Praxis Practice Study Question

A second-grade teacher prepares for a beginning lesson focused on interpreting data from a map. Which TWO of the following map characteristics best support the teacher's lesson when used in a related activity?

• Shows a small area of land

• Contains a compass rose

• Provides a legend

• Includes a relevant title

• Represents sections of land in vibrant colors

Which of the following is an example of modifying the physical environment to adapt to the needs of the people living in a community?

• Planting trees to decrease highway traffic noise

• Introducing digital maps to make navigation easier

• Identifying areas of natural drainage to limit building

• Allowing free access to the local library

A second grade teacher labeled cardinal and intermediate directions in the classroom at the start of a unit of directions. Which of the following instructional strategies best reinforces concepts from the lesson?

• Giving students worksheets of a community map that they can complete at home

• Asking students to use the labeled directions and make a list of all the possible directions

• Giving each student a compass to navigate their way around the school whenever possible

• Asking students to move to the northeastern side of the classroom using the labeled directions

A fourth-grade geography teacher asks students to match different types of vegetation with one of the three regions in which they occur naturally: North Africa, South Asia, and the Arctic. Which TWO of the following geographic features of each region will students need to most closely consider to successfully complete the activity?

• The latitude of each region

• The human population of each region

• The average amount of rainfall in each region

• The tectonic plate on which each region exists

• The number of cities in each region

A fifth-grade teacher is preparing for a lesson identifying similarities and differences among various racial, ethnic, and religious groups in the same country. The supporting material is a set of photographs of a variety of people labeled with the following attributes for each person: religion, music, clothing, and food preference. Which of the following activities is most likely to help the teacher achieve the lesson’s objective?

• Making a collage out of photographs that represent one of the four attributes

• Sharing opinions about the photos during a small-group discussion

• Identifying photographs with a given attribute and doing further research on that attribute

• Sorting the photographs based on attributes and making comparisons among the people pictured

Which of the following best allows students to compare and contrast their cultures with the cultures of others?

• Watching a documentary on the factors that are responsible for mass migration

• Reading an article in a school newspaper about how local politics influence education in different countries

• Writing and receiving letters from peer pen pals from a school in another country

• Studying immigration and emigration patterns of groups from other countries

Which of the following assignments would best allow a fifth-grade teacher to determine whether students fully understand push and pull factors?

• Drawing a Venn diagram of the features of a fictional character's country of immigration and country of emigration

• Creating a timeline of different immigration patterns to the United States

• Creating a storyboard for a documentary about the top reasons people migrate

• Listing the ways people can improve their lives after migration

Mr. Sen is creating a lesson for his fourth-grade class around the geographic theme of human-environment interaction, which deals with the ways in which geographic locations influence the lives and choices of the people who live in them. Which of the following learning objectives best demonstrates Mr. Sen's understanding of the social studies concept of human-environment interaction?

• Students will be able to write an essay about the limitations geography placed on early explorers in the Americas

• Students will be able to construct a table describing how different physical features of regions influence architecture and economic activities of residents

• Students will be able to create a cause-and-effect diagram describing the formation of different landforms

• Students will be able to describe patterns of immigration, emigration, and distribution of people in a particular region

Ms. Brandt is a fourth-grade teacher who is about to start a unit on the physical geography of her state. The content standard requires that students be able to explain changes in physical characteristics over time caused by both human and natural processes. Which of the following should Ms. Brandt consider in her lesson planning to ensure students are able to understand the concept?

• The use of essential questions that are related to the topic

• The amount of understanding her students have about ancient history

• The developmental reasoning abilities of her students

• The ability of her students to accurately complete activities that sequence events in time

A second-grade teacher is explaining how geographic events like earthquakes, hurricanes, and volcanic eruptions happen repeatedly in the same places. The teacher wants the students to associate these geographic events with changes that humans make in order to live near these places. Which of the following would best emphasize the theme of the lesson?

• Showing videos on the various causes of natural disasters around the world

• Looking at world maps showing where fault lines and lava domes are located

• Studying a chart graphing the frequency of geographic events in various places of the last ten years

• Looking at pictures of communities located near fault lines, coastal regions, and lava plateaus