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Study Guide

Field 121–124: Upper Elementary (3–6) Education
Subtest 4: Science and Social Studies
Sample Multiple-Choice Questions

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Subarea 1—Science–Engaging Learners in 3-Dimensional Science Learning as Identified in the National Research Council's A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas

Objective 001—Scientific Phenomena

1. Third-grade students observe a video of people participating in a tug-of-war contest. The video shows an example of when the rope does not move in either direction. The video also shows another example where the one side is stronger than the other, causing the rope to move. This scientific phenomenon allows for the students to make sense of the core idea of:

  1. predicting future motion.
  2. generating solutions to a problem.
  3. identifying failure points in a model.
  4. investigating balanced and unbalanced forces.
Answer. Enter to expand or collapse. Answer expanded
Correct Response: D.
  1. This video shows what has happened rather than asking the students to predict what will happen.
  2. Watching this video does not present a clear problem for students to solve, so they cannot generate solutions.
  3. The scenario shown in this video does not have a failure point to identify.
  4. Correct. By observing the tug-of-war scenarios, students have been shown a phenomenon around which to investigate balanced and unbalanced forces.
Objective 002—Engaging Learners in Science and Engineering Practices

2. Which of the following scenarios features students engaging in practices done by engineers, rather than scientists, as part of a sixth-grade unit about forces and interactions?

  1. Students present the findings from their investigations of whether forces can exist between objects that are not touching one another.
  2. Students analyze a set of data collected from a student investigation to uncover factors that affect the strength of refrigerator magnets.
  3. Students determine ways to minimize how much a sphere of modeling clay changes shape when toy cars collide with it.
  4. Students use spring scales to test the weights of objects of different sizes but the same mass.
Answer. Enter to expand or collapse. Answer expanded
Correct Response: C.
  1. Both engineers and scientists routinely communicate the findings from their investigations to others, and in this example the investigation is more about explaining phenomena than designing solutions.
  2. This is an analysis of data collected by others to answer questions, which both engineers and scientists conduct routinely; however, since students are working to uncover factors affecting the strength of the magnets, the activity leads more to explaining a phenomenon.
  3. Correct. Engineers design solutions to problems or challenges, whereas scientists work to generate explanations that are supported by data.
  4. Empirical investigations such as this are something that both engineers and scientists conduct routinely, but the purpose of this investigation would more likely be to understand the concept of density than to lead to an engineering design.
Objective 003—Engaging Learners in Developing and Using Disciplinary Core Ideas

3. The upper elementary science standards require students to examine matter based on its properties. According to these standards, the teacher should ask which of the following questions in a fifth-grade classroom?

  1. How do the atoms of a salt solution arrange themselves on the atomic scale?
  2. How might we identify the differences among these materials?
  3. Do these two substances create a chemical reaction?
  4. Do phase changes alter the density of water?
Answer. Enter to expand or collapse. Answer expanded
Correct Response: B.
  1. The arrangement of atoms on an atomic scale is not fifth-grade appropriate content.
  2. Correct. Asking this open-ended question promotes scientific investigation and sense-making.
  3. Explaining the process of the chemical reaction is not an open-ended question and will not lead to sensemaking.
  4. While changes in phase are a property of matter, questioning the behavior of water in terms of cohesion, adhesion, density, etc., is not fifth-grade appropriate.
Objective 004—Engaging Learners in Developing and Using Crosscutting Concepts

4. A sixth-grade teacher develops an assessment on how geoscience processes change Earth's surface. The assessment includes two figures. The first figure is a map showing a cluster of islands and identified volcanoes within the islands. The second figure is a data table showing the ages and distances of the island volcanoes. Students will predict where they think the next volcano may form using evidence from the two figures. Which of the following crosscutting concepts should the students use to make their claim?

  1. patterns
  2. energy and matter
  3. structure and function
  4. scale, proportion, and quantity
Answer. Enter to expand or collapse. Answer expanded
Correct Response: A.
  1. Correct. The students are making predictions based on the patterns that they are identifying between the ages and distances of the volcanoes.
  2. While volcanoes changing the surface of the Earth requires energy and a movement of matter, it is not the focus of this activity.
  3. The crosscutting concept of structure and function is about the way an object is shaped but will not support a claim regarding where the next volcano will form.
  4. While the size and quantity of volcanoes in the islands is a part of this study, it will not support the students’ claim without the understanding that there is a relationship between the size and positioning.

Subarea 2—Science–Learners' Sense-making and Science Teaching Pedagogy

Objective 005—Selecting and Modifying Instructional Materials for 3-Dimensional Learning

5. A third-grade teacher creates the table shown in order to plan the three dimensions for an upcoming classroom activity about magnets.

Dimension Element
Science and Engineering Practice Design and Carry Out Investigations
Disciplinary Core Idea Forces and Interactions
Crosscutting Concept Cause and Effect

Which of the following classroom activities engages students in this 3-dimensional learning about magnets at the third-grade level?

