WGU-C108: Pre-Assessment Elementary
Science Methods (YNC1) (PYNC)
A fourth-grade teacher wants the class to participate in an inquiry lesson using magnets. The
teacher wants to ensure students have opportunities to formulate and test hypotheses.
Which strategy should the teacher use to achieve this objective? (1.1 Processes of Science:
Integrating Science as a Practice)
-Students should be given various sized magnets to measure, weigh, and then group according to
size.
-Students should watch a short video on how magnets are used in daily life and then rank the
most important uses of magnets.
-Students should use if-then statements while making observations about magnets interacting
with various metal and non-metal objects.
-Students should discuss which magnets have the strongest attraction after watching the teacher
move various metal objects with the magnets.
A teacher wants to maximize scientific inquiry during a unit on healthcare. To impact student
learning and process skill building, the teacher accepts an offer from a medical doctor to work
with the class.
How can the teacher include multiple science process skills during instruction? (1.1 Processes of
Science: Integrating Science as a Practice)
,-After the doctor discusses her experiences seeing patients, have students create a list of healthy
snacks, and write and produce a play that has a medical theme.
-After the doctor demonstrates an experiment, have students work in groups to summarize the
experiment, predict why it worked, interview the doctor about the experiment, and listen to a
follow-up discussion ensuring their understanding.
-After the doctor answers students' pre-determined questions, have groups of students interview
the doctor, take notes over a video about careers in the medical profession, and take a virtual
field trip to a hospital while the doctor narrates.
-After the doctor shares highlights from her career, have students explore medical-related topics,
create if-then statements, design and test experiments with the doctor's help, and share their
results with the class.
A third-grade teacher wants the students to make meaningful, grade-appropriate measurements.
Which activity supports this objective? (1.1 Processes of Science: Integrating Science as a
Practice)
-Practicing with rulers and converting measurements to metric units.
-Using precision methods and tools to make observations and to hypothesize.
-Measuring objects on the playground in inches, feet, and yards using a yardstick.
-Using meter sticks, yardsticks, and trundle wheels to measure objects in their desks.
A kindergarten teacher is introducing the concepts of sorting and classification to the students.
,How can the teacher implement a logical sequence of activities to begin teaching this skill? (1.1
Processes of Science: Integrating Science as a Practice)
-By allowing students to sort manipulatives into groups according to a common property.
-By reading a story about the history of buttons, then having students color pictures of various
buttons.
-By providing a worksheet to match objects, then having a classmate check the worksheet for
accuracy.
-By reading a story to the students about sorting objects showing the pictures of various ways of
sorting.
A teacher has prepared a general introduction lesson on science process skills using
measurement tools. The teacher wants to include measurement activities to enhance the
evaluation section.How can the teacher accomplish this goal? (1.1 Processes of Science:
Integrating Science as a Practice)
-By demonstrating a variety of ways to measure objects.
-By using data from measurements of a variety of objects.
-By describing how to measure using different instruments.
-By providing a variety of objects for students to sort and measure.
Which is a scientific process that should be taught in the elementary classroom? (1.1 Processes
of Science: Understanding Science as a Practice)
-Developing questions to investigate by experimentation.
, -Identifying and learning how to use natural resources and materials.
-Writing a hypothesis that is proven correct through experimentation.
-Proving that something is absolutely true about an observed phenomenon.
How do elementary science teachers use inquiry to develop students' knowledge of scientific
ideas? (1.1 Processes of Science: Understanding Science as a Practice)
-Teachers trust students to learn by providing time to think on their own.
-Teachers act as lecturers to inform students as they discover the solutions.
-Teachers help students develop listening skills to obtain procedural information.
-Teachers encourage students to memorize factual information related to the learning experience.
A sixth-grade teacher wants students to understand the relationship between inquiry skills and
the scientific process. They are to observe worms on dry and moist towels for 20 minutes, record
their observations, and predict if worms prefer dry or moist conditions.
How can the students achieve this objective? (1.1 Processes of Science: Understanding Science
as a Practice)
-Students can follow detailed directions and yield the same results.
-Students can apply what they have observed to make predictive claims.
-Students can memorize and repeat factual knowledge to perform well on an end-of-unit exam.
-Students can prove what will happen and predict outcomes when they observe a living worm.
