Here are some science questions to help you test your general science knowledge. They will also show you which of the Florida, Utah, and NGSS science standards each question is testing.
The questions are chosen randomly, so this quest will be different each time.
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Pine trees do not have flowers. What structure do they have that servers the same purpose?
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Needles
No. Pine needles are a kind of leaf. They are not used for reproduction. -
Cones
Yes! Pine cones produce pollen and seeds, just as flowers do in flowering plants. -
Fruit
No. Fruit are used for dispersing seeds, not for pollination. -
Buds
No. Pine tree buds produce needles. They are not involved in reproduction.
Click to see which state standards this question tests, and which of my videos, experiments, and other resources support that topic.
Florida
SC.3.L.15.2 Classify flowering and nonflowering plants into major groups such as those that produce seeds, or those like ferns and mosses that produce spores, according to their physical characteristics.
| Pumpkin Guts | video, free, ClosedCaptions, checked |
| Seed Search | video, ClosedCaptions, checked |
| Review Plants-4 | practice |
| Review Plants-8 | practice |
SC.3.L.14.1 Describe structures in plants and their roles in food production, support, water and nutrient transport, and reproduction.
| Heartless Plants | video, ClosedCaptions, checked |
| Pumpkin Guts | video, free, ClosedCaptions, checked |
| Measuring Photosynthesis | video, checked |
| Seed Search | video, ClosedCaptions, checked |
| Orange Slices | video, ClosedCaptions |
| Testing a Leaf for Starch | video, ClosedCaptions |
| Flowers | video, ClosedCaptions |
| Smell the Flowers | text page |
| Review Plants-3 | practice |
| Review Plants-2 | practice |
| Review Plants-5 | practice |
| Review Plants-6 | practice |
| Review Plants-7 | practice |
| Review Plants-8 | practice |
SC.4.L.16.1 Identify processes of sexual reproduction in flowering plants, including pollination, fertilization (seed production), seed dispersal, and germination.
| Seed Search | video, ClosedCaptions, checked |
| Orange Slices | video, ClosedCaptions |
| Flowers | video, ClosedCaptions |
| Pumpkin Guts | video, free, ClosedCaptions, checked |
| Review Plants-3 | practice |
| Review Plants-2 | practice |
| Review Plants-6 | practice |
| Review Plants-7 | practice |
| Review Plants-8 | practice |
Utah
NGSS
4-LS1-1 Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
| Feathers | video, checked |
| Heartless Plants | video, ClosedCaptions, checked |
| Nature Watching | video, checked |
| Calling a Woodpecker | video, checked |
| Pumpkin Guts | video, free, ClosedCaptions, checked |
| Seed Search | video, ClosedCaptions, checked |
| Orange Slices | video, ClosedCaptions |
| Bird Bones | video, free |
| How Does a Butterfly Fly? | text page, free |
| Thoughts on an Exoskeleton | text page, free |
| Eye Shine | text page |
| Review Plants-3 | practice |
| Review Plants-1 | practice |
| Review Plants-5 | practice |
| Review Plants-6 | practice |
| Review Plants-7 | practice |
| Review Plants-8 | practice |
MS-LS1-4 Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.
| A Walk in the Park | video, checked |
| Nature Watching | video, checked |
| Calling a Woodpecker | video, checked |
| Selective Smelling | video, checked |
| Pumpkin Guts | video, free, ClosedCaptions, checked |
| Seed Search | video, ClosedCaptions, checked |
| Orange Slices | video, ClosedCaptions |
| Bacteria and Antibiotics | video, ClosedCaptions |
| Flowers | video, ClosedCaptions |
| Onion Crystals | video |
| Thoughts on an Exoskeleton | text page, free |
| How Does a Butterfly Fly? | text page, free |
| Review Adaptation-3 | practice |
| Review Plants-2 | practice |
| Review Plants-4 | practice |
| Review Adaptation-4 | practice |
| Review Adaptation-5 | practice |
| Review Adaptation-6 | practice |
| Review Plants-8 | practice |
How can there be rain if this area is a desert?
Answer:
It is important to understand the difference between climate and weather. Weather is what is happening now. Climate is determined by looking at the weather data over a long period of time, often several decades. To be classified as a desert climate, the area has an average annual rainfall of 7.87 inches of rain or less. That tells us that it does sometimes have rain, just not very often.
