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2-ESS1-1. Use information from several sources to provide evidence that Earth events can occur rapidly or slowly.

I chose this standard because my ct gave it to me.

Multiple Choice:

1. Which shows that earths events can happen rapidly?

A. Sand washes away from beaches.
B. A tornado forms and destroys homes in a few minutes.
C. Trees break down and decompose.
D. A canyon forms after thousands of years.

True or False:

2. Hurricanes are more likely to occur between June 1st and November 30th.

True/False

Binary Choice:

3. A tornado forms

A. over a body of water.

B. rapid and last only a few minutes.

Matching:

4. Blizzard: ___

5. Tornado: ___

6. Hurricane: ___

A. Has an "eye".

B. A sever snowstorm.

C. Makes the shape of a funnel.

4. B

5. C.

6. A.

Constructed Response:

It is September 4th, and you live near the coast. You have just been told that a storm is moving toward your area. You have one day to prepare.

1. First, identify what kind of storm you are preparing for.

Hurricane or Tornado

2. Second, create a safety plan explaining what you would do to keep you and your family safe.

In your response, be sure to include:

What items or supplies you would buy or gather.

Whether you would stay at home or evacuate.

If you evacuate, where you would go and why.

Answers are bolded.

Rileigh Stanley

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2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.

(1) Multiple Choice:

Which property best describes the texture of a metal spoon?

a) Soft

b) Flexible

c) Transparent

d) Rigid

(2) True or False:

The best way to test if an object is waterproof is to carefully pour a liquid (such as water) onto the object.

(3) Multi-Select:

Select each object that is opaque.

a) Wooden desk

b) Window pane

c) Concrete wall

d) Notebook

e) Glass jar

(4) Matching:

Sort each object into the following categories: (Flexible/Rigid)

Rubber band

Scarf

Pen

Hammer

Jump Rope

Plate

Constructed Response

Pick a property and be a scientist! Describe one experiment you could do to see if an object has that trait?

Makariya Rouse

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4-ESS3-2: Generate and compare multiple solutions to reduce the impact of natural Earth processes on humans.

Multiple choice:

A community is trying to reduce damage from hurricanes. Choose the most effective solution:

A)Cut down the trees in the area

B)Repair everything after the storm

C)Move people into temporary homes

D) Build homes that are elevated about flood levels

True or false:

Humans can prevent all natural hazards True or False

Matching: Match the natural hazard to the solution that helps reduce it

Hurricane Winds Storm shelters

Flooding Use flexible building materials

Earth quakes Building Levees

Constructed response:

What are two solutions that could reduce hurricane damage. Explain why you chose these solutions and which one would be more effective.

Chelsea McCants

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3-LS3-1. Analyze and interpret data to provide evidence that plants and animals have inherited traits that vary within a group of similar organisms. 

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3-LS3-1. Analyze and interpret data to provide evidence that plants and animals have inherited traits that vary within a group of similar organisms. 

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Multiple Choice

1. A class observes a group of puppies from the same breed. Some have brown fur, some have black fur, and some have white spots. What does this show?

A. All puppies are exactly the same.
B. Puppies do not inherit traits from parents.
C. Inherited traits can vary within a group of similar animals.

D. Fur color changes because of the weather.

True or False

2. True or False: All sunflowers in a field will grow to be exactly the same height because they are the same type of plant.

Matching

3. Match each example to whether it is an Inherited Trait (I) or a Learned Behavior (L).

1. A puppy has brown fur. _____

2. A dog learns to roll over. _____

3. A child has curly hair like their parent. _____

4. A bird builds a nest after watching other birds. _____

Select All That Apply

4. Which of the following are inherited traits? (Select all that apply.)

□ A bird’s beak shape
□ A dog learning to sit
□ A plant’s flower color
□ A scar from falling
□ A giraffe’s neck length

Fill in the Blank

5. Traits that are passed from parents to offspring are called __________ traits.

Short Answer

6. A student observes a group of 8 rabbits. Some rabbits have long ears, and some have shorter ears. How does this observation provide evidence that inherited traits can vary within a group of similar organisms?

________________________________________________________________________________________________________________________________________________

Toni Lee Rizalado

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5-ESS3-1. Evaluate potential solutions to problems that individual communities face in protecting the Earths resources and environment.

