Chapter 1 Review

River and David are curious about the palm trees that grow in their neighborhood. The science teacher suggests that River and David work together to investigate palm trees. What should the students expect to do during their investigation?

• Ask friends for their opinions of palm trees.

• Ask questions about palm trees, and then look for answers.

• Write stories about people and palm trees.

• Decide on new places to grow palm trees.

Tags

NGSS.MS-LS2-1

NGSS.MS-LS2-4

Dylan's team is working on an investigation of the natural resources used in their community. When should team members talk to one another about the investigation?

• only when they are planning the investigation

• only when they are conducting the steps of the investigation

• only at the end of the investigation, when they are discussing the conclusion

• throughout the investigation, at all stages

The science class is studying Earth and space. The photo shows a student conducting an investigation of the solar system. What tool is the student using? Select words from the word bank to complete the sentences.

• Diagram

• Model

• Photograph

Tags

NGSS.MS-ESS1-1

NGSS.MS-ESS1-2

A model shows the ______ of each planet and the sun.

• Inside

• Position

• Temperature

Tags

NGSS.MS-ESS1-2

NGSS.MS-ESS1-3

Hugo and Charlotte visit a science museum to learn about dinosaurs. They observe many exhibits, including the model dinosaur shown here. How does the model dinosaur compare with a real dinosaur?

• The model is a real dinosaur. They are exactly the same.

• The model looks like a real dinosaur, but the model is not alive.

• The model looks like a real dinosaur, and both moves and acts in the same way.

• The model does not look like a real dinosaur. The model is not useful in science.

Groups of science students are investigating today’s weather. All the groups will use the same tools, including thermometers, rain gauges, and wind vanes. The teacher thinks that the groups might report different measurements of the weather. Which two reasons most likely result in different measurements? Select TWO answer choices.

• The groups measure the weather at different times, such as morning and afternoon.

• The groups measure the weather in different places, such as under a tree and in a parking lot.

• The groups measure the weather at the same time of day.

• The groups measure the weather in the same place.

For an investigation, the teacher leads students on a nature hike to observe animals. Later, the class will work together to prepare a report of their observations. Which step would be most useful for the students to follow during the nature hike?

• Observe with your eyes only, not the other senses.

• Only look up in the trees, where most animals live.

• Be sure to record your observations with words or a picture.

• Decide which animal is your favorite.

Tags

NGSS.MS-LS2-4

Konnor and Felix just completed an investigation of Muhly grass, a kind of plant that is common in Florida. In their conclusion, the students give advice for raising Muhly grass in a garden. The school principal is impressed by the students' report. The principal suggests that the students send the report to a science magazine.

Why should the report include the procedure for the investigation?

• Most scientists have gardens and will want to raise Muhly grass.

• All scientists are interested in plants and will read the report carefully.

• Scientists can read the procedure to learn about Konnor and Felix.

• Scientists can follow the procedure to check the results.

On a summer day, Avery observes pieces of green leaves on a sidewalk. The pieces look like oak leaves that were cut apart by scissors. Which is the most likely explanation for the cut leaves?

• A lawn mower mowed the leaves.

• Caterpillars chewed on the leaves of oak trees.

• Cold weather is coming, and an oak tree dropped its leaves.

• Another plant grew leaves that look like pieces of oak leaves.

Raelynn and Kayla are comparing a toy car with a real car. Raelynn says that a real car is 20 times longer than the toy car they are studying. How can the students provide evidence for this claim?

• Use words such as big and small to describe the cars.

• Measure the cars with a ruler or meterstick.

• Observe the cars without measuring them.

• Ask friends if they agree with Mary's claim.