Which is the correct opening of the aim of Science in the Elementary School Course of Study (小学校学習指導要領, 2017 notice), Science (理科)?
Becoming familiar with nature, developing scientific views and ways of thinking, and having children understand natural things and phenomena mainly through experiments
Becoming familiar with nature, using the views and ways of thinking of science, and carrying out observations and experiments with a clear outlook
Becoming familiar with nature, making use of views and ways of thinking related to daily life, through concrete activities
Exploring nature, using mathematical views and ways of thinking, and carrying out observations and experiments with a clear outlook
AnswerB. Becoming familiar with nature, using the views and ways of thinking of science, and carrying out observations and experiments with a clear outlook
The aim begins: become familiar with nature, use the views and ways of thinking of science, and carry out observations and experiments with a clear outlook (見通しをもって). The option with 'developing scientific views and ways of thinking' is close to the wording of an older Course of Study. The option with 'views and ways of thinking related to daily life' uses the words of Life Environment Studies (生活科). The option with 'mathematical views and ways of thinking' uses the words of Arithmetic (算数).
Q2 | Problem-solving skill in Grade 3
In the Course of Study, which problem-solving skill is mainly developed in Grade 3 Science?
The ability to come up with ways to solve a problem based on predictions or hypotheses
The ability to form a more valid idea
The ability to come up with well-grounded predictions or hypotheses based on what was learned before and daily experience
The ability to find problems based on differences and similarities
AnswerD. The ability to find problems based on differences and similarities
Grade 3 mainly develops the ability to find problems based on differences and similarities. Coming up with ways to solve is Grade 5, forming a more valid idea is Grade 6, and well-grounded predictions or hypotheses are Grade 4. Remember the sequence: find problems (G3), predictions/hypotheses (G4), ways to solve (G5), more valid ideas (G6).
Q3 | View for 'particles'
According to the Commentary on the Course of Study for Science (学習指導要領解説 理科編), which view is mainly used in the area built around 'particles'?
Qualitative and substantial view
Quantitative and relational view
View of commonality and diversity
Temporal and spatial view
AnswerA. Qualitative and substantial view
The Commentary says the 'particles' area is mainly seen from a qualitative and substantial view. Quantitative/relational is for 'energy', commonality/diversity is for 'life', and temporal/spatial is for 'the earth'.
Q4 | Controlling variables
In an experiment on how the number of coil turns affects the strength of an electromagnet, which is the most appropriate way of controlling variables?
Connect two batteries to the coil with more turns and one battery to the coil with fewer turns
Use a thick iron core in the coil with more turns and a thin core in the coil with fewer turns
Change only the number of turns, and keep the current, the total wire length and the iron core the same
Change the number of turns and the current at the same time to make the difference easier to see
AnswerC. Change only the number of turns, and keep the current, the total wire length and the iron core the same
When controlling variables, you change only the condition you want to test (number of turns) and keep the others the same (current, wire length, iron core). In the options that use different numbers of batteries or change turns and current together, the current also changes, so you cannot tell whether the difference comes from the turns or the current. In the option with thick and thin cores, the different cores affect the result.
Q5 | Making things
In the Course of Study, which correctly shows the number of 'making things' (ものづくり) activities in teaching 'A: Matter and Energy'?
Grade 3: two or more; Grades 4 to 6: one or more each
Grade 3: three or more; Grades 4 to 6: two or more each
Three or more in every grade
Grades 3 and 4: two or more each; Grades 5 and 6: three or more each
AnswerB. Grade 3: three or more; Grades 4 to 6: two or more each
Grade 3 does three or more kinds of making activities, and Grades 4, 5 and 6 do two or more each. The other combinations (two or more in Grade 3, three or more in every grade, three or more in Grades 5 and 6) do not match the text.
Q6 | Handling of content
Which statement about the 'handling of content' in the Course of Study is correct?
In Grade 3 'how plants grow', summer annual dicotyledonous plants are used
In Grade 4 'workings of electric current', only series connection is taught, not parallel
In Grade 5 'birth of animals', the process leading to human fertilization is taught in detail
In Grade 6 'use of electricity', only dry batteries are used as tools that make electricity
AnswerA. In Grade 3 'how plants grow', summer annual dicotyledonous plants are used
Grade 3 uses summer annual dicotyledonous plants. Grade 4 teaches both series and parallel connection, so 'only series' is wrong. Grade 5 does not cover the process leading to human fertilization, so 'taught in detail' is wrong. Grade 6 uses hand-crank generators and photovoltaic cells as tools that make electricity, so 'only dry batteries' is wrong.