Multiple Choice:

1. What example best shows how a community is protecting their resources?

A. leaving lights on 24/7

B. throwing recyclables in the regular trash bin

C. creating a neighborhood recycling program

D. leaving the water running while brushing their teeth

2. Binary Choice:

Cutting down trees is better for our community because we can have more space to develop new buildings.

A. True

B. False

3. Matching:

Match each community action to the problem it solves:

Actions:

1. recycling program

2. Tree Planting

3. Water conservation rules

Environmental Problem:

A. Loss of green space

B. Too much trash in landfills

C. Water shortages

4. Multiple Choice: (choose all that apply)

What ways can we help conserve Earth’s resources?

A. using reusable containers

B. leaving the lamps on at night

C. cleaning local areas (parks, gardens, etc)

D. burning gas into the air (factories)

E. burning candles instead of using lamps

Constructed Response:

1. Describe one way your community has struggled with taking care of the environment. What is one way your family can help at home to minimize possible effects to the community.

Kate Newberry

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3-LS1-1. Develop and use models to describe how organisms change in predictable patterns during their unique and

diverse life

1. What is the correct order of a butterfly's life cycle?

﻿﻿﻿A.Caterpillar → Egg → Chrysalis → Adult

﻿﻿﻿B.Egg → Caterpillar → Chrysalis → Adult

﻿﻿﻿C.Chrysalis → Egg → Adult → Caterpillar

﻿﻿﻿D.Egg → Adult → Caterpillar → Chrysalis

2. A butterfly changes form during its life cycle.

A. True

B. False

3. Match each stage to its description.

Stage

Egg _____

Caterpillar ____

Chrysalis ____

Adult Butterfly ____

Description

A. Stage when the butterfly drinks nectar and lays eggs

B. Stage when the insect hatches and eats

Chrysalis (Pupa)

C. Protective stage where transformation happens

D. First stage of life

4. Which stages are part of a butterfly's life cycle? (Choose ALL that apply)

a.﻿﻿Caterpillar

b.﻿﻿Chrysalis

C.﻿﻿Adult butterfly

D.﻿﻿Seed

e. Egg

5. Describe what happens inside the chrysalis stage of a butterfly's life cycle.

______________________________________________________________________________________________

6. After a butterfly hatches from its egg, it becomes a ________________

Victoria Adsit

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5th Grade Science (Shadows, Stars, and Gravity).

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5th Grade Science (Shadows, Stars, and Gravity).

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Standard: 5-ESS1-2. Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.

Objective: Students will use data to explain patterns we see in shadows, daylight, and stars throughout the year.

Selected Response:

1. Different constellations can be seen in the night sky during different seasons of the year.

A. True
B. False

2. Match each term to it's correct definition.

A. Rotation

B. Constellation

C. Shadow

Definition 1: A group of stars that form a pattern

Definition 2: One complete spin of Earth on its axis

Definition 3. A dark shape formed when light is blocked

3. Fill in the blank using the given word bank. (Word Bank: East, West, Rotation, Seasons).

1. The Sun appears to rise in the ______.

2. Earth’s ______ causes day and night.

3. Some stars are visible only during certain ______.

4. Shadows move from west to ______ during the day.

4. Why does the length of a shadow change during the day?

A. The Sun moves to different positions in the sky.
B. The Moon blocks the Sun.
C. The stars change places.
D. The wind moves the shadow.

Constructed Response #1: A student notices their shadow is long in the morning, shortest around noon, and long again later in the day. Explain why this happens. Please use your science vocabulary in your response.

Constructed Response #2: Scientists notice that certain constellations can only be seen during certain seasons. Explain why we don’t see the same stars all year long and describe the pattern that happens throughout the year. Please use your science vocabulary in your response.

Taylor Church

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2-LS4-1. Make observations of plants and animals to compare patterns of diversity within different habitats.

Objective: Students will be able to compare patterns of diversity within two different habitats (rainforest and desert).

Multiple Choice:

1) What is a habitat?

a) A place where nothing can survive.

b) A place where I can buy my groceries.

c) A place where living things can get food, water, and shelter that they need to live and grow.

True or False:

Circle true or false for the question below.

2) A desert is a place that is warm, wet, and has many different plants and animals.

True False

Matching:

3) Match the correct definition to the vocabulary word.

