Here are some science questions from the Standards for Grades 2-5 to help you test your knowledge of the Next Generation Sunshine State Standards.
The questions are chosen randomly, so this quest will be different each time you reload the page.
* Click here to see only the most recently added questions.
The white lines in this piece of rock were straight when the formed. Later, the rock was squeezed by tremendous pressure that compressed the layers into squiggles. What kind of rock is it?.
-
Igneous
No. Igneous rocks formed from magma or lava. The original rock was igneous, but it has been changed and is no long an igneous rock. -
Sedimentary
No. Sedimentary rocks are bits of other rocks that have been moved and deposited. This rock was squeezed, not moved and deposited. It is not sedimentary. -
Metamorphic
Yes! Rocks that are changed by pressure and/or heat are classified as metamorphic rocks. The wavy, white lines show us that the rock has been squeezed by tremendous pressure. That tells us it is a metamorphic rock. -
None of the above.
No. All rocks are classified as either igneous, sedimentary, or metamorphic.
Click to see which state standards this question tests, and which of my videos, experiments, and other resources support that topic.
Florida
SC.4.E.6.1 Identify the three categories of rocks: igneous, (formed from molten rock); sedimentary (pieces of other rocks and fossilized organisms); and metamorphic (formed from heat and pressure).
| Sedimentary Rocks | video, learnalong |
| What is a Rock? | video, learnalong, checked |
| Bioclastics: Rocks With No Minerals | video |
| Evaporites | video, learnalong, checked |
| Igneous Rocks and Bubbles | video, free, learnalong, Updated |
| Foliated and Unfoliated Rocks | text page, learnalong |
| Identifying Igneous Rocks | text page, learnalong |
| Intrusive and Extrusive Igneous Rocks | text page, learnalong |
| Light and Dark Minerals | text page, learnalong |
| Homemade Fossil Dig | text page |
| Review Rocks-1 | practice |
| Review Rocks-2 | practice |
| Review Rocks-3 | practice |
| Review Rocks-4 | practice |
| Review Rocks-5 | practice |
| Review Rocks-6 | practice |
| Review Rocks-8 | practice |
| Review Rocks-9 | practice |
| Review Rocks-7 | practice |
| Review Rocks-10 | practice |
| Review Rocks-10 | practice |
| Review Rocks-10 | practice |
SC.7.E.6.2 Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building).
| The Rock Cycle | video, learnalong |
| Change: Fast and Slow | video |
| Erosion | video, checked |
| Continuous Change | video, checked |
| Bioclastics: Rocks With No Minerals | video |
| Weathering and Erosion | video, learnalong, checked |
| Evaporites | video, learnalong, checked |
| What is a Rock? | video, learnalong, checked |
| Review Rocks-1 | practice |
| Review Erosion-1 | practice |
| Review Erosion-2 | practice |
| Review Erosion-3 | practice |
| Review Erosion-4 | practice |
| Review Erosion-5 | practice |
| Review Rocks-4 | practice |
| Review Rocks-5 | practice |
| Review Rocks-6 | practice |
| Review Rocks-8 | practice |
| Review Rocks-9 | practice |
| Review Rocks-7 | practice |
| Review Rocks-10 | practice |
| Review Rocks-10 | practice |
Utah
UT.4.III.1.c Sort rocks by appearance according to the three basic types: sedimentary, igneous and metamorphic (e.g., sedimentary–rounded-appearing mineral and rock particles that are cemented together, often in layers; igneous–with or without observable crystals that are not in layers or with or without air holes or glasslike; metamorphic –crystals/minerals, often in layers).
| Identifying Minerals | video, learnalong |
| Sedimentary Rocks | video, learnalong |
| What is a Rock? | video, learnalong, checked |
| Definition of a Mineral | video, checked |
| Igneous Rocks and Bubbles | video, free, learnalong, Updated |
| What is a Mineral? | video, checked |
| Review Rocks-10 | practice |
UT.4.III.1.d Classify common rocks found in Utah as sedimentary (i.e., sandstone, conglomerate, shale), igneous (i.e., basalt, granite, obsidian, pumice) and metamorphic (i.e., marble, gneiss, schist).
