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Chapters 4 and 6

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BIO 400 Azusa Pacific University
Marikka Floy
Quiz by Marikka Floy, updated more than 1 year ago More Less
Lauralee Johnson
Created by Lauralee Johnson about 10 years ago
Marikka Floy
Copied by Marikka Floy almost 7 years ago
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Question 1

Question
Throughout the process of inquiry instruction, teachers should do all of the following, except
Answer
  • guide and focus student activities
  • use their knowledge of their students to inform instructional decisions.
  • encourage student learning
  • grade papers or read a book while students are investigating.
  • use their knowledge of how students learn science concepts.

Question 2

Question
Which is the correct sequential order of the phases of the 5-E Instructional Model?
Answer
  • Engage, Explore, Elaborate, Explain, Evaluate
  • Explore, Evaluate, Elaborate, Engage, Explain
  • Engage, Explore, Explain, Elaborate, Evaluate
  • Explain, Engage, Elaborate, Evaluate, Explore
  • Engage, Explain, Explore, Elaborate, Evaluate

Question 3

Question
Which of the following is not true of Inquiry Models of Instruction?
Answer
  • They mirror inquiry procedures of science.
  • They are consistent with constructivist models of learning
  • They are motivational and effective in teaching science to children
  • They require less planning on the part of the teacher.

Question 4

Question
Which instructional model is an expansion of the Science Curriculum Improvement Study (SCIS) Learning Cycle and has two additional phases?
Answer
  • Guided Discovery
  • Hunter’s Lesson Design
  • 5- E
  • all of the above
  • none of the above

Question 5

Question
According to the National Science Education Standards, what should be the primary method for attaining the goal of understanding in science?
Answer
  • Cooperative grouping
  • Direct instruction
  • Inquiry instruction
  • Teacher directed learning

Question 6

Question
During which of the phases of the 5-E Instructional Model would you expect to see the teacher encouraging students to explain concepts and definitions in their own words, and formally providing definitions, and using students’ previous experiences as the basis for explaining concepts?
Answer
  • Engage
  • Explore
  • Explain
  • Elaborate
  • Evaluate

Question 7

Question
According to the authors, “scientific inquiry” can be used in several contexts. Which of the following is not one of them?
Answer
  • Scientific inquiry refers to student activities that lead to scientific knowledge and understanding
  • Scientific inquiry refers to different ways scientists study the natural world.
  • Scientific inquiry refers to memorization of technical terms, facts, and theories
  • Scientific inquiry refers to teaching methods designed to involve students in inquiry activities.

Question 8

Question
Which of these features of inquiry instruction are teachers supporting when they require students to report on their work, encourage multiple forms of communication, and facilitate small and large group discussion?
Answer
  • Learners are engaged by scientific questions.
  • Learners give priority to evidence as they plan and conduct investigations
  • Learners connect evidence and scientific knowledge in generating explanations.
  • Learners apply their knowledge to new scientific problems.

Question 9

Question
Learners engage in critical discourse with others about procedures, evidence, and explanations. Which phase of the 5-E Instructional Model is similar to the Concept Invention phase of the SCIS Learning Cycle?
Answer
  • Engage
  • Explore
  • Explain
  • Elaborate
  • Evaluate

Question 10

Question
Which phase of the 5-E Instructional Model is most like Guided Discovery?
Answer
  • Engage
  • Explore
  • Explain
  • Elaborate
  • Evaluate

Question 11

Question
Which of the following teacher actions is inconsistent with the 5-E Instructional Model during the Engage Phase?
Answer
  • Creates interest
  • Generates curiosity
  • Provides definitions and answers.
  • Raises questions
  • Attempts to uncover what students know or think about the concept/topic.

Question 12

Question
Which of the following teacher actions is inconsistent with the 5-E Instructional Model during the Elaborate Phase?
Answer
  • Leads students step-by-step to a solution
  • Expects students to use formal labels, definitions, and explanations provided previously
  • Encourages students to apply or extend the concepts and skills in new situations.
  • Refers students to existing data and evidence and asks: “What do you already know? Why do you think….?”
  • Reminds students of alternate explanations.

Question 13

Question
Which of the following would you expect a teacher to do during a Guided Discovery Lesson?
Answer
  • Introduce the problem.
  • Distribute materials in an orderly way.
  • Ask questions to guide the children’s exploration.
  • Listen to the students tell about their discoveries.
  • All of the above.

