoroughly introduce the norms for argumentation.
B
Which of the following is NOT involved in the water cycle? A. Lakes B. Rocks C. Animals D. Clouds
B
Which of the following is NOT involved in the water cycle? A. Rivers B. Wind C. Clouds D. Plants
D
Which of the following is a kind of precipitation? A. Lightning B. Tornado C. Thunder D. Sleet
B
Which of the following is a sound way to enact the stage of Explain? A. Teacher summarizing the lab and explaining to students why they have observed a certain phenomenon. B. Students sharing what they have found from the lab, and working in groups to come up with explanations. C. Students watching videos explaining why heavier things do not fall faster. D. Students reading the story about Galileo dropping two spheres of different weight from the top of the leaning Tower of Pisa.
C
Which of the following is an accurate description of the position of an object? A. The ball is to the right. B. The car is below. C. The toy is on top of the desk. D. The book and the pencil.
C
Which of the following is an example of condensation? A. 12 inches of snow fall on December 12th. B. On a hot day, water on the sidewalk quickly disappears. C. A layer of water appears on the outside of a cup of ice water soon after it was poured. D. During a hurricane, 3 inches of rain fall in an hour.
C
Which of the following is an example of formative assessment? A. Teacher holding a pop-quiz about free falling at the end of the lesson. B. Students working on an exit ticket with questions about free falling. C. Teacher playing a video about free falling in real life and asking students questions while playing. D. Teacher giving instruction to students during group work.
A
Which of the following is an example of increasing friction intentionally? A. Throwing sand on an icy driveway B. Adding grease to gears on a bike C. Oiling a squeaky door D. Waxing skis
B
Which of the following is an example of liquid water? A. Water vapor B. Cloud C. Ice D. Frost
B
Which of the following is the MOST appropriate way to enact the stage of Elaborate? A. Teacher summarizing the demonstrative lab and explaining to students why they have observed a certain phenomenon. B. Students discussing in groups about the possible ways to move the heavy object that they could barely move. C. Students watching a video explaining factors influencing the magnitude of friction. D. Students presenting their lab data and drawing conclusions about what factor other than weight can impact the magnitude of friction.
A
Which of the following is the MOST appropriate way to enact the stage of Explore? A. Teacher providing students with three objects of different weights and force scales. Students designing a lab to investigate the different readings of the force scale while dragging the three objects on the table. B. Teacher leads students through creating a foldable on force and motion. C. Students watching videos explaining what factors would influence the magnitude of friction. D. Teacher telling students stories about how ancient Egyptians moved huge rocks to build pyramids.
D
Which of the following is the best way to enact the stage of Explore? A. Teacher providing a concrete lab procedure for students to follow with each step clearly written. B. Teacher demonstrating the lab by dropping the three objects at the same height simultaneously and has students observe what happens. C. Students watching videos explaining why heavier things do not fall faster. D. Students designing a lab to investigate which of the three objects provided falls faster.
C
Which of the following question is a Level 2 question, i.e. Apply and Analyze? A. Based on the location, temperature, humidity of Chicago, can you predict what the precipitation is like there during winter? B. You have been to Chicago before. Can you recall what the weather was like there? C. According to what we have learned, can you analyze what the water cycle looks like at Chicago? D. According to the map, can you tell me the latitude of Chicago?
B
Which of the following question is most appropriate to ask if a student told you "I know Chicago is cold, but I don't know whether it has lots of rain or not"? A. Do you remember what we have learned from the water cycle? B. Let's look at the map on the left. What have you noticed about the surrounding of Chicago? C. It is good to know Chicago is cold. Why do you think so? D. What's the main point for predicting the amount of rain?
B
Which of the following question is most appropriate to ask if a student told you that the reason of the above predication is that he/she guessed? A. Why did you guess? B. Interesting. Can you share what made you guess that? C. Guessing does not count in science. Can you use the satellite map to explain? D. Interesting. Does anybody else know the answer?
C
Which of the following questions is Level 3, i.e. Comprehend and Evaluate? A. Can you use the water cycle to explain why there are water drops outside the can? B. Which component of the water cycle applies to this case? C. There is water inside the can and water vapor outside the can, how do you know whether the water drops came from inside, or outside? D. Can you find the hole through which the water inside came out?