Q7 | Safety
In the 'preparation of teaching plans and handling of content' of the Course of Study, which is stated about teaching observations and experiments?
Experiments using chemicals are limited to teacher demonstrations and children do not do them
Outdoor observation is risky, so it should be replaced with video materials as much as possible
To prevent accidents, experiments with heating are not done until Grade 6
Pay full attention to preventing accidents, and take appropriate measures for the environment and the chemicals used
AnswerD. Pay full attention to preventing accidents, and take appropriate measures for the environment and the chemicals used
The text says to pay full attention to preventing accidents, to consider the learning environment, and to take appropriate measures for the chemicals used. There is no rule limiting chemical experiments to demonstrations or banning heating until Grade 6; Grade 4 already heats metal, water and air. For outdoor work, the text says to include many activities in nature, so replacing it with video materials is the opposite.
Q8 | Programming
In the Science section of the Course of Study, which learning is given as an example when doing activities to build logical thinking through experiencing programming?
Grade 3 'properties of magnets': sorting objects that stick to magnets
Grade 4 'the moon and stars': recording the movement of stars
Grade 6 'use of electricity': learning that there are tools using the properties and workings of electricity
Grade 5 'motion of a pendulum': measuring the time of one swing
AnswerC. Grade 6 'use of electricity': learning that there are tools using the properties and workings of electricity
The example given is Grade 6 'A (4) use of electricity': learning that there are tools that use the properties and workings of electricity, where children think about how a device works according to given conditions and how its operation changes when the conditions change. The units on magnets, the moon and stars, and the pendulum are not given as examples.
Q9 | Balance of a lever
On an experimental lever, a 30 g weight hangs at mark 4 and a 20 g weight at mark 2 on the left arm. What weight hung at mark 8 on the right arm will make it balance?
10 g
15 g
20 g
25 g
AnswerC. 20 g
The turning effect on the left is 30×4 + 20×2 = 160. On the right, □×8 = 160, so □ = 20 g. 10 g gives 80, 15 g gives 120 and 25 g gives 200, so they do not balance.
Q10 | Period of a pendulum
You want a pendulum to take longer for one swing (there and back). Which change is correct?
Make the pendulum longer
Make the weight heavier
Make the swing wider
Make the weight lighter and the swing narrower
AnswerA. Make the pendulum longer
The time for one swing does not change with the weight or the width of the swing, but changes with the length of the pendulum. A longer pendulum takes longer. Changing the weight or the width of the swing does not change the time.
Q11 | Measuring a pendulum
The time for a pendulum to make 10 swings was measured three times: 14.2 s, 13.8 s and 14.0 s. Which is the most appropriate way to find the time for one swing?
Divide the shortest, 13.8 s, by 10 to get 1.38 s
Divide the average, 14.0 s, by 10 to get 1.4 s
Divide the total, 42.0 s, by 3 to get 14.0 s
Divide the longest, 14.2 s, by 10 to get 1.42 s
AnswerB. Divide the average, 14.0 s, by 10 to get 1.4 s
Measurements have errors, so take the average of several trials and divide the 10-swing time by 10: (14.2 + 13.8 + 14.0) ÷ 3 = 14.0 s, and 14.0 ÷ 10 = 1.4 s. Using only the shortest or longest trial does not reduce error. 14.0 s (the total divided by 3) is the average time for 10 swings, not one swing.
Q12 | Connecting batteries
Which statement about a circuit with two dry batteries and one small bulb is correct?
In parallel connection, the bulb is brighter than with one battery
In both series and parallel connection, the bulb is twice as bright as with one battery
In series connection, the current in the circuit is smaller than with one battery
In series connection, the current is larger than with one battery and the bulb is brighter
AnswerD. In series connection, the current is larger than with one battery and the bulb is brighter
With two batteries in series, the current is larger and the bulb is brighter. In parallel, the current is about the same as with one battery, so the brightness is about the same (the options saying parallel is brighter, or both are twice as bright, are wrong). The option saying the current is smaller in series states the opposite of what happens in series.
Q13 | How heat spreads
Which is correct about how metal, water and air warm up?