Question 14

Question
Research into the effectiveness of inquiry instruction has shown this approach to be effective in
Answer
  • fostering problem solving, creativity, and independent learning.
  • improving reasoning, observing, and logical analysis.
  • increasing scores on measures of general science achievement, process skills, analytical skills, and related skills such as language arts and mathematics.
  • enhancing positive attitudes toward science.
  • All of the above.

Question 15

Question
Which of the following might be more appropriately taught using a direct teach instructional model, such as Hunter’s Lesson Design, than by an inquiry approach?
Answer
  • The variables related to floating and sinking.
  • Which materials are attracted to magnets.
  • How to focus a microscope.
  • The cycle of the moon’s phases throughout the month.
  • All of the above.

Question 16

Question
A general arrangement of phases, steps, actions, or decision points for teaching and learning is known as
Answer
  • an advance organizer
  • a concept map.
  • an instructional model.
  • a lesson plan.
  • inquiry.

Question 17

Question
Guided Discovery:
Answer
  • Consists of three phases of instruction: exploration, concept invention, and application
  • Includes the following phases: engage, explore, explain, elaborate, and evaluate
  • Provides for direct instruction through the following steps: anticipatory set, objectives and purpose, instructional input, modeling, monitoring understanding and adjusting instruction, and guided and independent practice.
  • Begins with an interesting question and concrete materials. Proceeds through exploration to find answers to questions.

Question 18

Question
SCIS Learning Cycle:
Answer
  • Consists of three phases of instruction: exploration, concept invention, and application
  • Includes the following phases: engage, explore, explain, elaborate, and evaluate
  • Provides for direct instruction through the following steps: anticipatory set, objectives and purpose, instructional input, modeling, monitoring understanding and adjusting instruction, and guided and independent practice.
  • Begins with an interesting question and concrete materials. Proceeds through exploration to find answers to questions

Question 19

Question
5-E :
Answer
  • Consists of three phases of instruction: exploration, concept invention, and application.
  • Includes the following phases: engage, explore, explain, elaborate, and evaluate
  • Provides for direct instruction through the following steps: anticipatory set, objectives and purpose, instructional input, modeling, monitoring understanding and adjusting instruction, and guided and independent practice.
  • Begins with an interesting question and concrete materials. Proceeds through exploration to find answers to questions.

Question 20

Question
Hunter’s Lesson Design:
Answer
  • Consists of three phases of instruction: exploration, concept invention, and application
  • Includes the following phases: engage, explore, explain, elaborate, and evaluate
  • Provides for direct instruction through the following steps: anticipatory set, objectives and purpose, instructional input, modeling, monitoring understanding and adjusting instruction, and guided and independent practice.
  • Begins with an interesting question and concrete materials. Proceeds through exploration to find answers to questions.

Question 21

Question
Benchmarks and the content standards of the National Science Education Standards (NSES) do NOT:
Answer
  • specify broad goals.
  • specify how students should progress toward science literacy.
  • recommend what students should know and be able to do by the time they reach certain grade levels.
  • inform teachers specifically of what to teach.

Question 22

Question
In the Next Generation Science Standards (NGSS), the “disciplinary core ideas” are similar to the __________ in the National Science Education Standards (NSES).
Answer
  • Science Content Standards
  • Science Education Program Standards
  • Science Education System Standards
  • Science Teaching Standards

Question 23

Question
School district curriculum guides are usually created during the summer by:
Answer
  • teachers
  • science coordinators
  • parents
  • all the above
  • A and B only.

Question 24

Question
Curriculum documents often include:
Answer
  • learning experiences
  • correlations to state standards
  • common assessments
  • instructional resources
  • all of the above

Question 25

Question
A scope and sequence guide specifies:
Answer
  • key science vocabulary to be learned
  • the time of year and the length of time to spend on each part of the content.
  • the type of assessment to be employed.
  • how to teach the science content.
  • All of the above.

Question 26

Question
A novice teacher is required to teach a unit on the phases of the moon, but lacks a deep understanding of the topic. He should:
Answer
  • avoid the topic and substitute a different topic which he feels more comfortable with.
  • read textbook chapters, teachers’ guides for nationally funded science projects, and quality children’s books on the topic.
  • talk to other teachers and science education specialists.
  • use an Internet search engine such as Google or Yahoo! to locate appropriate science content discussions.
  • B, C, & D

Question 27

Question
Which of the following is NOT true of a well-written instructional objective?
Answer
  • It specifies the audience with a statement like: “students will be able to"
  • Uses verbs such as “know” or “understand” to describe student behaviors
  • It uses action words to specify the different performances and/or behaviors that display student knowledge, understandings, attitudes, and/or skills.
  • It specifies the content that is to be acted on by the learners.
  • It is aligned with the instructional and assessment activities of the lesson.