| Sedimentary Rocks | video, learnalong |
| What is a Rock? | video, learnalong, checked |
| Evaporites | video, learnalong, checked |
| Igneous Rocks and Bubbles | video, free, learnalong, Updated |
| Light and Dark Minerals | text page, learnalong |
| Review Rocks-2 | practice |
| Review Rocks-3 | practice |
| Review Rocks-10 | practice |
| Review Rocks-10 | practice |
NGSS
MS-ESS2-1 Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.
| What is a Mineral? | video, checked |
| Identifying Minerals | video, learnalong |
| Sedimentary Rocks | video, learnalong |
| What is a Rock? | video, learnalong, checked |
| The Rock Cycle | video, learnalong |
| Bioclastics: Rocks With No Minerals | video |
| Evaporites | video, learnalong, checked |
| Definition of a Mineral | video, checked |
| Igneous Rocks and Bubbles | video, free, learnalong, Updated |
| Light and Dark Minerals | text page, learnalong |
| Review Rocks-1 | practice |
| Review Rocks-2 | practice |
| Review Rocks-3 | practice |
| Review Rocks-4 | practice |
| Review Rocks-5 | practice |
| Review Rocks-6 | practice |
| Review Rocks-8 | practice |
| Review Rocks-9 | practice |
| Review Rocks-7 | practice |
| Review Rocks-10 | practice |
| Review Rocks-10 | practice |
| Review Rocks-10 | practice |
MS-ESS2-1 Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.
| What is a Mineral? | video, checked |
| Identifying Minerals | video, learnalong |
| Sedimentary Rocks | video, learnalong |
| What is a Rock? | video, learnalong, checked |
| The Rock Cycle | video, learnalong |
| Bioclastics: Rocks With No Minerals | video |
| Evaporites | video, learnalong, checked |
| Definition of a Mineral | video, checked |
| Igneous Rocks and Bubbles | video, free, learnalong, Updated |
| Light and Dark Minerals | text page, learnalong |
| Review Rocks-1 | practice |
| Review Rocks-2 | practice |
| Review Rocks-3 | practice |
| Review Rocks-4 | practice |
| Review Rocks-5 | practice |
| Review Rocks-6 | practice |
| Review Rocks-8 | practice |
| Review Rocks-9 | practice |
| Review Rocks-7 | practice |
| Review Rocks-10 | practice |
| Review Rocks-10 | practice |
| Review Rocks-10 | practice |
One test for identifying minerals involves rubbing the mineral on a rough tile, and looking at the color of the mark it leaves. This test is called:
-
Cleavage
No. Cleavage is when a mineral breaks along planes of weakness to form flat surfaces. -
Hardness
No. Hardness is the resistance of a mineral to being scratched by other substances. -
Fracture
No. Fracture is when a mineral breaks but does not show cleavage. -
Streak
Yes. The streak test examines the color of the mineral when it is powdered by rubbing it on a rough tile or streak plate. While the actual color of a mineral can vary, it will always produce the same color streak.
Click to see which state standards this question tests, and which of my videos, experiments, and other resources support that topic.
