1. Animal observation and investigations usually begin with
a.
a guiding question.
b.
handling the animal.
c.
feeding the animal.
d.
an outline of animal behavior.
ANSWER:
a
LEARNING OBJECTIVES:
MS.CHAR.08.10.02 – Plan, teach, and evaluate primary-grade life science lessons and
projects in line with national standards.
NATIONAL STANDARDS:
United States – NAEYC. 05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum.
KEYWORDS:
Bloom’s Taxonomy: Remembering
2. To a primary-age child, the term animal usually refers to
a.
any invertebrate.
b.
a reptile.
c.
an amphibian.
d.
a mammal.
ANSWER:
d
LEARNING OBJECTIVES:
MS.CHAR.08.10.02 – Plan, teach, and evaluate primary-grade life science lessons and
projects in line with national standards.
NATIONAL STANDARDS:
United States – NAEYC. 05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum.
KEYWORDS:
Bloom’s Taxonomy: Remembering
3. Which factor is not important to consider when preparing for an animal in the classroom?
a.
What will happen to the animal over weekends or during vacations?
b.
Does this animal require special temperature considerations?
c.
Does my principal like the animal?
d.
Are there any school or district regulations that need to be taken into consideration?
ANSWER:
c
LEARNING OBJECTIVES:
MS.CHAR.08.10.02 – Plan, teach, and evaluate primary-grade life science lessons and
projects in line with national standards.
NATIONAL STANDARDS:
United States – NAEYC. 05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum.
KEYWORDS:
Bloom’s Taxonomy: Understanding
4. Upper-primary-age students are too young to develop the understanding that all animals depend on plants.
a.
True
b.
False
ANSWER:
False
LEARNING OBJECTIVES:
MS.CHAR.08.10.02 – Plan, teach, and evaluate primary-grade life science lessons and
projects in line with national standards.
NATIONAL STANDARDS:
United States – NAEYC. 05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum.
KEYWORDS:
Bloom’s Taxonomy: Understanding
5. Children cannot begin to understand that plants and animals have life cycles.
a.
True
b.
False
ANSWER:
False
LEARNING OBJECTIVES:
MS.CHAR.08.10.02 – Plan, teach, and evaluate primary-grade life science lessons and
projects in line with national standards.
NATIONAL STANDARDS:
United States – NAEYC. 05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum.
KEYWORDS:
Bloom’s Taxonomy: Understanding
6. Primary-age children can understand that organisms have basic needs.
a.
True
b.
False
ANSWER:
True
LEARNING OBJECTIVES:
MS.CHAR.08.10.02 – Plan, teach, and evaluate primary-grade life science lessons and
projects in line with national standards.
NATIONAL STANDARDS:
United States – NAEYC. 05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum.
KEYWORDS:
Bloom’s Taxonomy: Understanding
Match each item with the correct statement below.
a.
seed
d.
amphibians
b.
life cycle
e.
mold
c.
teaching on a firsthand basis
7. Essential to planning and teaching science to primary-age children
ANSWER:
c
LEARNING OBJECTIVES:
MS.CHAR.08.10.02 – Plan, teach, and evaluate primary-grade life science lessons and
projects in line with national standards.
NATIONAL STANDARDS:
United States – NAEYC. 05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum.
KEYWORDS:
Bloom’s Taxonomy: Understanding
8. Most have moist glandular skin
ANSWER:
d
LEARNING OBJECTIVES:
MS.CHAR.08.10.02 – Plan, teach, and evaluate primary-grade life science lessons and
projects in line with national standards.
NATIONAL STANDARDS:
United States – NAEYC. 05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum.
KEYWORDS:
Bloom’s Taxonomy: Understanding
9. A type of fungus that lacks chlorophyll
ANSWER:
e
LEARNING OBJECTIVES:
MS.CHAR.08.10.02 – Plan, teach, and evaluate primary-grade life science lessons and
projects in line with national standards.
NATIONAL STANDARDS:
United States – NAEYC. 05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum.
KEYWORDS:
Bloom’s Taxonomy: Understanding
10. A structure that has three parts
ANSWER:
a
LEARNING OBJECTIVES:
MS.CHAR.08.10.02 – Plan, teach, and evaluate primary-grade life science lessons and
projects in line with national standards.
NATIONAL STANDARDS:
United States – NAEYC. 05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum.
KEYWORDS:
Bloom’s Taxonomy: Understanding
11. Stages that consist of being born, developing into an adult, reproducing, and dying
ANSWER:
b
LEARNING OBJECTIVES:
MS.CHAR.08.10.02 – Plan, teach, and evaluate primary-grade life science lessons and
projects in line with national standards.
NATIONAL STANDARDS:
United States – NAEYC. 05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum.
KEYWORDS:
Bloom’s Taxonomy: Understanding
12. ____________________ is the term that means “to begin sprouting.”
ANSWER:
Germinate
LEARNING OBJECTIVES:
MS.CHAR.08.10.02 – Plan, teach, and evaluate primary-grade life science lessons and
projects in line with national standards.
NATIONAL STANDARDS:
United States – NAEYC. 05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum.
KEYWORDS:
Bloom’s Taxonomy: Understanding