D
Which of the following questions is Level 3, i.e. Synthesize and Evaluate? A. You have been to Miami before. Can you recall what the weather was like there? B. According to the map, can you tell me the latitude of Miami? C. According to what we have learned, can you analyze what the water cycle looks like at Miami? D. Based on the location, temperature, and humidity of Miami, can you predict what the precipitation is like during summer?
C
Which of the following questions is a Level 2 question, i.e. Apply and Analyze? A. Now I have spilled some water on the desk, can you blow it away? B. Can you recall what it says in the textbook about the water cycle? C. Can you use the water cycle to explain why the water on the table disappeared? D. You think that the wind blew the water away, but Jimmy said that the water flew into the air, which explanation do you think makes more sense?
D
Which of the following questions is able to guide Jacob to notice his misconception? A. Can you compare the color of the water outside with that of cola? B. Can you find the hole through which the water inside came out? C. Can you wipe off the water drops outside, put the can back into the refrigerator, and check whether it continues leaking? D. All of the above
A
Which of the following questions is able to guide Nancy to realize her misconception? A. Now I have spilled some water on the desk, can you try to blow it away? B. That's an interesting statement. Can you elaborate on that? C. The teacher should not ask questions but directly tell Nancy the right answer. D. Can you recall what it says in the textbook about the water cycle?
C
Which of the following will not affect the rate of evaporation? A. Blow liquid with air. B. Increase the contact surface between liquid and air. C. Move a pot of water from the top of the desk to the floor. D. Increase the temperature of the liquid.
B or C
Which of these organisms would most likely be found at the top of a food chain? A. Elephant B. Polar bear C. TV host, man vs. wild, Bear Grylls D. Dolphin
B
Which order of verbs shows a progression of skills? A. 1) Investigate, 2) Observe, 3) Trace B. 1) Identify, 2) Identify and compare, 3) Investigate and compare C. 1) Demonstrate, 2) Examine, 3) Measure D. 1) Design, 2) Demonstrate, 3) Differentiate between
A
Which pair of organisms below represents the relationship of predation? A. Fly and Venus fly trap B. Zebra and Wildebeest C. Tiger and Lion D. Hippo and Crocodile
C
Which question below is a guiding question? A. Why can't you read this map? B. Do you know how to identify the latitude in the map? C. From the map, how far is Miami from the waterbody nearby? D. Why do you think there is a lot of precipitation?
C
Which surface has the least amount of friction? A. Concrete B. Grass C. Ice D. Carpet
B
Why do your feet stay on the ground instead of floating? A. Volume B. Gravity C. Mass D. Friction
D
Decomposers are important in a food web because they... A. Are microscopic and other organisms cannot consume them. B. Produce their own food using light from the sun. C. Stop the flow of energy from one organism to another. D. Break down dead organisms and recycle nutrients into the soil.
A
Do objects with a larger mass always have a larger weight? A. No. Objects with a large mass can have a smaller weight if there is less or no gravity. B. No. Mass does not affect the weight of objects. C. Yes. They have a larger mass, so they will have a larger weight. D. Yes. They have a large mass, so they will always be bigger.
D
Mark had noticed a puddle of water on his way home from school. The next day, the puddle was gone. What most likely did happen to the puddle of water? A. It melted. B. It condensed. C. It precipitated. D. It evaporated.