Science Methods (YNC1) (PYNC)
A fourth-grade teacher wants the class to participate in an inquiry lesson using magnets. The
teacher wants to ensure students have opportunities to formulate and test hypotheses.
Which strategy should the teacher use to achieve this objective? (1.1 Processes of Science:
Integrating Science as a Practice)
-Students should be given various sized magnets to measure, weigh, and then group according to
size.
-Students should watch a short video on how magnets are used in daily life and then rank the
most important uses of magnets.
-Students should use if-then statements while making observations about magnets interacting
with various metal and non-metal objects.
-Students should discuss which magnets have the strongest attraction after watching the teacher
move various metal objects with the magnets.
A teacher wants to maximize scientific inquiry during a unit on healthcare. To impact student
learning and process skill building, the teacher accepts an offer from a medical doctor to work
with the class.
How can the teacher include multiple science process skills during instruction? (1.1 Processes of
Science: Integrating Science as a Practice)
,-After the doctor discusses her experiences seeing patients, have students create a list of healthy
snacks, and write and produce a play that has a medical theme.
-After the doctor demonstrates an experiment, have students work in groups to summarize the
experiment, predict why it worked, interview the doctor about the experiment, and listen to a
follow-up discussion ensuring their understanding.
-After the doctor answers students' pre-determined questions, have groups of students interview
the doctor, take notes over a video about careers in the medical profession, and take a virtual
field trip to a hospital while the doctor narrates.
-After the doctor shares highlights from her career, have students explore medical-related topics,
create if-then statements, design and test experiments with the doctor's help, and share their
results with the class.
A third-grade teacher wants the students to make meaningful, grade-appropriate measurements.
Which activity supports this objective? (1.1 Processes of Science: Integrating Science as a
Practice)
-Practicing with rulers and converting measurements to metric units.
-Using precision methods and tools to make observations and to hypothesize.
-Measuring objects on the playground in inches, feet, and yards using a yardstick.
-Using meter sticks, yardsticks, and trundle wheels to measure objects in their desks.
A kindergarten teacher is introducing the concepts of sorting and classification to the students.
,How can the teacher implement a logical sequence of activities to begin teaching this skill? (1.1
Processes of Science: Integrating Science as a Practice)
-By allowing students to sort manipulatives into groups according to a common property.
-By reading a story about the history of buttons, then having students color pictures of various
buttons.
-By providing a worksheet to match objects, then having a classmate check the worksheet for
accuracy.
-By reading a story to the students about sorting objects showing the pictures of various ways of
sorting.
A teacher has prepared a general introduction lesson on science process skills using
measurement tools. The teacher wants to include measurement activities to enhance the
evaluation section.How can the teacher accomplish this goal? (1.1 Processes of Science:
Integrating Science as a Practice)
-By demonstrating a variety of ways to measure objects.
-By using data from measurements of a variety of objects.
-By describing how to measure using different instruments.
-By providing a variety of objects for students to sort and measure.
Which is a scientific process that should be taught in the elementary classroom? (1.1 Processes
of Science: Understanding Science as a Practice)
-Developing questions to investigate by experimentation.
, -Identifying and learning how to use natural resources and materials.
-Writing a hypothesis that is proven correct through experimentation.
-Proving that something is absolutely true about an observed phenomenon.
How do elementary science teachers use inquiry to develop students' knowledge of scientific
ideas? (1.1 Processes of Science: Understanding Science as a Practice)
-Teachers trust students to learn by providing time to think on their own.
-Teachers act as lecturers to inform students as they discover the solutions.
-Teachers help students develop listening skills to obtain procedural information.
-Teachers encourage students to memorize factual information related to the learning experience.
A sixth-grade teacher wants students to understand the relationship between inquiry skills and
the scientific process. They are to observe worms on dry and moist towels for 20 minutes, record
their observations, and predict if worms prefer dry or moist conditions.
How can the students achieve this objective? (1.1 Processes of Science: Understanding Science
as a Practice)
-Students can follow detailed directions and yield the same results.
-Students can apply what they have observed to make predictive claims.
-Students can memorize and repeat factual knowledge to perform well on an end-of-unit exam.
-Students can prove what will happen and predict outcomes when they observe a living worm.