Click to see which state standards this question tests, and which of my videos, experiments, and other resources support that topic.
Florida
SC.2.L.17.2 Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs.
| A Walk in the Park | video, checked |
| Hunting with an Umbrella | video, free, ClosedCaptions, Updated |
| Review Weather-9 | practice |
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-9 | practice |
| Review Weather-7 | practice |
SC.6.E.7.2 Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate.
| Cloud Types | video |
| Nephoscope | video, checked |
| The Water Cycle | video, checked |
| Weather and Climate | video |
| Pine Cone Weather | text page, free |
| Review Weather-8 | practice |
| Review Weather-9 | practice |
| Review Weather-10 | practice |
SC.6.E.7.6 Differentiate between weather and climate.
| Weather and Climate | video |
| Review Weather-9 | practice |
Utah
UT.4.V.1.a Compare the physical characteristics (e.g., precipitation, temperature, and surface terrain) of Utah's wetlands, forests, and deserts.
| Weather and Climate | video |
| Review Weather-9 | practice |
UT.4.V.1.c Locate examples of areas that have characteristics of wetlands, forests, or deserts in Utah.
| Review Weather-9 | practice |
| Review Weather-7 | practice |
NGSS
MS-ESS2-6 Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.
| Global Science | video, ClosedCaptions |
| Weather and Climate | video |
| Cloud Formation, part 2 | video |
| Review Weather-9 | practice |
3-ESS2-2 Obtain and combine information to describe climates in different regions of the world.
| Weather and Climate | video |
| Review Weather-9 | practice |
This baby praying mantis looks very much like its mother, but not exactly. What does that tell us about its life cycle?
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It does not undergo metamorphosis.
No. While it does look similar to its parents, it lacks wings and other features which it will have as an adult. -
It has incomplete metamorphosis.
Yes! It has most of the features of an adult, and will gain the final adult features later in its life. -
It has complete metamorphosis.
No. For complete metamorphosis, the larva looks very different from the parent. -
It skipped metamorphosis.
No. While it does look similar to its parents, it lacks wings and other features which it will have as an adult.
Click to see which state standards this question tests, and which of my videos, experiments, and other resources support that topic.
Florida
SC.2.L.16.1 Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies.
| Seed Search | video, ClosedCaptions, checked |
| Review Life Cycle-1 | practice |
| Review Life Cycle-2 | practice |
| Review Life Cycle-3 | practice |
| Review Life Cycle-4 | practice |
SC.4.L.16.4 Compare and contrast the major stages in the life cycles of Florida plants and animals, such as those that undergo incomplete and complete metamorphosis, and flowering and nonflowering seedbearing
plants.
| Orange Slices | video, ClosedCaptions |
| Creating a Sprout Guide | text page, photography, free |
| Review Life Cycle-1 | practice |
| Review Life Cycle-2 | practice |
| Review Plants-4 | practice |
| Review Life Cycle-3 | practice |
| Review Life Cycle-4 | practice |
Utah
UT.5.V.1.c Compare various examples of offspring that do not initially resemble the parent organism but mature to become similar to the parent organism (e.g., mealworms and darkling beetles, tadpoles and frogs, seedlings and vegetables, caterpillars and butterflies).
| Review Life Cycle-2 | practice |
| Review Life Cycle-3 | practice |
| Review Life Cycle-4 | practice |
| Review Life Cycle-1 | practice |
NGSS
1-LS3-1 Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
| Review Life Cycle-2 | practice |
| Review Life Cycle-3 | practice |
| Review Life Cycle-1 | practice |
3-LS1-1 Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
| Review Life Cycle-2 | practice |
| Review Life Cycle-3 | practice |
| Review Life Cycle-1 | practice |
These flowers are so long and thin that only hummingbirds can get to the nectar. What would be the advantage of only letting certain creatures get the nectar?
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It makes it more likely that the flower will be pollinated.
Yes! As you can see in the Flowers video, the flower needs a pollinator to carry its pollen to another flower of the same kind. If only hummingbirds can get to the nectar, they are more likely to visit other flowers of the same kind. By doing that, they carry pollen from one flower to another, pollenating them. That makes this a strong advantage for the plant. -
It keeps animals from eating the nectar.