C
Mike is trying to recreate the lab of "transferring" the water from the beaker to the cup. He kept a roll of plastic wrap in the fridge for a while, and then used a piece of it to seal the beaker. As the plastic wrap gets warmer, the process of condensation slows down. Mike feels frustrated but he does not know why. Then you ask him :" Can you find a way to maintain the coldness of the plastic wrap?" Which type of question is this? A. Checking question, because it is to interact with students. B. Probing question, because it is to collect information from students. C. Guiding question, because it could help students realize that placing ice cubes on top of the plastic wrap could solve this problem. D. None of the above
A
Ms. Harvey's class has been learning about matter. She now wants her 4th grade students to learn that gases (like those in air) are also a form of matter. She plans to introduce her lesson by raising some questions with her students about whether air is matter, and how they could find out. Ms. Harvey is still considering what to do next. Q13-16 are different approaches of how you could teach this lesson. Please identity each way as "inquiry teaching" or "direct-instruction". Q13. I would ask students to think up ways to test if air is matter using whatever equipment we have in the classroom. I would then allow them to go ahead and try their ideas. Is this inquiry teaching or direct instruction? A. Inquiry-teaching B. Direct instruction C. Neither
A
Mr. Dole is developing a science lesson for his 4th grade students, in which he would like them to acquire an understanding of thermometers and how they work. He has real thermometers available. He also has materials that students could use to assemble their own basic thermometers (small bottle as bulb, cork with hole, straws and colored water). Mr. Dole considers four different ideas about how to structure and teach the lesson. Which of the following is aligned with inquiry teaching? A. Start by telling students that today they will make a mystery device, see how it behaves and then try to conclude what it might be used for. Then show the students how to put their materials together, and have them explore what happens to the water column in the straw when they put the bulb in cold and hot water. Ask them to suggest what they have 'invented' and what it can be used for. Finally wrap up with a discussion of thermometers and how they work. B. Ask the class what they know about thermometers. List student responses on the board, and then working from some of their ideas, draw a thermometer and explain how it works. Then have students use thermometers at their tables, measuring the temperatures of cold and hot water. C. Write the lesson title 'Thermometers' on the board and draw a thermometer diagram. Then explain how a thermometer works and answer student questions. Conclude by placing a real thermometer in cold and hot water and showing students how the thermometer reading changes. D. None of the above
A
Mr. Golden has introduced the topic of magnetism to his 1st grade students, and they have learned that bar magnets attract certain kinds of materials that have iron in them. For today's new lesson, he has available bar magnets and a variety of food containers, made of plastic, iron, aluminum, steel, and glass. Below are different approaches of how you could teach this lesson. Which of the following is aligned with inquiry teaching? A. I would tell the students that our assignment for the day is to solve the puzzle of which food containers contain iron and which do not. Students would be asked to think of how they could find out, and they would either come up with or be prompted to use bar magnets to test the various kinds of food containers. B. I would remind the class that magnets attract materials which contain iron (including most steels), and then show them how the bar magnet attracted the containers made from steel or iron, but not any of the other containers. C. I would tell the class to recall that magnets attract materials which contain iron (including most steels), and then have small groups of students use bar magnets to sort the food containers into those which do contain iron and those which do not. D. None of the above
A
Mr. Tomlinson's lesson for his second grade class is over 2.5A- classify matter by physical properties, including relative temperature, texture, flexibility, and whether material is a solid or liquid. He will have three stations set up (one for solid, one for liquid and one for gas) where students will test a multitude of items to determine the physical properties that make those objects that certain state of matter. Students will then create a one page graphic showing their understanding of each state of matter. Which part of his lesson does not belong? A. The station over gases B. One page graphic C. A large variety of items at each station D. Multiple stations
D
Mrs. Smith's lesson for the day is to have students sort objects into two piles: magnetic and non magnetic. Students groups will be given one magnet and fifteen objects. Each student will be given a t-chart to record the objects underneath the correct column. After the exploration is complete, she will have students jigsaw with students from other groups to share their findings and discuss results. Which TEKS does this activity match? A. 2.6B- observe and identify how magnets are used in everyday life. B. 3.6C- observe forces such as magnetism and gravity acting on objects. C. 1.6B- predict and describe how a magnet can be used to push or pull an object. D. K.6B- explore interactions between magnets and various materials.
