Deck 4: Scientific Explorations Inside and Outside the Classroom

Question 1

The inability to see or notice plants in one's own environment is called:

A) ignorance.
B) digital divide.
C) plant blindness.
D) obscuring vision.

Answer 1

C

Question 2

The earth's crust is made of huge chunks of rock called ______________.

Answer 2

plates

Question 3

When snowy and icy roads abound in northeastern winters, there is a problem with fresh water ______________ levels.

Answer 3

salinity

Question 4

Examples of landforms are coastal plains, interior plains, mountains, or _____________.

Question 5

When salt is added to liquid water, the freezing point is _______________.

Question 6

The effect of ocean wave action on rocks is called _____________.

Question 7

Using the outdoors as a science lab helps students connect science to their ______________.

Question 8

In the classroom, an unusual east coast earthquake takes precedence over the plans for science that day. It is part of the _____________________ science curriculum.

Question 9

Field trips are most valuable when they are connected to the class' __________________.

Question 10

Road surfaces prevent precipitation from filtering down into the ground soil, causing water to leave the roads in the form of ________.

Question 11

The region most affected by salting icy roads is the ________________ area.

Question 12

The cracks in the rocks of the urban park are aligned with regional _________________.

Question 13

The most effective classroom science centers are designed by teachers and:

A) professors.
B) parents.
C) principals.
D) students.

Question 14

The third grade science center with seashells engaged the students in:

A) classifying.
B) measuring.
C) analysis.
D) interpreting.

Question 15

The three major rock types are igneous, sedimentary, and _________________.

Question 16

Salt in an ecosystem is referred to as a(n) _____________ factor.

Question 17

Using authentic data to teach about the environment helps students to understand the __________ impact on the environment.

Question 18

Making connections between students' lives and the natural world around them helps increase learning by:​

A) ​helping students understand connections between science and the other subjects.
B) ​helping students see science as a way of knowing.
C) ​connecting them to the natural world.
D) ​helping students to see the "big picture."
E) ​all of these options.

Question 19

When a solid is transformed directly into a gaseous state, skipping the liquid phase, the process is called:

A) melting.
B) boiling.
C) sublimation.
D) freezing.

Question 20

In a sixth grade science center, students measured the pH of water. pH refers to water's:

A) color.
B) acidity or alkalinity.
C) litmus.
D) toxicity.

Question 21

When solid particles are broken down into invisible particles when placed in a solvent, this is called:

A) condensation.
B) ions.
C) dissolving.
D) solutions.

Question 22

Using the ideas from Ms. Kane's lesson, how could you make this relevant to your area?

Question 23

All students learn better when:

A) there is direct instruction.
B) they can relate to the content.
C) they are assessed summatively.
D) they have the vocabulary at the beginning of the lesson.

Question 24

How does using the outdoors to teach science create a classroom culture that values nature?

Question 25

How can Science Bulletins foster an understanding of the unintended consequences of human interaction with the environment?

Question 26

One problem with salting the roads is:

A) it increases the freezing point of water.
B) it decreases the freezing point of water.
C) it dissolves the water.
D) it runs off into streams.

Question 27

To give meaning to the abstract numbers on the data sheet, Ms. Kane:

A) had the students look on the computer for comparison data.
B) had the students create their own salt water solutions.
C) showed them a video about salt water solutions.
D) told them what to expect in a salt water solution.

Question 28

What are some ways that you can learn about local issues or students' interests?

Question 29

One tip for field trips is:

A) careful planning.
B) have the students prepare the materials.
C) the trip should not lead to more investigations.
D) the goal should be obscure.

Question 30

Why is learning about Dr. Kaushal significant for the salt water ecosystem unit?

Question 31

How does salt affect freshwater animals and plants?

A) It only affects small animals like rainbow trout.
B) Frogs die when salt exceeds 800 mg/L.
C) Smaller animals are most sensitive.
D) The EPA sets a standard for humans drinking water at 500 mg/L.

Question 32

If Ms. Kane taught in southern Texas, she could have altered the activity to be relevant to students' lives by:

A) keeping it the same; as most students have seen snow.
B) altering the content to be about a local issue.
C) showing them a video of Baltimore roads.
D) removing all context and just conducting the salt water solution experiments.

Question 33

Why is it important for students to brainstorm solutions to environmental problems?

Question 34

Ms. Kane made connections to the enormous amounts of snowfall the students had experienced previously. This is an example of:

A) formal curriculum.
B) teaching to the standards.
C) making science relevant.
D) gathering data.

Question 35

How do snowy and icy roads put the Baltimore area's water supply at risk?