Florida
SC.4.E.6.2 Identify the physical properties of common earth-forming minerals, including hardness, color, luster, cleavage, and streak color, and recognize the role of minerals in the formation of rocks.
| Definition of a Mineral | video, checked |
| What is a Mineral? | video, checked |
| Identifying Minerals | video, learnalong |
| Minerals Around You | text page, learnalong, checked |
| Review Minerals-2 | practice |
| Review Minerals-3 | practice |
| Review Minerals-4 | practice |
| Review Minerals-5 | practice |
| Review Minerals-6 | practice |
| Review Minerals-7 | practice |
| Review Minerals-8 | practice |
| Review Minerals-1 | practice |
Utah
UT.8.III.1.b Observe and describe the minerals found in rocks (e.g., shape, color, luster, texture, hardness).
| Definition of a Mineral | video, checked |
| What is a Mineral? | video, checked |
| Identifying Minerals | video, learnalong |
| What is a Rock? | video, learnalong, checked |
| Review Minerals-1 | practice |
| Review Minerals-2 | practice |
| Review Minerals-3 | practice |
| Review Minerals-4 | practice |
| Review Minerals-5 | practice |
| Review Minerals-6 | practice |
| Review Minerals-7 | practice |
| Review Minerals-8 | practice |
NGSS
How hot does an area have to be to be classified as a desert?
Answer:
Deserts are defined by lack of precipitation, not by temperature. They are areas where precipitation minus evaporation yields less than 10 inches of rain per year. The largest desert on Earth is in Antarctica, a very cold place.
Click to see which state standards this question tests, and which of my videos, experiments, and other resources support that topic.
Florida
SC.5.E.7.6 Describe characteristics (temperature and precipitation) of different climate zones as they relate to latitude, elevation, and proximity to bodies of water.
| Weather and Climate | video |
| Review Weather-7 | practice |
| Review Weather-9 | practice |
Utah
UT.4.V.1.c Locate examples of areas that have characteristics of wetlands, forests, or deserts in Utah.
| Review Weather-7 | practice |
| Review Weather-9 | practice |
NGSS
This is a simple chart showing how energy flows through some of the parts of a food web. For example, the arrow from the grass to the grasshopper shows that the grasshopper gets it energy by eating the grass.
The hawk gets its energy by eating the water snake, but there is no arrow leading from the hawk. What should the arrow from the hawk point to>
-
Egret
No. The egret does not eat hawks. -
Carrion
Yes! Carrion is dead animals. When the hawk eventually dies, flies will get their energy by eating the dead body. You could also draw arrows from all of the other animals to carrion. -
The Sun
No. The Sun is not on the chart, and The Sun does not get its energy from the hawk. -
There should not be an arrow leading from the hawk.
No. Energy cannot be destroyed. It always goes back into the system.
Click to see which state standards this question tests, and which of my videos, experiments, and other resources support that topic.
Florida
SC.4.L.17.3 Trace the flow of energy from the Sun as it is transferred along the food chain through the producers to the consumers.
| Producers | video, free, Updated, checked |
| Primary Consumers | video, ClosedCaptions, Updated, checked |
| Scavengers and Decomposers | video, free, ClosedCaptions, Updated |
| Secondary Consumers | video, free, ClosedCaptions, Updated, checked |
| What is a Food Web? | text page, free, checked |
| Food Web Tag | text page |
| Review Food Web-2 | practice |
| Review Food Web-1 | practice |
| Review Food Web-3 | practice |
| Review Food Web-4 | practice |
| Review Food Web-5 | practice |
| Review Food Web-6 | practice |
| Review Food Web-7 | practice |
| Review Food Web-8 | practice |
| Review Food Web-9 | practice |
| Review Food Web-10 | practice |
SC.8.L.18.4 Cite evidence that living systems follow the Laws of Conservation of Mass and Energy.
| Thoughts on Trees | text page |
| What is a Food Web? | text page, free, checked |
| Review Food Web-10 | practice |
Utah
UT.8.II.2.a Categorize the relationships between organisms (i.e., producer/consumer/decomposer, predator/prey, mutualism/parasitism) and provide examples of each.
