A fourth-grade class creates a set of cards featuring images of local plants on one side and information about how the plants' structures help them grow and reproduce on the other side. With just this information, the set of cards should be used to:

support an argument connecting plants' appearances to their survival strategies.

determine which plants are fed upon by which local animals.

review the scientific names of plants and plant parts necessary for life.

identify accurately which plants are most closely related based on their appearances.

A third-grade teacher is teaching a unit on life cycles and traits. Students create models of the life cycle of a dandelion and a rabbit. Which of the following activities allows students to demonstrate general understanding of the growth and development of plants and animals?

Students compare and contrast the life cycles of the dandelion and the rabbit.

Students watch a movie of a rabbit eating a dandelion that is at the end of its life cycle.

Students label an illustration of the life cycles of the dandelion and the rabbit.

Students list the parts of the life cycles of the dandelion and the rabbit.

A third-grade teacher uses the crosscutting concept of systems and system models to ask their students to design homes able to withstand storms and floods. Which of the following teacher instructions encourages students to take a systems-focused perspective on the project?

Be sure to compare your designs to those of your classmates and to the examples we researched together.

Make sure your design includes a roof and walls.

Draw a picture of your home design.

List the materials you will use in your design.

A fourth-grade teacher teaches a lesson in a unit on waves. Which of the following lesson segments incorporates the crosscutting concept of patterns?

striking different size tuning forks and placing them in water

watching a demonstration of how to use a tuning fork

using their finger to touch a tuning fork that is making a sound

hitting a tuning fork and holding it against a piece of metal to hear a sound

A third-grade teacher develops an assessment for the end of the weather and climate unit. The assessment has a bar graph of the average monthly temperature (in °F) in Detroit, Michigan, for a given year, as shown. Which of the following crosscutting concepts does this assessment incorporate?

scale, proportion, and quantity

Which of the following activities should a teacher suggest to engage students in analyzing and interpreting data about the Great Lakes?

Decide how to graph the Great Lakes data after being presented with surface area and volume measurements of the lakes.

Choose the display format for their own graphs based on their personal tastes.

Design an investigation into how different temperatures affect how fast fresh water evaporates.

Research the differences between saltwater and freshwater fish to explain the importance of the Great Lakes ecosystem.

Which scenario illustrates a connection between fifth-grade science and mathematics concepts?

Students analyze data to estimate how much of Earth's total fresh water is stored in each of the Great Lakes.

Students refer to a diagram to calculate how much energy from the sun is used by cows for survival.

Students create a model of an onion that includes particles too small to be viewed without the aid of a microscope.

Students compare different egg crates to determine which designs prevent eggs from cracking when the crates are dropped.

Which activity would allow students to actively engage in sense-making of the impact of earthquakes?

Investigating student-made structures on an earthquake table

Researching different locations of earthquakes

Questioning how moving plates can cause an earthquake

Analyzing statistics about the frequency of earthquakes along the Pacific Coast

Which statement best describes a fourth grader's sense-making about thermal energy transfer?

A student explains that heat moves from warmer objects to cooler ones

A student calculates that the difference in temperature between a cup

A student observes that ice melts faster in warm water than in cold water

A student measures the temperature change in a cup of water over time

Which of the following lesson designs allows for sixth-grade students to engage in sense-making through movement as they study cell parts and functions?

rotating through stations in the classroom, each with information about the function of different common cell parts

acting out the transfer of nutrients and chemical signals in a cell as a group

discussing in small groups the jobs cells might perform based on images of their shapes

creating large-scale 3-dimensional models of a cell from common household materials and presenting them to the class

A fourth-grade teacher designs a lesson on natural resources for a unit on energy. Which of the following activities would further student understanding of who benefits from the use of the different types of energy?

developing a model tracing the effects of each type of energy resource

researching different types of energy resources

listing the ways each type of energy resource is used

describing how different types of energy resources are generated

A sixth-grade teacher has planned a unit on the role of gravity in the solar system. On Monday, a student comes to science class and excitedly shares with their teacher that they viewed the moon through a telescope over the weekend. Which of the following activities would most effectively build on students' interests while also supporting the teacher's goals for student sense-making in the unit?

creating models of the solar system and exploring the planets' specific orbits and rotations

asking students to predict and discuss the effect of a planet's composition on its mass

showing a video of the Mars Rover collecting samples of various sizes and types of rocks