Metal warms in order from the heated part, while in water and air the warmed part moves and the whole warms up
In metal, water and air alike, the heated part moves upward and the whole warms up
Water warms in order from the heated part, while in metal the warmed part moves and the whole warms up
Air hardly changes in volume when heated, so it warms where it is without moving
AnswerA. Metal warms in order from the heated part, while in water and air the warmed part moves and the whole warms up
Metal warms in order from the heated part. In water and air, the warmed part moves upward and the whole warms up. The option saying all three move upward is wrong because metal does not move; the option saying water warms in order while metal moves reverses metal and water. Air expands a lot when heated, so the option saying its volume hardly changes is wrong too.
Q14 | Mass of a solution
A beaker (80 g) holds 100 g of water. 15 g of salt is added and fully dissolved. What is the total mass, including the beaker?
180 g
185 g
195 g
200 g
AnswerC. 195 g
When something dissolves in water, the total mass of water and substance does not change: 80 + 100 + 15 = 195 g. The salt has not disappeared even though you cannot see it, so it is not 180 g. 185 g and 200 g do not match the calculation.
Q15 | Crystals on cooling
A substance dissolves in 100 g of water up to 50 g at 60°C and 10 g at 20°C. If you dissolve as much as possible in 50 g of water at 60°C and then cool it to 20°C, how many grams come out as solid?
5 g
20 g
25 g
40 g
AnswerB. 20 g
With 50 g of water, the amount that dissolves is half of that for 100 g: 25 g at 60°C and 5 g at 20°C, so 25 − 5 = 20 g comes out. 5 g is what stays dissolved at 20°C, 25 g is what was dissolved at 60°C, and 40 g is the result for 100 g of water.
Q16 | Burning and air
A candle burns in a closed jar until the flame goes out. Which is correct about the air in the jar afterwards?
All the oxygen is gone and only carbon dioxide remains
Nitrogen has been used up and oxygen has increased
The share of oxygen has decreased and the share of carbon dioxide has increased
The shares of the gases are the same as before; only the temperature has risen
AnswerC. The share of oxygen has decreased and the share of carbon dioxide has increased
When things burn, oxygen in the air is used and carbon dioxide is produced. Oxygen does not disappear completely when the flame goes out; its share decreases ('all the oxygen is gone' is wrong). Burning uses oxygen, not nitrogen ('nitrogen has been used up' is wrong). Limewater turning cloudy shows carbon dioxide increased, so 'the shares are the same as before' is wrong.
Q17 | Properties of solutions
Which statement about aqueous solutions is correct?
Salt water turns blue litmus paper red
Limewater is acidic and does not change red litmus paper
When carbonated water is evaporated, a white solid remains
Ammonia water turns red litmus paper blue, and nothing remains when it is evaporated
AnswerD. Ammonia water turns red litmus paper blue, and nothing remains when it is evaporated
Ammonia water is alkaline, so it turns red litmus blue, and because it is a gas (ammonia) dissolved in water, nothing remains after evaporation. Salt water is neutral and does not change litmus. Limewater is alkaline, not acidic. Carbonated water is carbon dioxide dissolved in water, so no white solid (indeed nothing) remains after evaporation.
Q18 | Insects
Which statement about insects is correct?
An adult's body has two parts, head and abdomen, and eight legs
An adult's body has three parts, head, thorax and abdomen, with six legs on the thorax
A grasshopper grows egg → larva → pupa → adult
A butterfly grows egg → larva → adult, with no pupa stage
AnswerB. An adult's body has three parts, head, thorax and abdomen, with six legs on the thorax
An adult insect's body is made of head, thorax and abdomen, with six legs on the thorax. Two body parts and eight legs are closer to a spider, which is not an insect. Grasshoppers have no pupa stage and butterflies do, so the options about the grasshopper and the butterfly are both reversed.
Q19 | Conditions for germination
In the Course of Study, which set of conditions is said to be related to the germination of plants?
Water, sunlight, fertilizer
Air, sunlight, soil
Water, air, temperature
Temperature, fertilizer, soil
AnswerC. Water, air, temperature
The Grade 5 content says germination is related to water, air and temperature. Sunlight and fertilizer are related to growth after germination. Seeds can germinate without soil, for example on damp cotton. Sets that include sunlight, fertilizer or soil are wrong.
Q20 | Nutrients in seeds
A kidney bean seed is split and iodine solution is put on the cotyledon; it turns blue-purple. What is the most appropriate conclusion?