Question 28

Question
An instructional objective for a lesson that emphasizes the cognitive process of remembering would likely include verbs from which list?
Answer
  • Know, understand, realize
  • Distinguish, describe, compare
  • Identify, name, define, state
  • Classify, interpret, explain, apply, demonstrate

Question 29

Question
Well-designed science lesson plans generally include:
Answer
  • a science content outline or concept map.
  • instructional objectives.
  • learning activities
  • assessment tasks and procedures.
  • all of the above.

Question 30

Question
Instructional objectives
Answer
  • provide an organizational framework for lesson planning
  • describe specific learning targets for students to achieve during lessons.
  • do not need to be aligned with the lesson’s assessment strategies.
  • should be the same for learners at all grade levels.
  • all of the above.

Question 31

Question
Good lessons begin with
Answer
  • creating something new.
  • classificatory investigations
  • using information in a new way.
  • good engagements.
  • explanations of concepts.

Question 32

Question
A scientific phenomenon that has a surprising or unusual outcome for students to consider is called
Answer
  • an alternative conception.
  • an open inquiry activity
  • a discrepant event.
  • a rubric.

Question 33

Question
Engage:
Answer
  • Children assemble as a whole class. The teacher asks children to discuss the results of their investigation on light and color. Differences in group results are noted and discussed. The teacher introduces the notion of primary and secondary colors and discusses how they fit the children’s investigations and results.
  • The teacher uses a record sheet that lists children’s names and lesson objectives. Throughout the activities the teacher determines what each child seems to be learning. Problem sheets on light and color are completed by the children with the teacher providing feedback on their learning. A test is given at the completion of the lessons on light and color.
  • The teacher shows the students a color wheel consisting of a cardboard disc, colored with different weds or pie-shaped colors. A string is passed through two small holes in the color wheel. When the teacher spins the color wheel on the string, the children excitedly observe that the wheel seems to take on different hues.
  • Students use their new knowledge of color to investigate what happens when lights of various colors are shined on different colored objects. On a field trip to a supermarket, they note that red light is often used to illuminate the beef in meat cases.
  • Children work in groups using color filters over flashlights to investigate what happens when different color lights overlap. They record their data on teacher prepared data sheets.

Question 34

Question
Explore
Answer
  • Children assemble as a whole class. The teacher asks children to discuss the results of their investigation on light and color. Differences in group results are noted and discussed. The teacher introduces the notion of primary and secondary colors and discusses how they fit the children’s investigations and results.
  • The teacher uses a record sheet that lists children’s names and lesson objectives. Throughout the activities the teacher determines what each child seems to be learning. Problem sheets on light and color are completed by the children with the teacher providing feedback on their learning. A test is given at the completion of the lessons on light and color.
  • The teacher shows the students a color wheel consisting of a cardboard disc, colored with different weds or pie-shaped colors. A string is passed through two small holes in the color wheel. When the teacher spins the color wheel on the string, the children excitedly observe that the wheel seems to take on different hues.
  • Students use their new knowledge of color to investigate what happens when lights of various colors are shined on different colored objects. On a field trip to a supermarket, they note that red light is often used to illuminate the beef in meat cases.
  • Children work in groups using color filters over flashlights to investigate what happens when different color lights overlap. They record their data on teacher prepared data sheets.

Question 35

Question
Explain
Answer
  • Children assemble as a whole class. The teacher asks children to discuss the results of their investigation on light and color. Differences in group results are noted and discussed. The teacher introduces the notion of primary and secondary colors and discusses how they fit the children’s investigations and results.
  • The teacher uses a record sheet that lists children’s names and lesson objectives. Throughout the activities the teacher determines what each child seems to be learning. Problem sheets on light and color are completed by the children with the teacher providing feedback on their learning. A test is given at the completion of the lessons on light and color.
  • The teacher shows the students a color wheel consisting of a cardboard disc, colored with different weds or pie-shaped colors. A string is passed through two small holes in the color wheel. When the teacher spins the color wheel on the string, the children excitedly observe that the wheel seems to take on different hues.
  • Students use their new knowledge of color to investigate what happens when lights of various colors are shined on different colored objects. On a field trip to a supermarket, they note that red light is often used to illuminate the beef in meat cases.
  • Children work in groups using color filters over flashlights to investigate what happens when different color lights overlap. They record their data on teacher prepared data sheets.