A third-grade teacher conducts an introductory lesson about responsibilities of citizens. The class is interested in environmental concerns, and the teacher plans ways to connect the two topics to improve student engagement. The teacher can most effectively use which of the following resources to support the lesson?

articles that introduce the basic concept of climate change

a podcast of a debate between a forest ranger and land developer

a summary of a bill proposing changes to recycling regulations

photographs of debris left around the school

Students in a fourth-grade class write pen pal letters to senior citizens twice a month as part of a civics project. To help teachers decide if the project should be replicated by other classes, the students develop a presentation to demonstrate its effectiveness. This activity best prepares the students to:

gather evidence to support a reasoned stance.

evaluate possible solutions to address a concern.

declare a common problem as a public policy issue.

explain challenges people face when addressing social matters.

A sixth-grade teacher plans instruction designed to promote students' ability to think critically about the importance of active participation and recognizing various perspectives in the resolution of community issues. The teacher could best use which of the following activities to support this goal?

collaborating with peers to analyze data from a speed camera in a school zone

presenting a solution to the principal about lengthy bus rides to school

debating about changing part of the school playground to a vegetable and flower garden

designing a poster as a promotion for a fundraiser to earn money for an outdoor classroom

A sixth-grade teacher hosts a town hall meeting to address issues surrounding the use of campus identification cards (IDs) by students. Specifically, the teacher wants to involve students in evaluating options to incentivize students' compliance with the school's expectation of wearing IDs. Which of the following student activities best aligns with the teacher's goal?

conducting a survey to gather student opinions on ID usage

organizing a campaign to promote school spirit

writing an essay about the history of identification cards

creating a poster about famous people who wore IDs

Which activity best addresses a teacher's goal of guiding students in communicating reasoned positions about public issues related to teasing and name-calling on school buses?

Developing posters to inform students about three strategies they can use when someone is bothering them

Debating whether students have the right to say what they want or if this right should be limited at times

Writing letters of apology to the bus driver for creating an unruly and inappropriate atmosphere on the buses

Surveying students to find out who the perpetrators are so the issue can be resolved by school administration

How does creating a timeline infographic about George Washington's rise to leadership best support students' understanding of historic events?

Promoting students' ability to visualize chronological events in history

Developing students' ability to apply research skills using primary source documents

Ensuring that students analyze various perspectives regarding a historical figure

Encouraging dialogue and discourse through collaboration with peers

Which student activity would be the most effective way to culminate a study on how migration and immigration have shaped Michigan's growth over time?

Interviewing immigrants in their own families or communities and recording these narratives in a podcast

Creating a Web-based movie about famous people who immigrated to Michigan

Writing essays on the impact of immigration on Michigan's economy

Designing a poster series about different cultures in Michigan

A fifth-grade teacher designs a culminating project in which students demonstrate understanding of how Indigenous Peoples in North America lived before the period of European colonization. The teacher can best use which of the following assignments for this purpose?

designing a foldable poster that compares how people in three different groups of Indigenous Peoples modified the environment to suit their needs

creating a map depicting the migration routes of Indigenous Peoples in specific regions of North America

writing an essay outlining how the early Europeans relied upon the Indigenous Peoples to learn how to adapt to the land and climate

developing an electronic presentation highlighting the accomplishments of powerful women who were warriors among the Indigenous Peoples

Students in a fifth-grade class read an article about the Boston Tea Party and Britain's response. The teacher wants the students to understand that perspective can often affect someone's understanding of the past. The teacher can best use which of the following activities to promote students' understanding of this concept?

analyzing why American colonists described the British responses to the Boston Tea Party as the Intolerable Acts

writing a letter to colonists explaining why they are financially responsible for the tea destroyed in the Tea Party

putting a list of possible reasons for the Quartering Act in order of importance

watching a play that highlights the events that led to the Boston Massacre

Fourth-grade students learn about a historic statue in the local community. The teacher selects a secondary source that provides important background information about the significance of the statue. Which of the following resources best addresses important information about the statue's significance?

a newspaper article describing the events that led to the creation of the statue

an autobiography written by the person depicted in the statue

a speech written by the mayor of the town during the unveiling of the statue

a documentary film about the history of the town where the statue is located

Students in a third-grade class learn about the Anishinaabek peoples from a guest speaker who explains the Teachings of the Seven Grandfathers, sacred principles that govern human conduct toward one another. The teacher can best use this activity to strengthen students' understanding of which of the following topics?

