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.
This wasp is hunting the caterpillars that are eating this plant. Which of these is NOT a consumer?
-
The plant
Yes! The plant is a producer, not a consumer. Producers make their own food. -
The caterpillar
No. The caterpillar is a consumer because it eats the plant. -
The plant and the caterpillar
No. The caterpillar is a consumer. -
The caterpillar and the wasp
No. Consumers eat other organisms. Both the caterpillar and the wasp consume other living things, making them both consumers.
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-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 |
| Review Food Web-1 | practice |
| Review Food Web-3 | 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.
| 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 |
| Primary Consumers | video, ClosedCaptions, Updated, 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 |
Which of the following is arranged from biggest to smallest?
-
Galaxy, universe, constellation, solar system
-
Universe, galaxy, constellation, solar system
-
Universe, constellation, galaxy, solar system
-
Galaxy, constellation, universe, solar system
Think about it, and when you think you know the answer, then continue.
The answer is 2.
- The universe is the largest, containing all galaxies, constellations, and solar systems.
- Galaxies come next. Each galaxy contains millions of stars.
- Constellations are made up of several individual stars which are often separated by hundreds of lightyears, and only appear close together from our view point on Earth.
- Each star can have one or more planets, forming a solar system.
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-ESS1-3 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 |
Which of the following observations is scientifically testable?
-
Honeybees are good insects.
No. "Good" is a generic term that could mean many different things in different situations. It is an opinion, not a testable property. This statement is NOT scientifically testable. -
Honeybees are important insects.
No. "Important" is a generic term that could mean many different things to different people. It is an opinion, not a testable property. This statement is NOT scientifically testable. -
Honeybees are pretty insects.
No. Some people might think that a honeybee is pretty, and some people might not. It is an opinion, not a testable property. This statement is NOT scientifically testable. -
Honeybees are not insects.
Yes! While this statement is not correct, it is scientifically testable. You could examine the bee to see that it does fit the definition of an insect. This statement is IS scientifically testable.
Click to see which state standards this question tests, and which of my videos, experiments, and other resources support that topic.
Florida
SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence.
| My Position on Science and Religion | video |
| What is Science?: Objective | video |
| Mobius Strip | video |
| Is Your Project Scientifically Testable? | text page |
| Is Your Project Scientifically Testable? Part 2 | text page |
| Review Scientific Process-3 | practice |
| Review Scientific Process-4 | practice |
| Review Scientific Process-8 | practice |
SC.8.N.2.1 Distinguish between scientific and pseudoscientific ideas.
| What is Science? | video, ClosedCaptions |
| Feeding Bread to Birds | text page |
| Fact checking GMOs | text page |
| I Saw It on the Internet, part four | text page |
| I Saw It on the Internet, part three | text page |
| I Saw It on the Internet, part two | text page |
| I Saw It on the Internet, part one | text page |
| Review Scientific Process-3 | practice |
| Review Scientific Process-4 | practice |
| Review Scientific Process-8 | practice |
Utah
NGSS
Which planet is closest to the Earth?
-
The Moon
No. The Moon is not a planet. -
Mars
Sometimes, but not always. -
Venus
Sometimes, but not always. -
It varies with time.
Yes. As the planets move around the Sun, their distance from the Earth varies. On different dates, the closest planet may be Mars, Venus, or Mercury.
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.5.2 Recognize the major common characteristics of all planets and compare/contrast the properties of inner and outer planets.
>>> Teacher Page: Our Solar System
| Making a Scale Model of the Solar System | video, ClosedCaptions |
| Planets and Pennies | video, ClosedCaptions |
| Review Space-4 | 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.6.III.1.c Use models and graphs that accurately depict scale to compare the size and distance between objects in the solar system.
| Making a Scale Model of the Solar System | video, ClosedCaptions |
| How Far is That Planet? | text page |
| Review Space-4 | 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 |
This layer of rock contains fossilized tracks from a dinosaur (Dilophosaurus). The black object is my cell phone for size reference. What kind of rock is it?
-
Igneous
No. Igneous rocks formed from magma or lava. An igneous rock would not have fossilized dinosaur tracks. -
Sedimentary
Yes! Sedimentary rocks are deposited by wind, water, ice, or gravity, and they often contain fossils. The presence of fossils is one of the indications that a rock is probably sedimentary. -
Metamorphic
No. Metamorphic rocks have been changed by heat and pressure from a different kind of rock. The metamorphic process would have destroyed the tracks. -
It is not rock.
No. These dinosaur tracks are in 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 |
| Intrusive and Extrusive Igneous Rocks | text page, learnalong |
| Light and Dark Minerals | text page, learnalong |
| Homemade Fossil Dig | text page |
| Foliated and Unfoliated Rocks | text page, learnalong |
| Identifying Igneous Rocks | text page, learnalong |
| 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 |
| Review Rocks-1 | 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).
| Evaporites | video, learnalong, checked |
| 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 |
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.
| Bioclastics: Rocks With No Minerals | video |
| 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 |
| Light and Dark Minerals | text page, learnalong |
| 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 |
| Review Rocks-1 | practice |