Study Guide

Fields 060–063: Elementary Education Generalist
Sample Multiple-Choice Questions

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Subtest 3: Science, Health, and Physical Education

Objective 0007
Science (Standard 5)

1. Mosquitoes undergo complete metamorphosis as part of their life cycle. The juveniles, or larvae, are sexually immature and live in freshwater, feeding on bacteria, algae, and detritus. Once the larvae pupate, they emerge as sexually mature adults that fly and feed on the blood of mammals and the fluids of plants. The primary advantage of a life cycle in which the larva and adult have such different characteristics is that it:

  1. enables the species to survive seasonal temperature extremes.
  2. allows the species to exploit different habitats and resources.
  3. makes it possible for the species to live longer.
  4. ensures that the species will maintain sufficient genetic diversity.
Correct Response: B.
This question requires the examinee to demonstrate knowledge of fundamental concepts and processes of life science, including characteristics, classification, and life cycles of organisms; the relationships of organisms to each other and their environment; and major characteristics of and factors affecting ecosystems and biomes. The life cycles of many organisms include a distinct juvenile stage in which the juvenile's habitat, diet, and behavior may be different from adults of the species. With mosquitoes, this difference ensures that juveniles and adults do not compete for limited resources and habitat.

Objective 0007
Science (Standard 5)

2. Before beginning a hands-on life science unit, a fifth-grade teacher assesses the class on their foundational science skills and their understanding of scientific inquiry. The resulting assessment data indicate that several of the students do not meet grade-level expectations. Given these assessment results, the Response to Instruction (RtI) procedures recommend that instruction for these students should be modified in which of the following ways?

  1. Individualized, intensive instruction in the fundamental concepts of life science should replace participation in the life science unit.
  2. The core classroom instruction should be covered in addition to individualized homework and classroom assignments on related topics.
  3. In-class remedial help should be given to support success with a life science curriculum that covers similar topics at a lower level.
  4. The core classroom instruction should be differentiated to support the students' learning styles while their progress is monitored.
Correct Response: D.
This question requires the examinee to demonstrate knowledge of strategies and skills for effectively assessing students' understanding and mastery of essential science concepts and skills, using ongoing assessment to monitor progress and inform instruction, and applying Response to Instruction (RtI) procedures. The definition of RtI cited by the Indiana Department of Education is as follows: RtI is the practice of (1) providing high-quality instruction/intervention matched to student needs and (2) using learning rate over time and level of performance to (3) make important educational decisions. In the question, some students are assessed as not meeting grade-level expectations. An appropriate RtI approach would be to modify the core classroom instruction to meet these students' needs and to monitor their learning progress over time to determine the efficacy of the instructional modifications.

Objective 0008
Health, Wellness, and Physical Education (Standard 8)

3. To enhance students' ability to use communication techniques that help maintain healthy interpersonal relationships, a third-grade teacher introduces students to "I" messages. The teacher provides examples of "I" messages, contrasts them with "you" messages, and then asks students to role-play with a partner and practice using "I" messages to express how they feel during stressful interactions. The primary purpose of teaching students this communication strategy is to help them learn how to:

  1. reflect back and acknowledge the feelings of a speaker in a conversation so that the speaker feels heard and understood.
  2. de-escalate potential interpersonal conflicts and facilitate constructive dialogue without attacking or blaming the other person.
  3. check for understanding in an interpersonal conversation by restating in their own words what they think a speaker has just said.
  4. explore both sides of a disagreement and arrive at a consensus that takes into consideration opposing perspectives on an issue.
Correct Response: B.
This question requires the examinee to demonstrate knowledge of characteristics of interpersonal relationships and strategies for maintaining healthy interpersonal relationships that enhance health and wellness. In interpersonal communication, "I" messages, or I-statements, are used to communicate with another person about a problem, a feeling, or a belief, without blaming, accusing, or insulting the other person. The primary purpose of teaching this important communication skill is to promote students' ability to express emotions appropriately, address an interpersonal problem, or offer constructive criticism without escalating a tense situation or conflict. In contrast to negative and argumentative "you" statements, which create hostility, "I" statements can be used to calmly but assertively describe an intense emotion, the behavior or condition that has led to that emotion, and why the behavior or condition is causing that emotion.