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.
This limestone is in Middle Tennessee, and contains a wide variety of fossils of ocean creatures. What kind of rock is limestone?
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Igneous
No. Igneous rocks are formed from molten lava or magma. -
Sedimentary
Yes! Sedimentary rocks are made up of bits of other rocks that have been deposited by wind, water, ice, or gravity. This limestone was deposited by the ocean, making it a sedimentary rock. -
Metamorphic
No. Metamorphic rocks have been changed by heat and/or pressure. If this limestone was exposed to tremendous heat and pressure, it could change into a metamorphic rock called marble. -
Limestone is not a rock.
No. Limestone is a naturally occurring solid that forms large layers in the Earth. It is a rock.
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).
Igneous Rocks and Bubbles | video, free, learnalong, Updated |
Sedimentary Rocks | video, learnalong |
What is a Rock? | video, learnalong, checked |
Bioclastics: Rocks With No Minerals | video |
Evaporites | video, learnalong, checked |
Homemade Fossil Dig | text page |
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 |
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 |
Utah
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).
What is a Rock? | video, learnalong, checked |
Evaporites | video, learnalong, checked |
Igneous Rocks and Bubbles | video, free, learnalong, Updated |
Sedimentary Rocks | video, learnalong |
Light and Dark Minerals | text page, learnalong |
Review Rocks-2 | practice |
Review Rocks-3 | practice |
Review Rocks-10 | practice |
Review Rocks-10 | practice |
UT.8.III.1.c Categorize rock samples as sedimentary, metamorphic, or igneous.
Igneous Rocks and Bubbles | video, free, learnalong, Updated |
Sedimentary Rocks | video, learnalong |
What is a Rock? | video, learnalong, checked |
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.
Igneous Rocks and Bubbles | video, free, learnalong, Updated |
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 |
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 |
While this spoon appears to have a broken handle, it is just the result of how the water affects the light. This is an example of:
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Refraction
Yes! Refraction bends light as it moves from one substance to another. As the light passes from the water to the air, its path is changed, making it appear that the spoon is broken. -
Reflection
No. While some light is reflected from the glass, it is not responsible for the bending of the light. -
Absorption
No. The water and glass are both clear, telling us that very little of the light is being absorbed. Absorption does not bend the light. -
Diffusion
No. Diffusion is the scattering of light as it is reflected in many different directions. Diffusion would make the image cloudy and blurry.
Click to see which state standards this question tests, and which of my videos, experiments, and other resources support that topic.
Florida
SC.3.P.10.3 Demonstrate that light travels in a straight line until it strikes an object or travels from one medium to another.
Sunglass Science: Polarized Light | video, free, Updated |
Mirage | video, free, ClosedCaptions, Updated |
Pinhole Eyeglasses | video, checked |
Why Wet Things Turn Dark | video, checked |
Growing Crystals Under the Microscope | video, free, learnalong, checked |
Changing the Speed of Light | video |
Why is Foam White? | video, checked |
Microscopes: Growing Crystals | video, free, learnalong, Updated |
Sunglass Science: Birefringence | video, free, Updated |
A Long Lens | text page |
Review Light-1 | practice |
Review Light-2 | practice |
Review Light-3 | practice |
Review Light-4 | practice |
Review Light-5 | practice |
SC.3.P.10.4 Demonstrate that light can be reflected, refracted, and absorbed.
Sunglass Science: Polarized Light | video, free, Updated |
Mirage | video, free, ClosedCaptions, Updated |
Pinhole Eyeglasses | video, checked |
Looking for Rainbows | video |
Why Wet Things Turn Dark | video, checked |
Growing Crystals Under the Microscope | video, free, learnalong, checked |
Changing the Speed of Light | video |
Why is Foam White? | video, checked |
Onion Crystals | video |
Microscopes: Growing Crystals | video, free, learnalong, Updated |
Sunglass Science: Birefringence | video, free, Updated |
A Long Lens | text page |
Sunlight, Energy, and Crayons | text page, free |
Review Light-1 | practice |
Review Light-2 | practice |
Review Light-3 | practice |
Review Light-4 | practice |
Review Light-5 | practice |
SC.7.P.10.2 Observe and explain that light can be reflected, refracted, and/or absorbed.