  1. Students compete to see who can find the most classroom items that are attracted to magnets.
  2. Students experiment with ways to move magnetized steel objects without directly touching them.
  3. Students sort objects that are magnetic and are not magnetic to complete a graphic organizer.
  4. Students participate in a classroom discussion about where they have seen magnets.
Answer. Enter to expand or collapse. Answer expanded
Correct Response: B.
  1. While a competition would be an engaging activity on forces, trial and error will not inherently lead students to design or carry out investigations or engage in the crosscutting concept of cause and effect.
  2. Correct. By experimenting with ways to move objects, the students are conducting an investigation regarding forces and interactions and observing cause and effect between the magnets and the steel objects.
  3. Sorting objects to complete a graphic organizer will support the disciplinary core idea of forces and interactions, but it does not cover the science and engineering practice of designing and carrying out investigations or the crosscutting concept of cause and effect.
  4. Identifying known magnets and uses may lead to a conversation about forces, but it will not engage the students in carrying out an investigation or the crosscutting concept of cause and effect.
Objective 006—Learners' Scientific Sense-making

6. Which of the following activities is effective for a teacher to use to engage sixth-grade students in scientific sense-making?

  1. naming parts of a microscope
  2. describing the steps of the scientific method
  3. demonstrating the process of performing a lab to students
  4. encouraging students to ask questions about an observed phenomenon
Answer. Enter to expand or collapse. Answer expanded
Correct Response: D.
  1. Identifying is a useful skill, but it does not engage students in making sense of core ideas in science.
  2. Students will be using the scientific method when sense-making; however, the steps of the scientific method are fluid and describing the steps is memorizing them rather than applying them.
  3. Demonstrating the process is a way to engage the students but modeling the use of equipment through defined procedures does not require the students to understand what they are doing and why.
  4. Correct. Students engaging in asking questions about the phenomenon means they are thinking about the content and applying it when they are developing their questions.
Objective 007—Pedagogical Strategies that Support Culturally Relevant Sense-making in 3-Dimensional Learning

7. A third-grade teacher modifies a lesson about the effects of balanced and unbalanced forces on the motion of an object. The teacher's goal is to provide students with opportunities to engage in sense-making. In the lesson, students apply balanced and unbalanced forces to a rope and a rubber ball. In order to support students engaging in sense-making about the effects of forces on the motion of objects, which of the following actions should the teacher take?

  1. including a short historical narrative about a physicist and their work studying the motion of objects in the instruction
  2. preparing students for the investigation by telling them what they will observe at each point during the investigation
  3. having students describe the forces and the results of the forces on the motion of the objects in their own words
  4. grouping students according to ability so that students of similar achievement levels work together
Answer. Enter to expand or collapse. Answer expanded
Correct Response: C.
  1. Including information about a physicist and their work does not provide students with an opportunity to engage in sense-making that is meaningful to them.
  2. By telling students what to expect, the teacher does the sense-making rather than allowing students the opportunity to make sense of what they observe.
  3. Correct. Using familiar language, rather than enforcing rigid scientific terminology, to describe their investigation allows students to engage in sense-making through concept building and making connections to their own experiences.
  4. Grouping by ability level often results in students of similar backgrounds working together, which does not support sense-making in all individuals.
Objective 008—Equity and Access

8. Students in a fourth-grade classroom complete an initial investigation of the ways their families engage in practices to reduce, reuse, and recycle resources. The teacher poses the question, "How do we help protect Earth's resources?" Which of the following activities provides the best opportunity to share various cultural and familial practices represented in the classroom?

  1. The class consults the Environmental Protection Agency's guidelines to reduce, reuse, and recycle at home and chooses one idea to implement in their classroom.
  2. The class forms a scientists' circle where students discuss their ideas and family practices and compare and contrast approaches to address the question.
  3. Students work with a partner to write about what they know about efforts to reduce, reuse, and recycle, as well as suggestions to improve their efforts.
  4. Students work independently to identify the various reduce, reuse, and recycle practices used by their families.
Answer. Enter to expand or collapse. Answer expanded
Correct Response: B.
  1. The United States’ institution, the Environmental Protection Agency, is not necessarily directly related to culture and family.
  2. Correct. Discussing family practices allows students to hear multiple perspectives and experiences and by comparing and contrasting, they are interacting with the information, not just receiving it.
  3. Working with peers to write about environmental efforts is a good activity, but it is not culturally responsive.
  4. Working independently will have students thinking of family practices but does not create opportunities to share.

Subarea 3—Social Studies–Instruction and Practices

Objective 009—Supporting Learners' Understanding of Civic Engagement

9. A fourth-grade teacher is developing ways to improve students’ communication skills to promote reasonable discussions around current issues within the school community. Which of the following practices would be most effective in developing students’ communication skills in this context?