__ desert

__ rainforest

__ habitat

a) warm, wet, area that has many different plants and animals.

b) dry, sandy area that doesn't get a lot of rain.

c) a place where living things can get food, water, and shelter that they need to live and grow.

Binary Choice:

4) Deserts and Rainforests are both ____________.

a) habitats

b) animals

Constructed Response:

5) List three plants or animals that live in a desert.

Answer key:

1) c

2) False

3) b, a, c

4) a

5) answers will vary

Zoe Stewart

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SC.2.E.2 understand daily in seasonal weather patterns

Multiple Choice

1. If the temperature is 86 degrees F, and rains in the afternoon over the course of 3 weeks, what heater pattern is this

A. Cold and Dry

B. Rainy and Cold

C. No pattern

D. Hot and rainy

2. Match the correct season the the weather pattern

1. Summer

2. Spring

3. Fall

A. Cold with a breeze

B. Hot with bright sun

C. Warm with lots of rain

3. True or False

If it is warm and rainy for a week this shows a weather pattern

4. It has been snowing for a few days what weather pattern does this show?

Karilla Wilson

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Standard: 3-ESS3-1
Make a claim about the effectiveness of a design solution that reduces the impacts of a weather-related hazard.

Objective: Students will make and support a claim explaining how a design solution reduces the impact of a weather-related hazard.

A town builds houses on stilts near the coast. What weather hazard is this design solution MOST likely protecting against?

A. Blizzard
B. Flooding from hurricanes
C. Drought
D. Heat waves

A levee completely stops flooding and removes all risk of damage.

True
False

Match each design solution to the weather hazard it helps reduce.

Tornado ______ Snowplow

Hurricane ______ Underground Shelter

Blizzard ______ Window Shutters

A city places sandbags around homes before heavy rain.
Which statements explain how sandbags reduce impact?
(Select TWO answers.)

They block or redirect water away from buildings.
They stop the rain from falling.
They help reduce flooding damage.
They create a barrier to slow water flow.

A community builds a tornado shelter at a school.

Make a claim about whether this is an effective design solution. Use evidence to support your answer.

Katy Holjes

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2nd Grade Science Selected and Constructed Response Questions

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2nd Grade Science Selected and Constructed Response Questions

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Standard: 2-LS2-1 Plan and conduct an investigation to determine what plants need to grow.

Objective: Students will be able to sort conditions in which plants grow best given a t-chart with 80% accuracy.

Selected Response:

True or False:

Plants do not need sunlight in order to grow.

Multiple Choice:

Which of the following environment conditions does NOT impact plant growth?

A.) sunlight

B.) temperature

C.) animal sounds

D.) air

Binary Choice:

Circle one: Plants show more growth in environments with (more/less) sunlight.

Fill-in-the-blank:

Plants take in sunlight through the ______.

A.) roots

B.) leaves

C.) flowers

D.) stem

Constructed Response:

Short Answer:

What would happen if a plant lived in a dark place for a long time?

Completion Item:

Given this diagram and using the provided word bank, label the parts of the plant and show which parts take in the essential needs plants need in order to survive.

Word Bank: roots, stem, leaves, flowers, sunlight, air, water

----------------------------------------------

Sydney Boatwright

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SAMPLE 2nd Grade Science Selected/Constructed Response 

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SAMPLE 2nd Grade Science Selected/Constructed Response 

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True or False: Tornados is a hazardous weather condition with rotating winds that form a funnel shape.

Which of the following is NOT a hazardous weather condition?

A.      Hail

B.      Thunderstorm

C.     Light rain

D.     Hurricane

Match each term to the correct definition.

1. Snow      ____

2. Thunderstorm ____

3. Hail ____

4. Hazardous weather ____

A. Small crystals of ice that fall to the ground.

B. Dangerous weather conditions that you need to be safe in.

C. Rainy and windy weather that brings in lightning

D. Solid lumps of ice that fall to the ground that can damage buildings or cars.

What are ways to stay safe during hazardous weather conditions? (Select all that apply)

Run outside

Stay away from windows

Find shelter

Collect supplies

A ___________ is a hazardous weather condition with strong winds and heavy rain that forms over warm ocean water.

Short Answer Question:

How are hurricanes and tornados similar? How are they different?