No. The nectar is supposed to be eaten. It serves as a treat to get animals to come to the flower. -
It helps the hummingbirds get more food.
No. While getting more food would be an advantage for the hummingbirds, it would not help the plant. -
There is no advantage.
No. Flowers have specific shapes, colors, and smells for a reason.
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.
| Nature Watching | video, checked |
| Calling a Woodpecker | video, checked |
| Selective Smelling | video, checked |
| Seed Search | video, ClosedCaptions, checked |
| Flowers | video, ClosedCaptions |
| Onion Crystals | video |
| A Walk in the Park | video, checked |
| Review Plants-1 | practice |
| Review Adaptation-2 | practice |
| Review Adaptation-3 | practice |
| Review Adaptation-4 | practice |
| Review Adaptation-5 | practice |
| Review Adaptation-6 | practice |
SC.5.L.15.1 Describe how, when the environment changes, differences between individuals allow some plants and animals to survive and reproduce while others die or move to new locations.
| Who Evolved on First? | text page, free, checked |
| Review Adaptation-1 | practice |
| Review Adaptation-5 | practice |
| Review Adaptation-6 | practice |
SC.7.L.15.3 Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species.
| Thoughts on an Exoskeleton | text page, free |
| Review Adaptation-5 | practice |
| Review Adaptation-6 | practice |
Utah
UT.4.V.2.b Cite examples of physical features that allow particular plants and animals to live in specific environments (e.g., duck has webbed feet, cactus has waxy coating).
| A Walk in the Park | video, checked |
| Seed Search | video, ClosedCaptions, checked |
| Flowers | video, ClosedCaptions |
| Hunting with an Umbrella | video, free, ClosedCaptions, Updated |
| How Does a Butterfly Fly? | text page, free |
| Review Adaptation-5 | practice |
| Review Adaptation-6 | practice |
UT.5.V.2.c Describe how a particular physical attribute may provide an advantage for survival in one environment but not in another (e.g., heavy fur in arctic climates keep animals warm whereas in hot desert climates it would cause overheating; flippers on such animals as sea lions and seals provide excellent swimming structures in the water but become clumsy and awkward on land; cacti retain the right amount of water in arid regions but would develop root rot in a more temperate region; fish gills have the ability to absorb oxygen in water but not on land).
| Review Adaptation-5 | practice |
| Review Adaptation-6 | practice |
| Review Adaptation-1 | practice |
UT.6.V.1.b Compare characteristics common in observed organisms (e.g., color, movement, appendages, shape) and infer their function (e.g., green color found in organisms that are producers, appendages help movement).
| Selective Smelling | video, checked |
| Onion Crystals | video |
| A Walk in the Park | video, checked |
| Thoughts on an Exoskeleton | text page, free |
| Review Adaptation-3 | practice |
| Review Adaptation-4 | practice |
| Review Plants-5 | practice |
| Review Plants-6 | practice |
| Review Adaptation-5 | practice |
| Review Plants-7 | practice |
| Review Adaptation-6 | 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.
| Onion Crystals | video |
| Selective Smelling | video, checked |
| 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 |
NGSS
3-LS4-2 Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.
| Flowers | video, ClosedCaptions |
| Who Evolved on First? | text page, free, checked |
| Review Adaptation-1 | practice |
| Review Adaptation-3 | practice |
| Review Adaptation-4 | practice |
| Review Adaptation-5 | practice |
| Review Adaptation-6 | practice |
MS-LS1-4 Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.
| A Walk in the Park | video, checked |
| Nature Watching | video, checked |
| Calling a Woodpecker | video, checked |
| Selective Smelling | video, checked |
| Pumpkin Guts | video, free, ClosedCaptions, checked |
| Seed Search | video, ClosedCaptions, checked |
| Orange Slices | video, ClosedCaptions |
| Bacteria and Antibiotics | video, ClosedCaptions |
| Flowers | video, ClosedCaptions |
| Onion Crystals | video |
| Thoughts on an Exoskeleton | text page, free |
| How Does a Butterfly Fly? | text page, free |
| Review Adaptation-3 | practice |
| Review Plants-2 | practice |
| Review Plants-4 | practice |
| Review Adaptation-4 | practice |
| Review Adaptation-5 | practice |
| Review Adaptation-6 | practice |
| Review Plants-8 | practice |
The "strings" in a stalk of celery are made up of xylem and phloem. Which part of your body comes closest to serving the same function?
