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.
Which of the following states of matter will change its shape to fit its container, but not its size?
-
Solid
No. Under normal pressure, solids do not change their shape or size to fit their container. -
Liquid
Yes. Liquids will take on the shape of their container, but do not change their size. -
Gas
No. Gases will expand to fill their container, taking on both its shape and size. -
Plasma
No. Like gases, plasmas take on the size and shape of their container.
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.8.3 Recognize that solids have a definite shape and that liquids and gases take the shape of their container.
| Egg States | video, checked |
| Wonderful Water | video, checked |
| Ice Cream Science | video, checked |
| Raw Egg or Boiled? | video, checked |
| Review Matter-1 | 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 |
| Air has Weight | text page |
| Teach It Right the First Time. | text page, free |
| 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-3 | practice |
| Review Matter-1 | practice |
UT.7.I.1.c Diagram the arrangement of particles in the physical states of matter (i.e., solid, liquid, gas).
| A Bouncing Water Balloon | video |
| Egg States | video, checked |
| Ice Cream Science | video, checked |
| Review Matter-1 | practice |
UT.8.I.1.b Classify substances based on their chemical and physical properties (e.g., reacts with water, does not react with water, flammable or nonflammable, hard or soft, flexible or nonflexible, evaporates or melts at room temperature).
| Scaring Pepper | video, checked |
| Making Turmeric Paper | video, checked |
| Testing for Tannic Acid | video |
| Relighting Candles | video, checked |
| How They Get the Sparks in a Sparkler | video |
| Orange Flash | video |
| Stale Bread | video |
| Cabbage Indicator | video, checked |
| Experimenting with Dry Ice | video, free, checked |
| Making Butter | video, free, ClosedCaptions, Updated |
| Wax and Wood, part 1 | video, checked |
| Wax and Wood, part 2 | video, checked |
| Ice Cream Science | video, checked |
| Acid Hunt | text page |
| A Clean Trick | text page |
| Review Matter-1 | practice |
NGSS
I placed this plant near the window. After two hours, I examined it. What would you expect to happen to the leaves during that time?
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The leaves will turn towards the light.
Yes. The leaves will move and turn so that their surface gets as much light as possible. The following is a time lapse video, showing what happened with the plant. -
The leaves will turn away from the light.
No. The leaves need light, so they turn to catch as much light as possible. -
The leaves will turn a darker green.
No. While more light could eventually cause the leaves to grow and darken, the process would not happen in a couple of hours. -
The leaves will not change.
No. Plants are adapted to turn their leaves towards a light source.
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.14.2 Investigate and describe how plants respond to stimuli (heat, light, gravity), such as the way plant stems grow toward light and their roots grow downward in response to gravity.
| Review Plants-1 | practice |
SC.5.L.17.1 Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycles variations, animal behaviors and physical characteristics.
| Seed Search | video, ClosedCaptions, checked |
| Flowers | video, ClosedCaptions |
| Onion Crystals | video |
| A Walk in the Park | video, checked |
| Nature Watching | video, checked |
| Calling a Woodpecker | video, checked |
| Selective Smelling | video, checked |
| Review Plants-1 | practice |
| Review Adaptation-2 | practice |
| Review Adaptation-3 | practice |
| Review Adaptation-4 | practice |
| Review Adaptation-5 | practice |
| Review Adaptation-6 | practice |
Utah
UT.8.IV.4.d Investigate and report the response of various organisms to changes in energy (e.g., plant response to light, human response to motion, sound, light, insects’ response to changes in light intensity).
| Making a Screamer | video, free, Updated |
| Review Plants-1 | practice |
UT.3.II.2.b Predict the effects of changes in the environment (e.g., temperature, light, moisture) on a living organism.
| Color Changing Flowers | video, checked |
| Weather and Climate | video |
| Review Plants-1 | practice |
UT.3.V.1.b Observe and report how sunlight affects plant growth.
| Measuring Photosynthesis | video, checked |
| Testing a Leaf for Starch | video, ClosedCaptions |
| Review Plants-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 |
3-LS3-1 Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.
| Who Evolved on First? | text page, free, checked |
| Review Cells-4 | practice |
K-ESS2-2 Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
| Seed Search | video, ClosedCaptions, checked |
| Review Plants-1 | practice |
4-LS1-1 Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
| Seed Search | video, ClosedCaptions, checked |
| Orange Slices | video, ClosedCaptions |
| Bird Bones | video, free |
| Feathers | video, checked |
| Heartless Plants | video, ClosedCaptions, checked |
| Nature Watching | video, checked |
| Calling a Woodpecker | video, checked |
| Pumpkin Guts | video, free, ClosedCaptions, checked |
| Thoughts on an Exoskeleton | text page, free |
| Eye Shine | text page |
| How Does a Butterfly Fly? | text page, free |
| Review Plants-3 | practice |
| Review Plants-1 | practice |
| Review Plants-5 | practice |
| Review Plants-6 | practice |
| Review Plants-7 | practice |
| Review Plants-8 | practice |
MS-LS1-5 Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
| Yeast and Sugar, part 2 | video, checked |
| Yeast and Sugar, part 1 | video, checked |
| Measuring Photosynthesis | video, checked |
| Color Changing Flowers | video, checked |
| Who Evolved on First? | text page, free, checked |
| Review Plants-1 | practice |
Which part of the food web does this roadrunner 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.