Sunglass Science: Birefringence | video, free, Updated |
Sunglass Science: Polarized Light | video, free, Updated |
Mirage | video, free, ClosedCaptions, Updated |
Pinhole Eyeglasses | video, checked |
Why Wet Things Turn Dark | video, checked |
Growing Crystals Under the Microscope | video, free, learnalong, checked |
Finding Fat in Foods | video, ClosedCaptions, checked |
Changing the Speed of Light | video |
Onion Crystals | video |
Why is Foam White? | video, checked |
Microscopes: Growing Crystals | video, free, learnalong, Updated |
A Long Lens | text page |
Sunlight, Energy, and Crayons | text page, free |
Review Light-1 | practice |
Review Light-2 | practice |
Review Light-3 | practice |
Review Light-4 | practice |
Review Light-5 | practice |
Utah
UT.8.IV.1.b Compare the transfer of energy (i.e., sound, light, earthquake waves, heat) through various mediums.
Sunglass Science: Polarized Light | video, free, Updated |
Noisy String | video, checked |
Mirage | video, free, ClosedCaptions, Updated |
About Microwaves | video, checked |
Microwave Chocolate | video, checked |
Spoon Bells | video, checked |
The Singing Glass | video, checked |
Why Wet Things Turn Dark | video, checked |
The Science of Pizza | video, checked |
Heating a Balloon | video, ClosedCaptions, checked |
Changing the Speed of Light | video |
Doppler Effect | video, checked |
Solar Power | video, checked |
Sunglass Science: Birefringence | video, free, Updated |
Comparing How Sound Moves Through Liquids and Gases | text page |
Review Light-1 | practice |
Review Light-2 | practice |
Review Light-4 | practice |
Review Light-5 | practice |
NGSS
1-PS4-3 Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.
Sunglass Science: Polarized Light | video, free, Updated |
Mirage | video, free, ClosedCaptions, Updated |
A Color You Can't See | video, free, checked |
Pinhole Eyeglasses | video, checked |
Why Wet Things Turn Dark | video, checked |
Growing Crystals Under the Microscope | video, free, learnalong, checked |
Sunprints | video |
Changing the Speed of Light | video |
Why is Foam White? | video, checked |
Onion Crystals | video |
Microscopes: Growing Crystals | video, free, learnalong, Updated |
Sunglass Science: Birefringence | video, free, Updated |
A Long Lens | text page |
Review Light-1 | practice |
Review Light-2 | practice |
Review Light-3 | practice |
Review Light-4 | practice |
Review Light-5 | practice |
MS-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
Sunglass Science: Polarized Light | video, free, Updated |
Mirage | video, free, ClosedCaptions, Updated |
About Microwaves | video, checked |
Microwave Chocolate | video, checked |
Why Wet Things Turn Dark | video, checked |
Onion Crystals | video |
Sunprints | video |
Finding Fat in Foods | video, ClosedCaptions, checked |
Changing the Speed of Light | video |
Why is Foam White? | video, checked |
Sunglass Science: Birefringence | video, free, Updated |
A Long Lens | text page |
Sunlight, Energy, and Crayons | text page, free |
Review Light-1 | practice |
Review Light-2 | practice |
Review Light-4 | practice |
Review Light-5 | practice |
Which part of your body comes closest to serving the same function as a flower?
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Sensory organs
No. Plants can sense their surrounds just as well without flowers. -
Reproductive organs
Yes! Flowers are the reproductive organs of the plant. While most animals are either male or female, most flowers have both male (stamen) and female (pistil) reproductive organs. In this photograph, the male stamens are the green stalks with the yellow ends. The female pistil is the white structure just below the stamens. -
Digestive system
No. Plants make their own food, so they do not need a digestive system. -
Skeletal system
No. The stiff cell wall of a plant cell serves the same function as our skeleton.