Olivia O'Shields

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SAMPLE 3rd Grade Science Selected/ Constructed Response

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SAMPLE 3rd Grade Science Selected/ Constructed Response

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Standard:

3-PS2-3. - Ask questions to determine cause-and-effect relationships of electric interactions and magnetic interactions between two objects not in contact with each other.

Objective:

Students will be able to relate what they understand from balloons to magnets with 70% accuracy on the assessment.

Selected Response:

Binary choice:

A magnet doesn't touch the paper clip. What will the paper clip do?

1. The paper clip is attracted to the magnet.

2. The paper clip doesn't move.

Multiple choice:

What are the poles on a magnet?

A. North and East

B. West and South

C. South and North

D. North and West

True or False:

A pencil is magnetic.

Fill in the blank:

____________ is made of material that can attract objects made of iron, cobalt, steel, and nickel.

A. Magnetic field

B. Pole

C. Magnet

Constructed Response:

What is the difference between things that are attracted and things that repel a magnet?

Draw how iron looks around the poles of a magnet.

Emily McLeod

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3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can thrive, struggle to survive, or fail to survive.

1. Some animals can live in the desert, and some cannot. Pick one animal that would survive well in the desert and one that would not survive. Explain why each animal would either thrive or struggle based on its body and needs.

2. Imagine you put a fish, a bear, and a lizard in the ocean. Which one would thrive, struggle, or fail to survive? Explain why using what you know about where these animals live and what they need to survive.

3. Multiple Choice
Which animal would thrive in a cold, snowy habitat?

A. Polar bear

B. Camel

C. Alligator

D. Parrot

4. Binary Choice (True/False)
A frog would thrive in the desert because it needs very little water.

a.) True

b.)False

5. Matching
Match each animal to how well it survives in the rainforest.

Animal

Thrives, Struggles, or Fails?

Monkey

Thrives Struggles Fails

Kangaroo

Thrives Struggles Fails

Toucan

Thrives Struggles Fails

Penguin

🔲 Thrives 🔲 Struggles 🔲 Fails

6. Ordering Question
Put these animals in order from best to worst at surviving in the desert:

🐪 Camel | 🦊 Fennec Fox | 🐸 Frog | 🐧 Penguin

Answers

3.) Answer: A. Polar bear

4.) Answer: False

5.) Answer Answers:

Monkey → Thrives

Kangaroo → Struggles

Toucan → Thrives

Penguin → Fails

6.) Answer

1. Camel (Best at surviving)

2. Fennec Fox

3. Frog

4. Penguin (Worst at surviving)

Amaiyah Smith

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Standard: 5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.

Objective: Students will be able to develop and use a model to identify and describe how at least two of Earth's four systems interact, using real-world examples as evidence to support their explanation.

Multiple Choice:

1) Which is the best example of the geosphere and hydrosphere interacting?

A. A bird builds a nest in a tree

B. Rain fills a river that carves through rock over time

C. The sun heats the air above the ocean

D. A plant uses sunlight to make food

Binary Choice: Is this an example of two Earth systems interacting? Circle YES or NO.

2) A student drinks a glass of water at lunch. YES or NO

Matching:

Match each definition to its vocabulary word.

3)

Geosphere __

Biosphere__

Hydrosphere__

Atmosphere__

a) All of the water on, above, and below Earth's surface, including oceans, rivers, ice, and groundwater.

b) The layer of gases that surrounds Earth, including the air we breathe.

c) All of Earth's solid rock, soil, and landforms, including mountains, valleys, and the ocean floor.

d) All living things on Earth, including plants, animals, fungi, and tiny organisms.

(Key: C, D, A, B)

True or False:

4) When a volcano erupts, gases enter the atmosphere. True or False

Short Answer:

Read the scenario below and answer the question.

After a big afternoon thunderstorm rolls through Sumter, the grass and soil on the school grounds are soaked with rainwater. Some of that water is absorbed by the roots of the trees in the yard, while the rest runs off across the ground and collects in puddles along the sidewalk.

In 3–4 sentences, identify at least two Earth systems shown in this scenario and explain how they are interacting with each other.

_______________________________________________________________________________________________________________________________________

*** Answers are in Bold and Italics.

Logan Evans

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2nd Grade Science 2-LS2-1: Plan and conduct an investigation to determine what plants need to grow.