  1. restating the opinions of a classmate before stating a different perspective
  2. presenting information on a researched topic to the full classroom group
  3. discussing a common viewpoint around a trending topic with a partner
  4. using sentence stems to structure opinions about a complex subject
Answer. Enter to expand or collapse. Answer expanded
Correct Response: A.
  1. Correct. By restating opinions of a classmate, the students practice the communication skill of active listening and add another articulated point of view.
  2. While researching and presenting to a group is a way to communicate information, it does not involve listening and does not necessarily promote reasonable discussion.
  3. Partner conversations on a current topic will promote communication skills, but if the students share a viewpoint, it may not necessarily lead to discussion or supporting an opinion.
  4. Sentence stems are a beneficial support for students who may otherwise have trouble accessing the content, but they will not necessarily promote reasonable discussion.
Objective 010—History

10. As part of a unit on the American Revolution, a fifth-grade teacher is planning a lesson that will focus on reading primary sources. The teacher puts students into groups and gives each group a primary source document from a historical figure from the Revolution that reflects differing geographic origins and political values. Each group reads the primary source and answers a series of questions about the document and the historical figure before sharing its findings with the whole class. This activity would be most effective in demonstrating for students the value of primary sources in:

  1. exploring cause-and-effect relationships in historical events.
  2. evaluating the outcomes of events from a historical perspective.
  3. examining the personal lives of significant individuals from history.
  4. analyzing the importance of point of view in historical understanding.
Answer. Enter to expand or collapse. Answer expanded
Correct Response: D.
  1. While there may be a relationship or a similarity between points of view and geographic origins, it is not an example of cause and effect.
  2. While this activity does focus on perspectives from a historical period of time, the students are not evaluating the outcomes of the revolution.
  3. The documents being used reflect political values and not necessarily details of the personal lives of the time.
  4. Correct. By collecting sources from various geographic origins, the students can compare and analyze the different points of view in each piece.
Objective 011—Geography

11. During a unit on geography, a third-grade teacher is planning an activity that will help students use active inquiry to understand cardinal directions (i.e., North, South, East, West). Which of the following student activities would be most appropriate for this purpose?

  1. participating in a scavenger hunt where cardinal directions are embedded in the clues
  2. identifying the absolute and relative location of their school using cardinal directions
  3. writing a paragraph describing their bedroom using cardinal directions
  4. categorizing the location of cities and states using cardinal directions
Answer. Enter to expand or collapse. Answer expanded
Correct Response: A.
  1. Correct. Through finding the scavenger hunt items, students will be actively using the directions rather than just memorizing them, which will lead to more meaningful understanding.
  2. Identifying absolute and relative location would involve the use of cardinal directions but does not involve active inquiry and would not be a grade-appropriate activity.
  3. Writing a paragraph using cardinal directions will not ensure that the student comprehends the concept, utilizes the directions appropriately, or engages in in active inquiry.
  4. Categorizing cities and states using cardinal directions does not involve active inquiry and would only work using relative location or a predetermined focal point.
Objective 012—Civics and Government

12. A fourth-grade teacher is developing a lesson on the freedoms guaranteed by the First Amendment to the United States Constitution. Which of the following activities would be most effective in assessing students’ understanding of the significance of the First Amendment?

  1. creating a visual representation of First Amendment freedoms
  2. identifying real-world examples of First Amendment freedoms
  3. compiling a list of freedoms identified in the First Amendment
  4. defining the meaning of terms found in the First Amendment
Answer. Enter to expand or collapse. Answer expanded
Correct Response: B.
  1. Creating a visual representation may aid with learning, but it is not an effective means of assessing understanding.
  2. Correct. By finding real-world examples, the students show that they know the freedoms and can apply them appropriately.
  3. Compiling a list shows that the students can recall the information, but it does not necessarily mean they understand it well.
  4. Defining the terms may help with conceptual understanding, but it is not a means of assessing understanding of the concepts.
Objective 013—Economics

13. While studying current events, a sixth-grade class reads an article that traces the origin of the parts of a car from its place of manufacture. The article identifies the trade restrictions on another country that exports a specific part of a car engine. The teacher can best use this article to enrich the class's inquiry into which of the following questions?

  1. What type of map would show trade of auto parts between the United States and other countries?
  2. How does the U.S. automotive industry fit into a system of economic interdependence?
  3. How and for whom would that auto part be produced in different economic systems?
  4. Which types of charts or graphs most effectively show import and export data?
Answer. Enter to expand or collapse. Answer expanded
Correct Response: B.
  1. The use of a map might have enriched the original article but connecting the content of the article and the uses of different types of maps is not the intention of this lesson.
  2. Correct. Automobiles include parts from many countries, making this simple example of a disruption in the global supply chain an effective means of exploring the concept of economic interdependence.
  3. This question would be useful in the study of different economic systems, but that topic does not arise in this article dealing with an integrated global system involved in the production of cars.
  4. The article focuses on a specific engine part, which does not call for a chart or graph that would be used to represent more complex data.