B
Ms. Blanchard did the right thing by first clearly explaining and demonstrating the concepts to be learned. Is this inquiry teaching or direct instruction? A. Inquiry-teaching B. Direct-instruction C. Neither
B
Ms. Blanchard should have asked the students to work with various materials at their desks, and try to describe how much light gets through each of the materials. Is this inquiry teaching or direct instruction? A. Direct-instruction B. Inquiry-teaching C. Neither
A
Ms. Blanchard's intended learning outcome is for her 4th grade students to understand the concepts of opacity and transparency. She starts the lesson by writing the terms transparent, translucent, and opaque on the board. She then demonstrates each concept using a variety of objects. She closes the lesson by giving her students an exercise where they are to classify additional examples. Q13-Q16 are alternative ways Ms. Blanchard could have taught this lesson. Please identify each alternative way as either "inquiry teaching" or "direct instruction". Q13. It would have been better if, after explaining the concepts, Ms. Blanchard had asked her students to test each of the material on their own rather than doing a demonstration. Is this inquiry teaching or direct instruction? A. Direct instruction B. Neither C. Inquiry-teaching
C
Ms. Gonzales is a TC in a 3rd grade placement and is thumbing through a stack of old STAAR exams and finds this question. She is excited about a lesson in Light that she always thought was so fun! As she reads the question, she is not sure of the TEKS to meet it. She reads through the TEKS to find the appropriate standard so she can teach her 3rd grade lesson. Which of the following TEKS meets the lesson objective displayed in the STAAR question? STAAR Question: Jo and her brother were throwing coins into a fountain. Jo reached out her hand to touch one of the coins underwater. She found that the coin was farther to the right than it appeared to be. Which statement explains why the coin appeared to be in a different position? F. The water transmitted the light, causing the coin to appear to be in a different position. G. The water reflected the light, causing the coin to appear to be in a different position. H. The water absorbed the light, causing the coin to appear to be in a different position. J. The water refracted the light, causing the coin to appear to be in a different position. A. 2(6)(A) investigate the effects on objects by increasing or decreasing amounts of light, heat, and sound energy such as how the color of an object appears different in dimmer light or how heat melts butter. B. 4(6)(A) differentiate among forms of energy, including mechanical, sound, electrical, light, and thermal. C. 5(6)(C) demonstrate that light travels in a straight line until it strikes an object and is reflected or travels through one medium to another and is refracted. D. 3(6)(A) explore different forms of energy, including mechanical, light, sound, and thermal in everyday life.
B
You are teaching a 4th-grade science lesson about moon phases based on the TEK of "4.8(C), collect and analyze data to identify sequences and predict patterns of change in shadows, seasons, and the observable appearance of the Moon over time.". Which of the following lesson plans is aligned with the 5E model most? A. Engage: Students create different moon phases using Oreo cookies; Explore: Students take turns to explain to the class why their Oreo cookies are in certain way; Explain: Teacher summarize the terminology about the moon phases; Elaborate: Students eat all the Oreo cookies. B. Engage: Students draw pictures of different shapes of the moon that they have observed at night; Explore: Students watch a fast-paced video that shows the change of the moon shapes in 2-3 months and draw pictures of moon shapes missing from Engage; Explain: Students share their pictures, summarize patterns, and learn the terminology; Elaborate: Students create moon phases using Oreo cookies C. Engage: Students watch a video explaining different moon phases and the terminology; Explore: Students demonstrate their understanding by creating moon phases with Oreo cookies; Explain: Students draw pictures of moon phases; Elaborate: Students work on an exit ticket D. Engage: Students review the terminology about the moon phases; Explore: Students watch a video about the positions of the sun, the earth, and the moon, as well as how the moon orbits the earth while it orbits the sun; Explain: Students discuss how the positions of the sun, the earth, and the moon cause different moon phases; Elaborate: Students work in groups demonstrating the moon phases with a light bulb, a globe, and a golf ball.
B
You are teaching a 4th-grade science lesson about sink and float based on the TEK of "4.5(A), measure, compare, and contrast physical properties of matter, including mass, volume, states (solid, liquid, gas), temperature, magnetism, and the ability to sink or float". Which of the following is the most appropriate lesson objective? A. Students will be able to demonstrate that float is objects staying at the surface of a liquid and sink is objects going to the bottom of a liquid. B. Students will understand that light solids (such as wood and plastic) float and heavy solids (such as metal) sink. C. Students will understand that the density of a solid in relation to a liquid determines its ability to float or sink. D. Students will be able to measure the mass, volume, temperature, magnetism, and the ability to sink or float of different solids.
