WGU-C108: Pre-Assessment Elementary Science
Methods (YNC1) (PYNC) questions with verified answers
A fifth-grade teacher has a class of students at varied levels. A small group of
students generally work at a third-grade level, a majority of the students work at
grade-level, and a small group of students work above grade-level.
How can the teacher differentiate science instruction for students working above
grade-level? (1.5 Science for Students with Diverse Learning Needs: Providing
Equitable Opportunities in Science) Ans✓✓✓--By providing extra assignments for
completion grades
-By allowing students to manage learning through projects.
-By providing clear directions to complete science experiments.
-By allowing students to work in groups with lower-level students.
A fifth-grade teacher has provided the students with a discovery science lesson.
The students worked in groups to create landforms. After the experiment, the
teacher decided to have each group think-pair-share to discuss the lesson.
How can the teacher incorporate discovery methods into this science theme? (1.2
Science Inquiry) Ans✓✓✓--By providing opportunities to contribute to the
science curriculum.
-By providing opportunities to build team unity through collaboration.
-By providing opportunities to promote further questioning and thinking.
-By providing opportunities for students to practice communication skills.
,A fifth-grade teacher is beginning a unit on the skeletal system. The teacher wants
to design a learning activity that supports dialogue about scientific concepts
among students.
How can the teacher achieve this objective? (1.4 Instructional Strategies in
Science: Designing Science Instruction) Ans✓✓✓--Students can be placed in
pairs. Each pair will label a picture of the skeletal system. Students in pairs will
exchange papers and check for accuracy.
-Students can draw a picture of the skeletal system and label the major features.
Students can then write a paper explaining the importance of body appendages.
-Students can label a picture of the skeletal system and then compare life-
activities of people who were missing their thumbs. Students can share their
comparisons in groups.
-Students can be placed in groups. Each group can be given a model of the
skeletal system. Students can draw and label the major bones such as the ulna,
radius, phalanges, and clavicle.
A fifth-grade teacher is presenting a unit about endangered species. The teacher
would like to include the use of technology in the next lesson to build additional
understanding about the science concepts.
How could the teacher meet this goal? (1.7 Science & Technology) Ans✓✓✓--By
having the students take a virtual tour of an endangered species' habitat.
-By having the students record their imitation of the vocal sounds of endangered
wolves.
-By having the students use a printer to copy a picture of an endangered species
to take home.
-By having the students talk about television programs they have seen about
endangered species.
, A fifth-grade teacher with English language learners (ELL) wants to discuss plants
native to the students' countries. The teacher wants to promote science talk,
support science vocabulary, and help students use background knowledge to
interest them in the subject.
Which two strategies can the teacher use to assist these students?
Choose 2 answers (1.5 Science for Students with Diverse Learning Needs:
Providing Equitable Opportunities in Science) Ans✓✓✓--Have the class make
group presentations and then vote for their favorite plant.
-Ask ELLs to serve as spokespersons when their group presents their favorite
plant.
-Work with the ELLs to find Internet pictures and articles about favorite plants
from their native countries.
-Have the class make a bag-and-tag picture word wall that depict the plants, along
with a description using the vocabulary learned.
-Allow students to work independently to define scientific terms related to plant
growth and development.
A fourth-grade teacher is beginning a unit on plants. The teacher wants students
to use academic language associated with the unit and decides to incorporate Vee
maps into the lesson.
How does this activity support the use of academic language? (1.9 Integrating
Curriculum) Ans✓✓✓--The activity ensures students are writing down all the
scientific concepts during instruction.
-The activity allows students to connect prior knowledge with new knowledge and
vocabulary.
Methods (YNC1) (PYNC) questions with verified answers
A fifth-grade teacher has a class of students at varied levels. A small group of
students generally work at a third-grade level, a majority of the students work at
grade-level, and a small group of students work above grade-level.
How can the teacher differentiate science instruction for students working above
grade-level? (1.5 Science for Students with Diverse Learning Needs: Providing
Equitable Opportunities in Science) Ans✓✓✓--By providing extra assignments for
completion grades
-By allowing students to manage learning through projects.
-By providing clear directions to complete science experiments.
-By allowing students to work in groups with lower-level students.
A fifth-grade teacher has provided the students with a discovery science lesson.
The students worked in groups to create landforms. After the experiment, the
teacher decided to have each group think-pair-share to discuss the lesson.
How can the teacher incorporate discovery methods into this science theme? (1.2
Science Inquiry) Ans✓✓✓--By providing opportunities to contribute to the
science curriculum.
-By providing opportunities to build team unity through collaboration.
-By providing opportunities to promote further questioning and thinking.
-By providing opportunities for students to practice communication skills.
,A fifth-grade teacher is beginning a unit on the skeletal system. The teacher wants
to design a learning activity that supports dialogue about scientific concepts
among students.
How can the teacher achieve this objective? (1.4 Instructional Strategies in
Science: Designing Science Instruction) Ans✓✓✓--Students can be placed in
pairs. Each pair will label a picture of the skeletal system. Students in pairs will
exchange papers and check for accuracy.
-Students can draw a picture of the skeletal system and label the major features.
Students can then write a paper explaining the importance of body appendages.
-Students can label a picture of the skeletal system and then compare life-
activities of people who were missing their thumbs. Students can share their
comparisons in groups.
-Students can be placed in groups. Each group can be given a model of the
skeletal system. Students can draw and label the major bones such as the ulna,
radius, phalanges, and clavicle.
A fifth-grade teacher is presenting a unit about endangered species. The teacher
would like to include the use of technology in the next lesson to build additional
understanding about the science concepts.
How could the teacher meet this goal? (1.7 Science & Technology) Ans✓✓✓--By
having the students take a virtual tour of an endangered species' habitat.
-By having the students record their imitation of the vocal sounds of endangered
wolves.
-By having the students use a printer to copy a picture of an endangered species
to take home.
-By having the students talk about television programs they have seen about
endangered species.
, A fifth-grade teacher with English language learners (ELL) wants to discuss plants
native to the students' countries. The teacher wants to promote science talk,
support science vocabulary, and help students use background knowledge to
interest them in the subject.
Which two strategies can the teacher use to assist these students?
Choose 2 answers (1.5 Science for Students with Diverse Learning Needs:
Providing Equitable Opportunities in Science) Ans✓✓✓--Have the class make
group presentations and then vote for their favorite plant.
-Ask ELLs to serve as spokespersons when their group presents their favorite
plant.
-Work with the ELLs to find Internet pictures and articles about favorite plants
from their native countries.
-Have the class make a bag-and-tag picture word wall that depict the plants, along
with a description using the vocabulary learned.
-Allow students to work independently to define scientific terms related to plant
growth and development.
A fourth-grade teacher is beginning a unit on plants. The teacher wants students
to use academic language associated with the unit and decides to incorporate Vee
maps into the lesson.
How does this activity support the use of academic language? (1.9 Integrating
Curriculum) Ans✓✓✓--The activity ensures students are writing down all the
scientific concepts during instruction.
-The activity allows students to connect prior knowledge with new knowledge and
vocabulary.
