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.

The large cracks in this rock are called expansion cracks. As the overlying rock erodes away, the rock expands, causing the cracks. The cracks are an example of:
-
Erosion
No. Erosion means that the pieces of rocks are being carried away. The overlying rocks have been eroded, but the cracks are not carrying the pieces to a new location. -
Weathering
Yes! As the rocks expand unevenly, tension builds up. When there is enough stress, the rocks break. That breaking of large rocks into smaller pieces is called weathering. -
Both erosion and weathering
No. The rocks are being broken (weathering), but the pieces are staying in place, so there is not erosion. -
Neither erosion nor weathering
No. The cracks show that the rocks are breaking, which is weathering..
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-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 |
Review Rocks-5 | practice |
Review Rocks-6 | 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-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 |
Review Rocks-6 | practice |
Review Rocks-8 | practice |
Review Rocks-9 | 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 |
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 |
NGSS

The large, green stinkbug is drinking sap from this plant. That tells us that it is a:
-
Producer.
No. The plant is a producer. It captures energy from sunlight, and stores it as food. The stinkbug is eating the plant to get that energy. -
Primary Consumer.
Yes! The stinkbug is eating the sap from the plant (a producer) to get the energy it contains. -
Secondary Consumer
No. Secondary consumers eat other consumers. An animal that ate this stinkbug would be a secondary consumer. -
Decomposer
No. Decomposers break down dead and decaying organisms. The plant that the stinkbug is eating is still alive and growing.
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 |
Food Web Tag | text page |
What is a Food Web? | text page, free, checked |
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 |
Review Food Web-6 | practice |
Review Food Web-7 | 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-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 |
Review Food Web-1 | practice |
Review Food Web-3 | practice |
Review Food Web-4 | 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-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.
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 |
Measuring Calories | video, ClosedCaptions, 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-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 |
Review Food Web-6 | practice |
Review Food Web-7 | practice |
Review Food Web-8 | practice |

It takes the Earth 24 hours to:
-
Rotate
Yes. The Earth turns on its axis to make one full rotation every 24 hours. -
Revolve
No. It takes a year for the Earth to revolve around the Sun. -
Orbit
No. It takes a year for the Earth to orbit around the Sun. -
Reverse
No. The motion of the Earth does not reverse.
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.5.3 Recognize that Earth revolves around the Sun in a year and rotates on its axis in a 24-hour day.
Making a Scale Model of the Solar System | video, ClosedCaptions |
Global Science | video, ClosedCaptions |
Finding Your Way | video, checked |
Review Space-11 | practice |
SC.8.E.5.7 Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions.
Making a Scale Model of the Solar System | video, ClosedCaptions |
Global Science | video, ClosedCaptions |
Planets and Pennies | video, ClosedCaptions |
Review Space-4 | practice |
Review Space-11 | practice |
Utah
UT.3.I.2.a Describe the motions of Earth (i.e., the rotation [spinning] of Earth on its axis, the revolution [orbit] of Earth around the sun).
Global Science | video, ClosedCaptions |
Review Space-11 | practice |
UT.6.I.2.a Identify the difference between the motion of an object rotating on its axis and an object revolving in orbit.
Review Space-11 | practice |
NGSS

Which part of the food web does this butterfly belong to?
-
Producer.
No. A producer captures energy from sunlight, and stores it as food. To do that, the organism needs to contain chlorophyll. -
Primary Consumer.
Yes! Primary consumers eat producers. As an adult, this butterfly drinks nectar from plants, which are producers. As a caterpillar, it ate leaves from plants. -
Secondary Consumer
No. Secondary consumers eat other consumers. This butterfly does not eat animals. -
Decomposer
No. Decomposers break down dead and decaying organisms.
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 |
Food Web Tag | text page |
What is a Food Web? | text page, free, checked |
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 |
Review Food Web-6 | practice |
Review Food Web-7 | 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-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 |
Review Food Web-1 | practice |
Review Food Web-3 | practice |
Review Food Web-4 | 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-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.
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 |
Measuring Calories | video, ClosedCaptions, 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-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 |
Review Food Web-6 | practice |
Review Food Web-7 | practice |
Review Food Web-8 | practice |