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.
The light area on the left side of this photo is the Milky Way. What is the Milky Way?
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A constellation.
No. The Milky Way contains many more stars than a constellation. -
A solar system.
No. A solar system only has one star, not a huge number of stars. -
A galaxy.
Yes! Our solar system is part of the Milky Way galaxy. When we lived in the city, the lights made it difficult to see the Milky Way. Now that we live far from city lights, it is amazingly easy to see. -
A universe.
No. The Milky Way is only a small part of the entire universe.
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.5.1 Recognize that a galaxy consists of gas, dust, and many stars, including any objects orbiting the stars. Identify our home galaxy as the Milky Way.
| Review Space-2 | practice |
| Review Space-1 | practice |
| Review Space-10 | practice |
SC.8.E.5.3 Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition.
| Making a Scale Model of the Solar System | video, ClosedCaptions |
| Planets and Pennies | video, ClosedCaptions |
| How Far is That Planet? | text page |
| Review Space-3 | practice |
| Review Space-2 | practice |
| Review Space-10 | practice |
Utah
UT.6.IV.1.c Compare the size of the Solar System to the size of the Milky Way galaxy.
| Review Space-2 | practice |
| Review Space-10 | practice |
NGSS
MS-ESS1-2 Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.
| Planets and Pennies | video, ClosedCaptions |
| Review Space-13 | quest |
| Review Space-10 | practice |
Which of the following is a difference between a meteor and a comet?
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Meteors are mostly made up of ice.
No. Meteors are made up of rock or iron, Comets are mostly made up of ice. -
Only comets have a visible tail.
No. A meteor is a meteoroid that has entered our atmosphere. As it burns, it also produces a tail. -
Meteors seem to move faster because they are closer.
Yes. Meteors are entering our atmosphere, so they are much closer to us that a distant comet. That makes them seem to move much faster. -
Comets are smaller than meteors.
No. Meteors are small, often the size of a grain of sand. Comets are much larger.
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.5.3 Distinguish among the following objects of the Solar System – Sun, planets, moons, asteroids, comets – and identify Earth’s position in it.
>>> Teacher Page: Our Solar System
| Making a Scale Model of the Solar System | video, ClosedCaptions |
| Global Science | video, ClosedCaptions |
| Planets and Pennies | video, ClosedCaptions |
| How Far is That Planet? | text page |
| Review Space-3 | practice |
SC.8.E.5.3 Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition.
| Making a Scale Model of the Solar System | video, ClosedCaptions |
| Planets and Pennies | video, ClosedCaptions |
| How Far is That Planet? | text page |
| Review Space-3 | practice |
| Review Space-2 | practice |
| Review Space-10 | practice |
Utah
UT.6.III.1.d Describe the characteristics of comets, asteroids, and meteors.
| Review Space-3 | practice |
NGSS
MS-ESS1-3 Analyze and interpret data to determine scale properties of objects in the solar system.
| Making a Scale Model of the Solar System | video, ClosedCaptions |
| Global Science | video, ClosedCaptions |
| Planets and Pennies | video, ClosedCaptions |
| How Far is That Planet? | text page |
| Review Space-3 | practice |
| Review Space-2 | practice |
| Review Space-4 | practice |
In August of 2004, Hurricane Charley removed over six feet of sand from the beach at St. Augustine. Was that an example of erosion, weathering, both, or neither?
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Erosion
Yes! This is an example of erosion. The sand was moved by wind and water.The term "weathering" causes confusion because it sounds like it has something to do with weather. In Earth Science, weathering means "breaking apart." Weathering breaks rocks apart. Erosion carries the pieces of rock to a different location.
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Weathering
No. While this was caused by weather, it is not an example of weathering. Keep in mind that weathering means breaking down rocks into smaller pieces. The sand was not broken into smaller pieces. It was just moved from one place to another (erosion). -
Both erosion and weathering
No. This was erosion, but not weathering. -
Neither erosion nor weathering
No. Since the sand was moved, it was erosion.
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).
| Evaporites | video, learnalong, checked |
| 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 |
| 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-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 |
| Review Rocks-1 | practice |
| Review Rocks-2 | practice |
| Review Rocks-3 | 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).
| Evaporites | video, learnalong, checked |
| What is a Rock? | video, learnalong, checked |
| 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 |
| 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-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 |
Utah
UT.4.III.2.b Distinguish between weathering (i.e., wearing down and breaking of rock surfaces) and erosion (i.e., the movement of materials).