Question 36

Question
Elaborate
Answer
  • Children assemble as a whole class. The teacher asks children to discuss the results of their investigation on light and color. Differences in group results are noted and discussed. The teacher introduces the notion of primary and secondary colors and discusses how they fit the children’s investigations and results.
  • The teacher uses a record sheet that lists children’s names and lesson objectives. Throughout the activities the teacher determines what each child seems to be learning. Problem sheets on light and color are completed by the children with the teacher providing feedback on their learning. A test is given at the completion of the lessons on light and color.
  • The teacher shows the students a color wheel consisting of a cardboard disc, colored with different weds or pie-shaped colors. A string is passed through two small holes in the color wheel. When the teacher spins the color wheel on the string, the children excitedly observe that the wheel seems to take on different hues.
  • Students use their new knowledge of color to investigate what happens when lights of various colors are shined on different colored objects. On a field trip to a supermarket, they note that red light is often used to illuminate the beef in meat cases.
  • Children work in groups using color filters over flashlights to investigate what happens when different color lights overlap. They record their data on teacher prepared data sheets.

Question 37

Question
Evaluate
Answer
  • Children assemble as a whole class. The teacher asks children to discuss the results of their investigation on light and color. Differences in group results are noted and discussed. The teacher introduces the notion of primary and secondary colors and discusses how they fit the children’s investigations and results.
  • The teacher uses a record sheet that lists children’s names and lesson objectives. Throughout the activities the teacher determines what each child seems to be learning. Problem sheets on light and color are completed by the children with the teacher providing feedback on their learning. A test is given at the completion of the lessons on light and color
  • The teacher shows the students a color wheel consisting of a cardboard disc, colored with different weds or pie-shaped colors. A string is passed through two small holes in the color wheel. When the teacher spins the color wheel on the string, the children excitedly observe that the wheel seems to take on different hues.
  • Students use their new knowledge of color to investigate what happens when lights of various colors are shined on different colored objects. On a field trip to a supermarket, they note that red light is often used to illuminate the beef in meat cases.
  • Children work in groups using color filters over flashlights to investigate what happens when different color lights overlap. They record their data on teacher prepared data sheets.

Question 38

Question
Which of the following is NOT one of the purposes for setting up learning centers?
Answer
  • Learning centers are a good way to present inquiry activities, especially in the lower grades.
  • Learning centers involve students in developing a better understanding of specific science concepts.
  • Learning centers can be used as rewards for those students who finish their work early
  • Learning centers can motivate, guide, and support the learning of individuals and small groups.
  • Learning centers allow teachers to meet individual needs and provide students with self-directed learning.

Question 39

Question
Which of the following sequences of student grouping patterns most closely parallels a typical 5-E lesson?
Answer
  • Whole group—cooperative groups—whole group—cooperative groups—individual
  • Whole group—individual—cooperative groups—individual—whole group
  • Individual—whole group—pairs—cooperative groups—whole group
  • Cooperative groups—pairs—individual—whole group—cooperative groups
  • Cooperative groups—cooperative groups—cooperative groups—cooperative groups—cooperative groups

Question 40

Question
A main reason that formative assessment should be built into a lesson during planning is
Answer
  • It enables teachers to identify the amount and type of scaffolding assistance needed by their students during the lesson.
  • It provides a basis for grades and accountability
  • A rubric can be developed during the planning process
  • Students can’t remember everything they learn until the end of the lesson.

Question 41

Question
Summative assessment:
Answer
  • provides a basis for grades and accountability.
  • is assessment at the end of lessons.
  • is on-going assessment.
  • is both B and C.
  • is both A and B.

Question 42

Question
In order to provide a safe and supportive learning environment in the science classroom, teachers should take into consideration:
Answer
  • the room’s size and arrangement.
  • patterns of student movement.
  • the ratio of boys to girls.
  • A, B, & C.
  • A & B only.

Question 43

Question
One of the top reasons teachers leave the classroom is.
Answer
  • classroom management issues.
  • lack funds for instructional materials.
  • poor quality food in the cafeteria.
  • constant lesson planning
  • required attendance at after-school parent-teacher meetings

Question 44

Question
The main purpose of classroom management is to ensure safety and
Answer
  • control student behavior.
  • efficiently distribute materials.
  • establish a learning community
  • minimize noise level
  • facilitate learning.

Question 45

Question
When misbehavior prevents the learning of others or is potentially dangerous, it is called:
Answer
  • annoying
  • disruptive
  • illegal.
  • inappropriate.
  • off-task.
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