| Primary Consumers | video, ClosedCaptions, Updated, checked |
| Secondary Consumers | video, free, ClosedCaptions, Updated, checked |
| Producers | video, free, Updated, checked |
| What is a Food Web? | text page, free, checked |
| Review Food Web-2 | practice |
| Review Food Web-1 | practice |
| Review Food Web-3 | practice |
| Review Food Web-4 | practice |
| Review Food Web-5 | practice |
| Review Food Web-6 | practice |
| Review Food Web-7 | practice |
| Review Food Web-8 | practice |
| Review Food Web-9 | practice |
| Review Food Web-10 | practice |
| Review Food Web-11 | practice |
| Review Food Web-12 | practice |
NGSS
5-PS3-1 Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.
| Producers | video, free, Updated, checked |
| Measuring Photosynthesis | video, checked |
| Primary Consumers | video, ClosedCaptions, Updated, checked |
| Measuring Calories | video, ClosedCaptions, checked |
| Scavengers and Decomposers | video, free, ClosedCaptions, Updated |
| Secondary Consumers | video, free, ClosedCaptions, Updated, checked |
| Calories: Measuring the Energy | text page, free |
| What is a Food Web? | text page, free, checked |
| Review Food Web-2 | practice |
| Review Food Web-1 | practice |
| Review Food Web-3 | practice |
| Review Food Web-4 | practice |
| Review Food Web-5 | practice |
| Review Food Web-6 | practice |
| Review Food Web-7 | practice |
| Review Food Web-8 | practice |
| Review Food Web-9 | practice |
| Review Food Web-10 | practice |
5-LS2-1 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
| Producers | video, free, Updated, checked |
| Primary Consumers | video, ClosedCaptions, Updated, checked |
| Scavengers and Decomposers | video, free, ClosedCaptions, Updated |
| Secondary Consumers | video, free, ClosedCaptions, Updated, checked |
| What is a Food Web? | text page, free, checked |
| Review Food Web-2 | practice |
| Review Food Web-1 | practice |
| Review Food Web-3 | practice |
| Review Food Web-4 | practice |
| Review Food Web-5 | practice |
| Review Food Web-6 | practice |
| Review Food Web-7 | practice |
| Review Food Web-8 | practice |
| Review Food Web-9 | practice |
| Review Food Web-10 | practice |
The rattle on a Rattlesnake is an adaptation that:
-
attracts a mate.
No. Snakes do not hear airborne sounds, so another snake would not hear the rattle. -
attracts mice and other prey animals.
No. Like other animals, mice would be frightened away by the rattle. -
warns predators to stay away.
Yes! The sound of a Rattlesnake's rattle is a warning that the snake will bite to defend itself. -
helps the snake hide.
No. There is nothing about the rattle that would serve as camouflage or help the snake hide.
Click to see which state standards this question tests, and which of my videos, experiments, and other resources support that topic.
Florida
SC.5.L.17.1 Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycles variations, animal behaviors and physical characteristics.
| A Walk in the Park | video, checked |
| Nature Watching | video, checked |
| Calling a Woodpecker | video, checked |
| Selective Smelling | video, checked |
| Seed Search | video, ClosedCaptions, checked |
| Flowers | video, ClosedCaptions |
| Onion Crystals | video |
| Review Plants-1 | practice |
| Review Adaptation-2 | practice |
| Review Adaptation-3 | practice |
| Review Adaptation-4 | practice |
| Review Adaptation-5 | practice |
| Review Adaptation-6 | practice |
Utah
UT.4.V.4.d Compare the structure and behavior of Utah amphibians and reptiles.
| A Walk in the Park | video, checked |
| Nature Watching | video, checked |
| Review Adaptation-2 | practice |
UT.7.IV.2.a Predict why certain traits (e.g., structure of teeth, body structure, coloration) are more likely to offer an advantage for survival of an organism.
| Selective Smelling | video, checked |
| Onion Crystals | video |
| Who Evolved on First? | text page, free, checked |
| Thoughts on an Exoskeleton | text page, free |
| Review Adaptation-1 | practice |
| Review Adaptation-2 | practice |
| Review Adaptation-5 | practice |
| Review Adaptation-6 | practice |