| Change: Fast and Slow | video |
| Erosion | video, checked |
| Weathering and Erosion | video, learnalong, checked |
| Review Erosion-1 | practice |
| Review Erosion-2 | practice |
| Review Erosion-3 | practice |
| Review Erosion-4 | practice |
| Review Erosion-5 | practice |
UT.5.II.1.a Identify the objects, processes, or forces that weather and erode Earth’s surface (e.g., ice, plants, animals, abrasion, gravity, water, wind)
| Change: Fast and Slow | video |
| Erosion | video, checked |
| Continuous Change | video, checked |
| Weathering and Erosion | video, learnalong, checked |
| Review Erosion-1 | practice |
| Review Erosion-2 | practice |
| Review Erosion-3 | practice |
| Review Erosion-4 | practice |
| Review Erosion-5 | practice |
UT.8.III.2.b Describe the role of energy in the processes that change rock materials over time.
| Igneous Rocks and Bubbles | video, free, learnalong, Updated |
| Sedimentary Rocks | video, learnalong |
| Change: Fast and Slow | video |
| Erosion | video, checked |
| Continuous Change | video, checked |
| Weathering and Erosion | video, learnalong, checked |
NGSS
4-ESS2-1 Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
| Change: Fast and Slow | video |
| Erosion | video, checked |
| Continuous Change | video, checked |
| Weathering and Erosion | video, learnalong, checked |
| Review Erosion-1 | practice |
| Review Erosion-2 | practice |
| Review Erosion-3 | practice |
| Review Erosion-4 | practice |
| Review Erosion-5 | practice |
This is called Quartzite. It was once sandstone, but heat and pressure changed it by fusing the grains of sand to each other, making it much harder. What kind of rock is it?.
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Igneous
No. Igneous rocks formed from magma or lava. That would have melted the sand grains. This is not an igneous rock. -
Sedimentary
No. Sedimentary rocks are deposited by wind, water, ice, or gravity, and they often contain fossils. When it was sandstone it was a sedimentary rock. -
Metamorphic
Yes!. This quartzite been changed by heat and pressure from a different kind of rock. It is metamorphic. -
Quartzite is not a rock.
No. Quartzite is a naturally occurring solid that forms large layers in the Earth. Quartzite 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).
| Evaporites | video, learnalong, checked |
| 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 |
| 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-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 |
| Review Rocks-1 | practice |
| Review Rocks-2 | practice |
| Review Rocks-3 | 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).
| Evaporites | video, learnalong, checked |
| What is a Rock? | video, learnalong, checked |
| 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 |
| 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-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 |
Utah
UT.4.III.1.a Describe the differences between minerals and rocks.
| What is a Mineral? | video, checked |
| Identifying Minerals | video, learnalong |
| What is a Rock? | video, learnalong, checked |
| Bioclastics: Rocks With No Minerals | video |
| Definition of a Mineral | video, 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.
| Evaporites | video, learnalong, checked |
| Igneous Rocks and Bubbles | video, free, learnalong, Updated |
| 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 |
| Homemade Fossil Dig | text page |
| Review Rocks-9 | practice |
| Review Rocks-7 | practice |
| Review Rocks-10 | practice |
| Review Geologic Time-3 | practice |
| 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 |
MS-ESS2-1 Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.
| Evaporites | video, learnalong, checked |
| Definition of a Mineral | video, checked |
| 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 |
| Light and Dark Minerals | text page, learnalong |
| 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 |
| Review Rocks-1 | practice |
| Review Rocks-2 | practice |
| Review Rocks-3 | practice |
| Review Rocks-4 | practice |
Which of the following is a vertebrate?
-
A: crab
No. Crabs have an exoskeleton. They are arthropods, which are invertebrates. -
B: starfish
No. Starfish do not have a vertebral column or a notochord. They are echinoderms, which are invertebrates. -
C: fly
No. Flies have an exoskeleton. They are insects, which are invertebrates. -
D: tadpole
Yes! Tadpoles are amphibians. They have an internal skeleton, which includes a vertebral column. They are vertebrates.
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.15.1 Classify animals into major groups (mammals, birds, reptiles, amphibians, fish, arthropods, vertebrates and invertebrates, those having live births and those which lay eggs) according to their physical characteristics and behaviors.
| Feathers | video, checked |
| A Walk in the Park | video, checked |
| Scientific Names | video, ClosedCaptions |
| Review Classify-2 | practice |
| Review Classify-1 | practice |
| Review Classify-3 | practice |
SC.6.L.15.1 Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains.
| Scientific Names | video, ClosedCaptions |
| Review Classify-2 | practice |
| Review Classify-1 | practice |
| Review Classify-3 | practice |
Utah
UT.4.V.3.b Use a simple classification system to classify unfamiliar Utah plants or animals (e.g., fish/amphibians/reptile/bird/mammal, invertebrate/vertebrate, tree/shrub/grass, deciduous/conifers).
| A Walk in the Park | video, checked |
| Scientific Names | video, ClosedCaptions |
| Review Classify-2 | practice |
| Review Classify-1 | practice |
| Review Classify-3 | practice |
UT.7.V.2.c Generalize rules for classification.
| Scientific Names | video, ClosedCaptions |
| Review Classify-2 | practice |
| Review Classify-1 | practice |
| Review Classify-3 | practice |