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Skeleton
No. Your skeleton provides support and protection. In plants, the cell wall provides support and protection. -
Intestines
No. Your intestines allow you to absorb nutrients from your food. Plants make their own food, so they do not need a digestive system. -
Nerves
No. Your nerves carry signals to let the parts of your body communicate. They carry messages for your senses, to move your muscles, etc. Instead of having nerves, plants release chemicals that signal other parts of the plant. -
Blood Vessels
Yes! Your blood vessels carry water and nutrients to different parts of your body. In plants, the xylem is made up of tubes that carry water and some nutrients from the roots upwards to other parts of the plant. The phloem is made up of tubes that carry the sugar produce by photosynthesis to other parts of the plant. While they work in very different ways, your blood vessels serve basically the same function (carrying water and nutrients) as the xylem and phloem in plants.
Click to see which state standards this question tests, and which of my videos, experiments, and other resources support that topic.
Florida
SC.3.L.14.1 Describe structures in plants and their roles in food production, support, water and nutrient transport, and reproduction.
| Heartless Plants | video, ClosedCaptions, checked |
| Pumpkin Guts | video, free, ClosedCaptions, checked |
| Measuring Photosynthesis | video, checked |
| Seed Search | video, ClosedCaptions, checked |
| Orange Slices | video, ClosedCaptions |
| Testing a Leaf for Starch | video, ClosedCaptions |
| Flowers | video, ClosedCaptions |
| Smell the Flowers | text page |
| Review Plants-3 | practice |
| Review Plants-2 | practice |
| Review Plants-5 | practice |
| Review Plants-6 | practice |
| Review Plants-7 | practice |
| Review Plants-8 | practice |
SC.5.L.14.2 Compare and contrast the function of organs and other physical structures of plants and animals, including humans, for example: some animals have skeletons for support — some with internal skeletons others with exoskeletons — while some plants have stems for support.
| Reading a Skeleton | video, free, checked |
| Orange Slices | video, ClosedCaptions |
| Bird Bones | video, free |
| Thoughts on an Exoskeleton | text page, free |
| Review Plants-5 | practice |
| Review Plants-6 | practice |
| Review Plants-7 | practice |
Utah
UT.6.V.1.b Compare characteristics common in observed organisms (e.g., color, movement, appendages, shape) and infer their function (e.g., green color found in organisms that are producers, appendages help movement).
| Selective Smelling | video, checked |
| Onion Crystals | video |
| A Walk in the Park | video, checked |
| Thoughts on an Exoskeleton | text page, free |
| Review Adaptation-3 | practice |
| Review Adaptation-4 | practice |
| Review Plants-5 | practice |
| Review Plants-6 | practice |
| Review Adaptation-5 | practice |
| Review Plants-7 | practice |
| Review Adaptation-6 | practice |
UT.7.IV.2.d Relate the structure of organs to an organism’s ability to survive in a specific environment (e.g., hollow bird bones allow them to fly in air, hollow structure of hair insulates animals from hot or cold, dense root structure allows plants to grow in compact soil, fish fins aid fish in moving in water).
| Bendable Bones | video, checked |
| Calling a Woodpecker | video, checked |
| Selective Smelling | video, checked |
| Seed Search | video, ClosedCaptions, checked |
| Orange Slices | video, ClosedCaptions |
| Flowers | video, ClosedCaptions |
| Onion Crystals | video |
| Hunting with an Umbrella | video, free, ClosedCaptions, Updated |
| Thoughts on an Exoskeleton | text page, free |
| Review Plants-5 | practice |
| Review Plants-6 | practice |
| Review Plants-7 | practice |
NGSS
MS-LS1-1 Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
| Microscopes: Making a Hay Infusion | video, free, learnalong, checked |
| Microscopes: Making a Wet Mount | video, learnalong, checked |
| Microscopes: Making a Dry Mount | video, learnalong, checked |
| 901 | photo challenge, free |
The questions are chosen randomly, so this quest will be different each time.