the beliefs and values of the Indigenous Peoples who live in Michigan

interactions between early Europeans and the Indigenous Peoples

how Indigenous Peoples modified the environment to suit their needs

historical narratives about the daily life of Indigenous Peoples in Michigan

Students in a fourth-grade class watch a video about the effects humans can have on the environment. The video covers the relationship between predator and prey, with a specific focus on how humans can help manage the deer population through responsible hunting practices. This video is most beneficial in introducing which of the following topics?

the difference between hunting for food to fulfill a need and hunting for sport to fulfill a want

the importance of monitoring deforestation in an effort to ensure that humans do not destroy the habitat of important sources of food

the idea that humans can positively affect the environment by preventing certain animals from depleting Earth's food resources

the important role that wildlife sanctuaries and national parks play in the protection of endangered species

A sixth-grade teacher shares aerial photographs of the Amazon rain forest as students read and discuss articles about fires in Brazil. Students learn that deforestation and uncontrolled fires have destroyed animal habitats and homes of the Indigenous Peoples and that smoke has darkened the skies in major portions of the country. This exercise best supports students' understanding of which of the following concepts?

analyzing the relationship between humans and the environment

using geographic tools to identify spatial patterns

determining how climate change affects the environment

identifying human characteristics evident in a specific place

Eighth-grade students learn about the effects that erosion on the Michigan coastline has on the community. During the introduction, the teacher asks the students to think about how the environment can affect people's lives. Which of the following resources best helps students develop answers to this question?

photographs of the coastline taken throughout the past century

data showing a decline in revenue due to beaches closing from erosion

a timeline that shows measurement data of the shoreline of the beaches

a list of conservation efforts that have been put into place by government officials

A fourth-grade teacher plans lessons about colonial North America through a lens of geographic inquiry. The teacher could best use which of the following activities to strengthen students' understanding of how geographical factors affected the colonies?

comparing the different types of crops grown in the 13 British colonies

describing goods that were traded among the colonists

creating pamphlets outlining the ethnic diversity of the Middle Colonies

developing a visual timeline that delineates the growth of transatlantic slave trade

A fourth-grade class studies various ways the Constitution limits the powers of the three branches of the federal government. The teacher can best use which of the following activities to support students' understanding of this topic?

creating a flowchart that explains the presidential veto process

designing an activity where students campaign for various elected offices

composing an essay that recounts the initiation of policy changes

developing an outline of the responsibilities of elected officials

Students in a third-grade class read a passage discussing Native American tribal government. They learn that in Michigan the 12 federally recognized Native American tribes are each responsible for lawmaking, educating children, providing health services, and maintaining safety and security on reservations. The teacher directs students to generate questions for further research as they read. This activity can most effectively deepen the students' understanding of:

the social responsibilities of tribes.

the three branches of government.

the structure and function of governments.

the rights and responsibilities of citizenship.

Students in a third-grade class study the role of local government in the protection of Michigan's wildlife. The teacher can best support students' understanding of this topic by beginning the sequence of instruction about:

the distribution of responsibilities within different levels of government.

the difficulty of securing adequate ongoing government funding.

activist groups that lobby the government for more conservation programs.

types of wildlife that need protection due to being on the endangered species list.

A third-grade teacher promotes economic thinking by pairing students and providing them with a photo of an object and a three-column chart. Students then brainstorm and list human, capital, and natural resources related to the object. This activity will best help students understand which of the following ideas?

production of goods and services

differences between needs and wants

steps involved in market exchange

necessity of scarcity and choice

A fifth-grade teacher prepares an economics lesson to demonstrate how global competition affects employment. The teacher can best use which of the following visual aids to deepen students' understanding of this topic?

a graphic organizer comparing the cost of goods produced internationally and in the United States

a list of goods imported into the United States from other countries around the world

a chart displaying varied automobile parts manufactured and exported by the United States

a map locating the countries with which the United States does the most importing and exporting

A fourth-grade class learns about the effects of individual decisions on the economy. The teacher can best promote students' understanding of this concept by leading them through which of the following activities?

studying the implications that the development of big-box, online stores can have on small, local businesses

reviewing information about the average amount of money a student borrows for postsecondary education

analyzing the implications of contributing to a retirement plan versus using the money to pay down a mortgage

comparing rates from banks that offer high-interest saving accounts and determining the best place to save money

Students in a sixth-grade class study the positive and negative effects of buying items with credit. The teacher can best use which of the following activities to promote students' understanding of this topic?

studying the impact a down payment can have on a person's ability to resell something that was purchased using credit

comparing the interest rates of different credit cards and their effects on long-term debt

analyzing the benefits of using credit for emergency expenses versus everyday purchases

discussing the role of credit scores in determining loan eligibility and interest rates

What is the purpose of using a spring in the marble investigation?

