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.
Which part of the food web does this Red Shouldered Hawk fit into?
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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. 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.
| Measuring Calories | video, ClosedCaptions, checked |
| 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 |
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.
| 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 |
| Producers | video, free, Updated, checked |
| Measuring Photosynthesis | video, 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 |
These layers have not been overturned or folded. Based on that, which layer is the oldest?
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A
No. A is on top, which means the other layers had to be there before it could be deposited. A is younger than B and C. -
B
No. By the law of Superposition, layer C had to be in place before B could form on top of it. Layer B is older than A, but younger than C. -
C
Yes! As the bottom layer, the Law of Superposition tells us that it is older than layers A and B. This layer had to be in place before A and B could form on top of it.. -
D
No. Layer D is actually a pile of rock fragments, mostly from layer A. These fragments are the result of weathering and erosion of layers A, B, and C. D is the youngest deposit at this location.
Click to see which state standards this question tests, and which of my videos, experiments, and other resources support that topic.
Florida
SC.7.E.6.3 Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating.
| Imagining Geologic Time | video |
| Reading the Rocks: Law of Superposition | video |
| Reading the Rocks: Law of Crosscutting | video |
| Reading the Rocks | text page |
| Review Geologic Time-1 | practice |
| Review Geologic Time-2 | practice |
| Review Geologic Time-3 | practice |
Utah
UT.8.III.3.c Explain why some sedimentary rock layers may not always appear with youngest rock on top and older rocks below (i.e., folding, faulting).
| Sedimentary Rocks | video, learnalong |
| Review Geologic Time-1 | practice |
| Review Geologic Time-2 | practice |
| Review Geologic Time-3 | 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.
| 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 |
| 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 |
| Homemade Fossil Dig | text page |
| 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 |
| Review Rocks-1 | practice |
When you mix cornstarch and water, you get something that many science sites call Oobleck. Under pressure, it feels like a solid, but when the pressure is removed, it flows like a liquid. What state of matter is it?
Answer:
This is a mixture, made up of particles of solid matter surrounded by a liquid. The mixture is not a single state of matter.
This is an important concept to understand, and it is seen in many things we use every day. A good example is the Egg States video, showing how a mixture of liquid and gas can seem to be a solid.
Before you try to decide if something is solid, liquid, gas, plasma, or some other state of matter, first make sure that it is a pure substance, and not a mixture of different states.
Click to see which state standards this question tests, and which of my videos, experiments, and other resources support that topic.
Florida
SC.2.P.8.2 Identify objects and materials as solid, liquid, or gas.
| Egg States | video, checked |
| Experimenting with Dry Ice | video, free, checked |
| Ice Cream Science | video, checked |
| Raw Egg or Boiled? | video, checked |
| Air Space | video |
| Teach It Right the First Time. | text page, free |
| Review Matter-3 | practice |
SC.5.P.8.1 Compare and contrast the basic properties of solids, liquids, and gases, such as mass, volume, color, texture, and temperature.
>>> Teacher Page: States of Matter
| A Bouncing Water Balloon | video |
| Egg States | video, checked |
| Experimenting with Dry Ice | video, free, checked |
| Wax and Wood, part 1 | video, checked |
| Wax and Wood, part 2 | video, checked |
| Ice Cream Science | video, checked |
| Raw Egg or Boiled? | video, checked |
| Air Space | video |
| Teach It Right the First Time. | text page, free |
| Air has Weight | text page |
| Review Matter-2 | practice |
| Review Matter-1 | practice |
| Review Matter-3 | practice |
| Review Weather-10 | practice |
SC.8.P.8.1 Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases.
| A Bouncing Water Balloon | video |
| Egg States | video, checked |
| Experimenting with Dry Ice | video, free, checked |
| Ice Cream Science | video, checked |
| Expansion of Solids | video, ClosedCaptions, checked |
| Review Matter-1 | practice |
| Review Matter-3 | practice |
Utah
UT.5.I.2.a Identify the physical properties of matter (e.g., hard, soft, solid, liquid, gas).
| A Bouncing Water Balloon | video |
| Egg States | video, checked |
| Experimenting with Dry Ice | video, free, checked |
| Wax and Wood, part 1 | video, checked |
| Wax and Wood, part 2 | video, checked |
| Ice Cream Science | video, checked |
| Raw Egg or Boiled? | video, checked |
| Crushed Can | video, checked |
| Review Matter-1 | practice |
| Review Matter-3 | practice |
NGSS
From our new home in Utah, the stars are so bright that we can even see the Milky Way Galaxy. How far is the Milky Way Galaxy from Earth?