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.
Seed Search | video, ClosedCaptions, checked |
Orange Slices | video, ClosedCaptions |
Testing a Leaf for Starch | video, ClosedCaptions |
Flowers | video, ClosedCaptions |
Heartless Plants | video, ClosedCaptions, checked |
Pumpkin Guts | video, free, ClosedCaptions, checked |
Measuring Photosynthesis | video, checked |
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.
Flowers | video, ClosedCaptions |
Pumpkin Guts | video, free, ClosedCaptions, checked |
Seed Search | video, ClosedCaptions, checked |
Orange Slices | video, ClosedCaptions |
Review Plants-2 | practice |
Review Plants-6 | practice |
Review Plants-7 | practice |
Review Plants-8 | practice |
Review Plants-3 | 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.
Bird Bones | video, free |
Reading a Skeleton | video, free, checked |
Orange Slices | video, ClosedCaptions |
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).
Onion Crystals | video |
A Walk in the Park | video, checked |
Selective Smelling | video, checked |
Thoughts on an Exoskeleton | text page, free |
Review Plants-6 | practice |
Review Adaptation-5 | practice |
Review Plants-7 | practice |
Review Adaptation-6 | practice |
Review Adaptation-3 | practice |
Review Adaptation-4 | practice |
Review Plants-5 | 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).
Seed Search | video, ClosedCaptions, checked |
Orange Slices | video, ClosedCaptions |
Flowers | video, ClosedCaptions |
Onion Crystals | video |
Hunting with an Umbrella | video, free, ClosedCaptions, Updated |
Bendable Bones | video, checked |
Calling a Woodpecker | video, checked |
Selective Smelling | video, checked |
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 Dry Mount | video, learnalong, checked |
Microscopes: Making a Hay Infusion | video, free, learnalong, checked |
Microscopes: Making a Wet Mount | video, learnalong, checked |
901 | photo challenge, free |
Which part of the food web does this roadrunner belong to?
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Producer.
No. A producer captures energy from sunlight, and stores it as food. To do that, the organism needs to contain chlorophyll. -
Primary Consumer.
No. Primary consumers eat producers. In spite of what you may have seen in cartoons, roadrunners do not eat plants or bird seed. -
Secondary Consumer
Yes! Secondary consumers eat other consumers. Roadrunners are predators, and eat lizards, snakes, mice, and many other small animals. -
Decomposer
No. Roadrunners may occasionally scavenge freshly killed animals, but they are not decomposers.
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.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.
Producers | video, free, Updated, 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 |
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 |
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 |
Notice that the very back point on this Mule Deer's antlers is split. This is a genetic trait which is becoming more and more common because hunters would rather shoot deer with perfect antlers. This is an example of:
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why hunting deer is a bad idea.
No. Actually, deer hunting is very important. Because we have killed off many of their natural predators, if hunters did not control their population, large numbers of them would starve to death. -
an adaptation that improves an organism's chance for survival.
Yes. Because hunters are less likely to shoot it, this deer is more likely to survive long enough to reproduce, passing this trait on to its offspring. -
an acquired trait.
No. This is a genetic trait, not an acquired trait. -
why antlers are more useful than horns.
No. Antlers and horns serve different functions, but both are useful to the animal that has them.
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.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.15.2 Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms.
Who Evolved on First? | text page, free, checked |
Review Adaptation-1 | practice |
Utah
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.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-5 | practice |
Review Adaptation-6 | practice |
Review Adaptation-1 | practice |
Review Adaptation-2 | 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-6 | practice |
Review Adaptation-1 | practice |
Review Adaptation-3 | practice |
Review Adaptation-4 | practice |
Review Adaptation-5 | practice |