No. Primary consumers eat producers. In spite of what you may have seen in cartoons, roadrunners do not eat plants or bird seed. -
Secondary Consumer
Yes! Secondary consumers eat other consumers. Roadrunners are predators, and eat lizards, snakes, mice, and many other small animals. -
Decomposer
No. Roadrunners may occasionally scavenge freshly killed animals, but they are not decomposers.
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.
| 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 |
The wood in this pile will be reduced to this much ash when it is burned. What happens to the rest of the mass from the wood?
-
It was converted into energy.
No. Burning does not convert matter into energy. -
It evaporated.
No. While any moisture in the wood may have evaporated, wood itself does not evaporate. -
It was converted into water and carbon dioxide.
Yes! Burning converts the cellulose in wood into water vapor and carbon dioxide. The white ash that is left behind is made up of the minerals and nutrients which were taken in by the plant's roots. -
The matter is still there. It just got smaller.
No. If all of the matter was still there, the mass and weight would still be the same. The ash is much lighter than the wood, because the water vapor and carbon dioxide are now part of the air of the room. Still, if we could weigh all of the ash, water vapor, and carbon dioxide, the total mass would still be the same.
Click to see which state standards this question tests, and which of my videos, experiments, and other resources support that topic.
Florida
SC.4.P.8.3 Explore the Law of Conservation of Mass by demonstrating that the mass of a whole object is always the same as the sum of the masses of its parts.
| The Difference Between Weight and Mass | video, checked |
| Review Matter-2 | practice |
| Review Matter-6 | practice |
SC.8.P.9.1 Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes.
| Making Butter | video, free, ClosedCaptions, Updated |
| Review Matter-2 | practice |
| Review Matter-6 | practice |
Utah
UT.5.I.1.a Compare the total weight of an object to the weight of its individual parts after being
disassembled.
| Review Matter-6 | practice |
UT.5.I.1.d Investigate chemical reactions in which the total weight of the materials before and after reaction is the same (e.g., cream and vinegar before and after mixing, borax and glue mixed to make a new substance).
| Changing Colors, part 1 | video |
| Changing Colors, part 2 | video |
| The Chemistry of Milk | video, ClosedCaptions, checked |
| Polymers and Slime | video, free, ClosedCaptions, checked |
| Review Matter-6 | practice |
UT.5.I.3.d Compare a physical change to a chemical change.
| Changing Colors, part 1 | video |
| Changing Colors, part 2 | video |
| The Chemistry of Milk | video, ClosedCaptions, checked |
| Making Butter | video, free, ClosedCaptions, Updated |
| Chemical and Physical Changes | video, ClosedCaptions, checked |
| Paper Petals | video, ClosedCaptions |
| Changing How We Look at Changing | text page, free |
| Review Matter-4 | practice |
UT.8.I.4.c Demonstrate that mass is conserved in a chemical reaction (e.g., mix two solutions that result in a color change or formation of a precipitate and weigh the solutions before and after mixing).
| Microscopes: Growing Crystals | video, free, learnalong, Updated |
| Growing Crystals Under the Microscope | video, free, learnalong, checked |
| Review Matter-6 | practice |
NGSS
5-PS1-2 Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.
| Making Butter | video, free, ClosedCaptions, Updated |
| The Difference Between Weight and Mass | video, checked |
| Ice Cream Science | video, checked |
| Chemical and Physical Changes | video, ClosedCaptions, checked |
| Air has Weight | text page |
| Review Matter-2 | practice |
| Review Matter-6 | practice |
MS-PS1-5 Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
| Scientific Thinking and Creative Thought, part 3 | video, checked |
| Scientific Thinking and Creative Thought, part 2 | video, checked |
| Scientific Thinking and Creative Thought, part 1 | video, checked |
| Catalysts | video, ClosedCaptions, checked |
| Review Matter-6 | practice |
This caterpillar is an example of which part of the food web?
-
Producer.
No. The plant is a producer. It captures energy from sunlight, and stores it as food. The caterpillar is eating the plant to get that energy. -
Primary Consumer.
Yes! The caterpillar is eating the plant (a producer) to get the energy that is stored in its leaves. -
Secondary Consumer
No. Secondary consumers eat other consumers. A bird that ate this caterpillar would be a secondary consumer. -
Decomposer
No. Decomposers break down dead and decaying organisms. The plant that the caterpillar 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 |
| 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.
| 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 |