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923 light years.
-
92.3 light years.
-
9.23 light years.
-
We are in the Milky Way Galaxy.
Think about it, and when you think you know the answer, then continue.
The Sun and you and me and all the stars that we can see are in the galaxy we call the Milky Way.
923 light years.
92.3 light years.
9.23 light years.
We are in the Milky Way Galaxy.
Think about it, and when you think you know the answer, then continue.
The Sun and you and me and all the stars that we can see are in the galaxy we call the Milky Way.
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.5.1 Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to understand this distance.
| Sunprints | video |
| Making a Scale Model of the Solar System | video, ClosedCaptions |
| Global Science | video, ClosedCaptions |
| Sunglass Science: Birefringence | video, free, Updated |
| Sunglass Science: Polarized Light | video, free, Updated |
| A Color You Can't See | video, free, checked |
| How Far is That Planet? | text page |
| CD Spectrum | text page |
| Review Space-1 | practice |
| Review Light-3 | practice |
Utah
UT.6.IV.1.d Compare the size of the Milky Way galaxy to the size of the known universe.
| Review Space-1 | practice |
NGSS
2-LS2-1 Plan and conduct an investigation to determine if plants need sunlight and water to grow.
| Measuring Photosynthesis | video, checked |
| Testing a Leaf for Starch | video, ClosedCaptions |
| Review Plants-1 | practice |
I wanted to test a new fertilizer, to find the best concentration for my garden. I divided my garden into four sections and put a different amount of fertilizer in each section.
My test results showed that using 10 grams of fertilizer per gallon made the plants grow faster and bigger. To follow proper scientific guidelines, what should I do next?
-
Apply 10 grams of fertilizer per gallon to all the plants in my garden.
No. While that might make my garden grow well, it would not provide more evidence that this was the best mixture of fertilizer -
Do the same experiment over again.
Yes! Repetition is an important part of the scientific process. If my hypothesis is correct, I should get the same results every time I repeat the experiment. -
Do the same experiment, but use a different fertilizer.
No. Using a different fertilizer would be testing a different variable. I wanted to find the best concentration of the original fertilizer, so testing a different fertilizer would not help with that. -
Publish my results, so that other scientists could replicate my experiment.
No. Replication is an important step, but I should repeat my experiment several times to be sure that I get consistent results before I ask other scientists to try replicating it.
Click to see which state standards this question tests, and which of my videos, experiments, and other resources support that topic.
Florida
SC.2.N.1.4 Explain how particular scientific investigations should yield similar conclusions when repeated.
| What is Science? | video, ClosedCaptions |
| Review Scientific Process-6 | practice |
| Review Scientific Process-5 | practice |
| Review Scientific Process-7 | practice |
| Review Scientific Process-10 | practice |
SC.5.N.1.3: Recognize and explain the need for repeated experimental trials.
>>> Teacher Page: Nature of Science and Dissolving
| What is Science? | video, ClosedCaptions |
| What is Science?: Repeat and Replicate | video |
| Review Scientific Process-7 | practice |
| Review Scientific Process-10 | practice |
SC.8.N.1.2 Design and conduct a study using repeated trials and replication.
| What is Science?: Repeat and Replicate | video |
| Review Scientific Process-6 | practice |
| Review Scientific Process-5 | practice |
| Review Scientific Process-7 | practice |
| Review Scientific Process-10 | practice |
Utah
NGSS
3-5-ETS1-3 Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
| What is Science? | video, ClosedCaptions |
| Review Scientific Process-1 | practice |
| Review Scientific Process-2 | practice |
| Review Scientific Process-7 | practice |
| Review Scientific Process-9 | practice |
| Review Scientific Process-10 | practice |
| Review Scientific Process-11 | practice |