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2nd Grade Science 2-LS2-1: Plan and conduct an investigation to determine what plants need to grow.

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Students will plan and describe a simple investigation to determine what plants need to grow, and identify at least two essential needs based on evidence from observations.

1. Multiple Choice

If a plant is kept in a dark closet and never watered, what will most likely happen?

A. It will grow taller and stronger
B. It will grow flowers quickly
C. It will not grow well and may die
D. It will turn into a tree

2. Binary Choice (True/False)

Plants need sunlight and water to grow.

A. True
B. False

3. Matching

Match the plant need to why it is important. Water, Sunlight, Soil

A. Helps the plant make food ______

B. Helps the plant stay alive and grow ______

C. Holds the plant and provides nutrients ____

4. Multiple Select (Circle TWO answers)

Which two investigations would best help you determine what plants need to grow?

A. Put one plant in sunlight with water and one plant in sunlight without water
B. Put one plant in sunlight and one plant in darkness, both with water
C. Watch the plant move
D. Measure how tall two fully grown trees

are

5. Constructed Response (Short Answer)

What are two things plants need to grow? Explain how you know.

Kayla Lynch

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SAMPLE 2nd Grade Science Selected/Constructed Response

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SAMPLE 2nd Grade Science Selected/Constructed Response

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Standard: 2-LS2-2 Develop a simple model that mimics the function of an animal in dispersing seed or pollinating plants.

Objective: Students will be able to develop a model showing how bees can disperse seeds or help pollinate plants with 80% accuracy.

Multiple Choice:

Which of the following parts of the plant produce pollen?

A.)Stem

B.)Flower

C.)Roots

D.)Leaves

Answer: B.)Flower

Binary Choice:

What do plants have that attract the bees to it?

A.)Nectar

B.)Pollen

Ture or False:

Bees are a creature that helps disperse seeds and pollinates plants.

Answer: True.

Fill in the blank:

______ is the male reproductive part of the plant.

Answer: Pollen.

Constructed Response:

Short Answer:

1. Describe what happens when a plant is pollinated.

2. Create an image of a creature pollinating a plant.

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SAMPLE 3rd Grade Science Selected/Constructed Response

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SAMPLE 3rd Grade Science Selected/Constructed Response

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Standard: 3-LS3-2. Use evidence to support the explanation that traits can be influenced by the environment.

Objective: Students will be able to identify and describe different kinds of physical and behavioral adaptations with 80% accuracy.

Selected Response Questions

Multiple Choice:

A Skunk gets startled and sprays towards where they sense the danger. What kind of physical adaptation is this?

a. Chemical Defense

b. Camouflage

c. Mimicry

d. Body Part

Binary Choice:

Instinct is a __________ adaptation.

a. Physical

b. Behavioral

True or False:

Camouflage is a behavioral adaptation.

Matching:

Match each of the following descriptions to the appropriate form of adaptation.

1. Green Tree Frogs use their skin to blend into their surroundings during the day.

2. Elephants use their trunks to reach for food in high or low places.

3. Bears hibernate in the winter to conserve energy when food is low.

4. Birds learn to fly from their parents.

a. Physical Adaptation

b. Behavioral Adaptation

Constructed Response

List at least 3 forms of physical adaptations.

Chameleons use camouflage to blend into their surroundings. Explain at least 2 ways camouflage helps them survive.

Evelyn Nunez

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Standard:

4-ESS2-1. Make observations and/or measurements to provide evidence of the effects of weathering or the rate of by erosions by water, ice, wind, or vegetation.

Objective:

The students will make observations to properly identify the definitions out Erosion, Deposition, Weathering, mechanical energy, physical energy out of a word bank with 80% accuracy out of 6 questions.

Selected Response:

True/False

Weathering causes changes in Earth's surface.

Multiple choice

Maverick is studying erosion in science class, he notices materials that were at the top of his driveway are now at the bottom of his driveway. What is the active moving of the material called?

a- deposition

b- erosion

c- weathering

Matching

Match the correct definition to the word

__ deposition

__ erosion

__ weathering

A- the action of changing Earth's surface

B- the action of moving Earth's material

C- where Earth's material ends up

Fill in the blank

Rainfall ________ to sandy areas.

a. makes huge craters on the surface

b. makes small ridges and streams

c. does nothing

Constructive response:

Using the word bank, in which order do these occur:

deposition

erosion

weathering

What is the difference between erosion and deposition?

