Here are some science questions from the Sixth, Seventh, and Eighth Grade Standards 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.
These cells DO NOT have a cell wall. What does that tell us?
-
These are young cells.
No. Even new cells can have a cell wall. -
These are NOT plant cells.
Yes! Plant cells are surrounded by a cell wall, which provides structure and protection. -
These are NOT animal cells.
No. Animal cells do not have a cell wall. -
These are dead cells.
No. Being alive or dead does not change whether a cell has a cell wall or not.
Click to see which state standards this question tests, and which of my videos, experiments, and other resources support that topic.
Florida
SC.6.L.14.4 Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles.
| Osmosis | video, checked |
| Review Cells-1 | practice |
| Review Cells-2 | practice |
| Review Cells-3 | practice |
| Review Cells-4 | practice |
Utah
UT.7.III.1.c Differentiate between plant and animal cells based on cell wall and cell membrane.
| Review Cells-1 | practice |
| Review Cells-2 | practice |
NGSS
MS-LS1-2 Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
| Osmosis | video, checked |
| Review Cells-1 | practice |
| Review Cells-2 | practice |
| Review Cells-3 | practice |
| Review Cells-4 | practice |
This is called Fluorite. It is used in making many important chemicals. What kind of rock is it?.
-
Igneous
No. Igneous rocks formed from magma or lava. Fluorite is sometimes found as a mineral in igneous rock, but it is not an igneous rock. -
Sedimentary
No. Sedimentary rocks are deposited by wind, water, ice, or gravity, and they often contain fossils. Fluorite is not a sedimentary rock. -
Metamorphic
No. Metamorphic rocks have been changed by heat and pressure from a different kind of rock. Fluorite is not metamorphic. -
Fluorite is not a rock.
Yes! Fluorite is a mineral, not a rock. It is not found in large layers in the Earth.
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).
| 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 |
| The Rock Cycle | video, learnalong |
| 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.a Describe the differences between minerals and rocks.
| Bioclastics: Rocks With No Minerals | video |
| Definition of a Mineral | video, checked |
| What is a Mineral? | video, checked |
| Identifying Minerals | video, learnalong |
| What is a Rock? | video, learnalong, checked |
| Review Rocks-1 | 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 |
NGSS
4-ESS1-1 Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.
| Sedimentary Rocks | video, learnalong |
| Reading the Rocks: Law of Superposition | video |
| Reading the Rocks: Law of Crosscutting | video |
| What is a Rock? | video, learnalong, checked |
| Reading the Rocks: The Present is the Key to the Past | video, ClosedCaptions |
| Paleo Cookies | video |
| Evaporites | video, learnalong, checked |
| Igneous Rocks and Bubbles | video, free, learnalong, Updated |
| Homemade Fossil Dig | text page |
| Review Rocks-1 | practice |
| Review Geologic Time-1 | practice |
| Review Rocks-4 | practice |
| Review Geologic Time-2 | 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 Geologic Time-3 | 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 |
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?
-
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.
| 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 |
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-6 | practice |
| Review Adaptation-5 | 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-1 | practice |
| Review Adaptation-5 | practice |
| Review Adaptation-6 | 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).
| Onion Crystals | video |
| A Walk in the Park | video, checked |
| Selective Smelling | 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 |
| Thoughts on an Exoskeleton | text page, free |
| Who Evolved on First? | text page, free, checked |
| 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.
| Onion Crystals | video |
| 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 |
| How Does a Butterfly Fly? | text page, free |
| Thoughts on an Exoskeleton | text page, free |
| Review Plants-8 | practice |
| Review Adaptation-3 | practice |
| Review Plants-2 | practice |
| Review Plants-4 | practice |
| Review Adaptation-4 | practice |
| Review Adaptation-5 | practice |
| Review Adaptation-6 | practice |
Which part of the food web does this Red Shouldered Hawk fit into?
-
Producer.
No. A producer captures energy from sunlight, and stores it as food. To do that, the organism needs to contain chlorophyll. This hawk cannot use the energy of sunlight to produce its own food. -
Primary Consumer.
No. Primary consumers eat producers. This hawk does not eat living plants. -
Secondary Consumer
Yes! Secondary consumers eat other consumers. This hawk eats mice, snakes, and other animals. -
Decomposer
No. Decomposers break down dead and decaying organisms. The hawk may occasionally act as a scavenger, eating a freshly dead animal that it did not kill, but it is not a decomposer.
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.
| Scavengers and Decomposers | video, free, ClosedCaptions, Updated |
| Secondary Consumers | video, free, ClosedCaptions, Updated, checked |
| Producers | video, free, Updated, checked |
| Primary Consumers | video, ClosedCaptions, Updated, checked |
| What is a Food Web? | text page, free, checked |
| Food Web Tag | text page |
| 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-2 | practice |
SC.7.L.17.1 Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web.
| Scavengers and Decomposers | video, free, ClosedCaptions, Updated |
| Secondary Consumers | video, free, ClosedCaptions, Updated, checked |
| Producers | video, free, Updated, checked |
| Primary Consumers | video, ClosedCaptions, Updated, checked |
| Measuring Calories | video, ClosedCaptions, checked |
| Food Web Tag | text page |
| What is a Food Web? | text page, free, checked |
| 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-2 | practice |
| Review Food Web-1 | practice |
| Review Food Web-3 | practice |
| Review Food Web-4 | practice |
| Review Food Web-5 | 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.
| Secondary Consumers | video, free, ClosedCaptions, Updated, checked |
| Producers | video, free, Updated, checked |
| Primary Consumers | video, ClosedCaptions, Updated, checked |
| What is a Food Web? | text page, free, checked |
| 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 |
| Review Food Web-2 | 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.
| Measuring Calories | video, ClosedCaptions, checked |
| Scavengers and Decomposers | video, free, ClosedCaptions, Updated |
| Secondary Consumers | video, free, ClosedCaptions, Updated, checked |
| Producers | video, free, Updated, checked |
| Measuring Photosynthesis | video, checked |
| Primary Consumers | video, ClosedCaptions, Updated, checked |
| Calories: Measuring the Energy | text page, free |
| What is a Food Web? | text page, free, checked |
| 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-2 | practice |
5-LS2-1 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
| Scavengers and Decomposers | video, free, ClosedCaptions, Updated |
| Secondary Consumers | video, free, ClosedCaptions, Updated, checked |
| Producers | video, free, Updated, checked |
| Primary Consumers | video, ClosedCaptions, Updated, checked |
| What is a Food Web? | text page, free, checked |
| 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-2 | practice |
The dark spot in each of these cells contains genetic material called DNA. This part of the cell is called the:
-
Vacuole
No. A vacuole is used for storing water or nutrients, not DNA. -
Nucleus
Yes! The nucleus of the cell contains DNA. -
Chloroplast
No. Chloroplasts contain chlorophyll, which is used in photosynthesis. -
Ribosome
No. Ribosomes are parts of the cell that assemble proteins.
Click to see which state standards this question tests, and which of my videos, experiments, and other resources support that topic.
Florida
SC.6.L.14.4 Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles.
| Osmosis | video, checked |
| Review Cells-1 | practice |
| Review Cells-2 | practice |
| Review Cells-3 | practice |
| Review Cells-4 | practice |
Utah
UT.7.III.1.c Differentiate between plant and animal cells based on cell wall and cell membrane.
| Review Cells-1 | practice |
| Review Cells-2 | practice |
NGSS
MS-LS1-2 Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
| Osmosis | video, checked |
| Review Cells-1 | practice |
| Review Cells-2 | practice |
| Review Cells-3 | practice |
| Review Cells-4 | practice |