To propel one marble into another

To measure the weight of the marbles

To change the color of the marbles

To stop the marbles from moving

In the table provided, what does the "Amount of Spring Squish" represent?

The force applied to the spring

The distance the marble travels

The time taken for the marble to stop

Students were asked to review their assessments with their partners before showing them to the teacher. Which of the following suggestions by the writer's partner shows evidence of sense-making?

Reminding their partner to label data with time and length units in the table

Including in the explanation that the faster that marble 1 moves, the farther marble 2 goes

Reordering the paragraph so that the pinball and video game examples both appear at the end

Changing the diagram to show the amount of spring compression in each trial in separate images

Which of the following replacements of the final prompt, part C, in the assessment gives the teacher better insight into student sense-making in three dimensions?

Define the term "energy" in the context of your investigation.

Describe how the spring affects the movement of the marble.

Explain the role of the pinball machine in your experiment.

Discuss the importance of video games in understanding energy.

Which of the following statements shows topic-relevant evidence of a student in the middle of the sense-making process?

It gets energy from the muscles and stuff.

That's just what it knows to eat.

So, a wolf eats meat, like deer or rabbits.

The rabbit eats the plants and gives that energy to the wolf.

Which of the following activities would best adjust instruction to account for Student A's incomplete understanding of the discussion topic?

constructing a food web with detailed pictures of plants and animals

drawing parallels between the food chain and how solar panels are used for electricity production

comparing the digestive systems of herbivores and carnivores

investigating forms of energy using various foods and fuels

Practice Test MTTC Subarea 4

Authored by Maria Randolph

Social Studies

6th Grade

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50 questions

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MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Which of the following demonstrations of phenomena is appropriate for anchoring a series of sixth-grade lessons about the relationships among particle motion, thermal energy, and phases of matter?

a snowbank in the school's parking lot that has shrunk over several weeks

creating and tracking observations of an interactive container of non-Newtonian fluid

a graduated cylinder filled with different liquids that were stirred but separated over time

filling different balloons with various materials and recording observations of the balloons' inflation and deflation

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

A fourth-grade teacher plans a unit of study on erosion and brings the students on a walk around the school to look for science in their everyday lives. Which of the following observations would make an anchoring phenomenon for this unit of study?

an animal den found under a tree

new pavement on the basketball court

holes formed in the dirt under the swings

a dandelion growing in the crack of the sidewalk

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

A fifth-grade teacher considers various local phenomena for a unit of study that will be real and relevant to students, making it compelling to figure out. Which of the following phenomena should the teacher choose as an anchoring phenomenon?

a ball rolling down a track

a beehive outside the classroom

collected garbage produced at lunchtime

plants of various heights growing in the classroom

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

A fourth-grade class is in the middle of a unit about different forms of energy, such as motion, sound, light, and heat. As part of this unit, students investigate changes in energy that occur when objects collide. Which of the following questions is most appropriate to guide an investigation on the topic of collisions and changes in energy?

Does energy change when two toy cars collide?

How is energy transferred when toy cars collide?

What kinds of changes in energy take place when toy cars collide?

What changes can we make to toy cars to prevent damage from collisions?

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

A fourth-grade class explores human vision by drawing objects under various light conditions. Which of the following science and engineering practices is exemplified in this activity?

planning and carrying out investigations

asking questions and defining problems

engaging in argument from evidence

analyzing and interpreting data

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

A fifth-grade class explores land, water, and wildlife interactions in river ecosystems. Which of the following activities allows students to develop and use models?

working in small groups to diagram the changes in a river environment over time

writing persuasively about the need to protect and preserve river environments for wildlife

finding pictures of plants and animals that live along rivers for display in a class gallery walk

collaborating in small groups to graph the number of heron eggs found in nests along local rivers over the last ten years

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

A fifth-grade teacher is teaching a unit on stars and the solar system. Which of the following statements should the students be able to articulate at the end of the unit?

The sun is a star in the middle of its stellar life cycle.

The sun travels through the sky on a similar path each day.

The sun is made of the two elements hydrogen and helium.

The sun looks larger than the other stars because it's closer.

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