___________________________________________________________

Baylee Burckhalter

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SAMPLE  - Selected/Constructed Response for Science Lesson: 2nd grade What plants need to grow

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SAMPLE  - Selected/Constructed Response for Science Lesson: 2nd grade What plants need to grow

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Standard: 2-LS2-1. Plan and conduct an investigation to determine what plants need to grow.

Selected Response:

1. True or False: Plants only need sunlight to grow. (False)

2. True or False: The process called photosynthesis is how plants create food for themselves. (True)

3. Multiple Choice: What part of the plant absorbs water from the soil?

a. leaves

b. roots

c. stem

d. soil

Answer: roots

4. Multiple Choice: What part of the plant absorbs sunlight?

a. leaves

b. roots

c. stem

d. soil

Answer: leaves

Constructed Response:

5. Plants need ___, ___, and ___ to grow and survive.

Answer: Air, Water, Sunlight

6. Draw a diagram of photosynthesis using light, oxygen, carbon dioxide, and water.

Answer: See image

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Standard: 2-PS1-4. Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.

Objective: By the end of the lesson students will be able to identify if a change in matter is reversible or irreversible.

Selected Response:

True/False:

1. A irreversible change can be undone.

Multiple Choice:

1. Which is an example of an irreversible change?

a. An icecube is taken out of the freezer, placed in the sun on a warm day, and melts.

b. Bread batter is placed into a pan and baked in the oven.

c. Chocolate is heated up in the microwave and melts.

d. A cup of water is placed in the freezer and freezes.

Binary Choice

1. Sugar is mixed into a glass of water and disolves. What kind of change is this?

a. Reversible Change

b. Irreversible Change

Word Bank:

Ice Sugar Popcorn Water

1. _________ can be melted into a liquid.

Constructed Response:

1. Give an example of a reversible change that is not listed above.

2. Give an example of an irreversible change that is not listed above.

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SAMPLE 3rd Grade Science Selected/Constructed Response

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SAMPLE 3rd Grade Science Selected/Constructed Response

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3rd Grade Science

Standard: Obtain and combine information to describe climate patterns in different regions of the world.

Multiple choice:

Which two major climate zones are in the U.S.? (Select 2)

A. Polar

B. Tropical

C. Subtropical

D. Temperate

True/false:

Weather is the average conditions (temperature and precipitation patterns) in an area on Earth for over 20 years.

Matching:

Using the chart:

1. The month with lowest average precipitation

2. The month with highest average temperate

3. The season with the lowest temperatures

A. July

B. Winter

C. November

D. Summer

E. August

Binary choice:

On the chart, the red line represents average:

precipitation OR temperature

Constructed response:

1. Using a circle as the Earth, draw a line to represent the Equator.

2. List three characteristics of a polar climate

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SAMPLE - Selected/ Constructed Response:

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SAMPLE - Selected/ Constructed Response:

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Standard: 4.E.2B.2 Obtain and communicate information about severe weather phenomena (including thunderstorms, hurricanes, and tornados) to explain steps humans can take to reduce the impact of severe weather phenomena.

Objective: By the end of the lesson, SWBAT: To explain the causes and impacts of tornados and why it is important to reduce the damage caused. They will work together to construct a tornado-proof house model using various supplies and be able to pass the post-assessment with 80% accuracy.

Selected Response:

1. Which of the following is how tornados form?

A. It forms from lightning striking a tree.

B. A funnel cloud begins to form if an updraft from a storm draws in more warm air from the moving thunderstorm.

C. It forms in the ocean when the water starts to get choppy.

D. It forms from an erupting volcano.

2. True or False: The wind from a tornado can top 250 miles per hour.

3. Which of these can be signs of a tornado?

A. Debris cloud

B. Funnel Cloud

C. Large Hail

D. All of the above

4. True or False: Tornados are rated based on their color, which determines how dangerous they will be.

5. List three ways you can prepare for a tornado

6. Design/Draw a tornado-proof structure. (Hint: Think back to the model of the house you created and apply what you know to a car, school, or another structure). Label what you did to make it tornado-proof.

Answer Key:

7. B, True, D, False