The cotyledon contains a lot of water
The cotyledon contains carbon dioxide
The cotyledon turns green when exposed to sunlight
The cotyledon contains starch, which is the nutrient for germination
AnswerD. The cotyledon contains starch, which is the nutrient for germination
Iodine solution turns blue-purple when starch is present. The Course of Study uses starch as the 'nutrient in the seed'. Iodine solution cannot test for water or carbon dioxide. Turning green in sunlight has nothing to do with the iodine result.
Q21 | Male and female medaka
Which is the correct way to tell male and female medaka (Japanese rice fish) apart?
The male has a notch in the dorsal fin and a large anal fin shaped like a parallelogram
The female has a notch in the dorsal fin and a large anal fin shaped like a parallelogram
The male is red and the female is black
Males and females have the same fins and can only be told apart by whether they lay eggs
AnswerA. The male has a notch in the dorsal fin and a large anal fin shaped like a parallelogram
The male has a notch in the dorsal fin and a large, parallelogram-like anal fin. The female has no notch and a shorter rear anal fin. The option giving the notch to the female reverses male and female. Body colour is not used to tell the sexes apart. Fins can be used to tell them apart, so 'only by whether they lay eggs' is wrong.
Q22 | Main organs
Which is NOT listed in the Course of Study as one of the main organs taught in Grade 6 'structure and workings of the human body'?
Liver
Kidney
Brain
Small intestine
AnswerC. Brain
The handling of content lists the main organs as lungs, stomach, small intestine, large intestine, liver, kidneys and heart. The brain is not in the list. The liver, kidneys and small intestine are.
Q23 | Water in plants
According to the Course of Study, what happens to water taken up by the roots?
It is stored in the roots and hardly leaves the plant
It is mainly released from the leaves by transpiration
It is mainly released from the flowers as nectar
It is all turned into starch in the stem
AnswerB. It is mainly released from the leaves by transpiration
Grade 6 content says roots, stems and leaves have water passages, and water taken up by the roots is mainly released from the leaves by transpiration. Being stored in the roots, released from flowers as nectar, or all turned into starch in the stem do not match. Starch is made in leaves that receive sunlight.
Q24 | Function of saliva
Two starch solutions are prepared, one with saliva and one without, warmed in water at about 40°C, then tested with iodine solution. Which result and conclusion is correct?
Both turned blue-purple, so saliva does not change starch
Only the one without saliva did not change colour, so starch disappears when warmed
Neither changed colour, so iodine solution does not work at high temperatures
Only the one with saliva did not change colour, so saliva changes starch into another substance
AnswerD. Only the one with saliva did not change colour, so saliva changes starch into another substance
The one with saliva does not turn blue-purple, while the one without saliva does. Since only saliva differs, saliva changed the starch into something else. The other options do not link the condition (saliva or not) to the result correctly. Warming to near body temperature makes the condition like the inside of the mouth.
Q25 | Sun and shadows
On a sunny day around 9 a.m., the shadow of a pole points northwest. Which correctly gives the direction of the sun and how the shadow moves toward noon?
The sun is in the southeast; the shadow turns toward the north
The sun is in the northwest; the shadow turns toward the south
The sun is in the southeast; the shadow turns toward the west
The sun is in the northeast; the shadow turns toward the east
AnswerA. The sun is in the southeast; the shadow turns toward the north
A shadow forms on the opposite side from the sun, so if the shadow points northwest the sun is in the southeast. The sun moves east → south → west, so the shadow moves west → north → east, pointing north around noon. The option with the sun in the northwest puts the sun and shadow on the same side. The option with the shadow turning west has it moving the wrong way. If the shadow points northwest, the sun is in the opposite direction, the southeast, not the northeast.
Q26 | Daily temperature
Which is most appropriate about the weather and daily temperature change?
On rainy days, the daily temperature change is larger than on sunny days
On both sunny and rainy days, the temperature peaks exactly at noon and changes in the same way
On sunny days, it is low in the morning and evening and high in the early afternoon, so the daily change is large
On cloudy days, the temperature is highest at night
AnswerC. On sunny days, it is low in the morning and evening and high in the early afternoon, so the daily change is large
Grade 4 learns that the way temperature changes during the day depends on the weather. On sunny days the temperature rises a lot during the day, so the change is large. On rainy or cloudy days the change is small, so 'larger on rainy days' is reversed. The pattern differs by weather, so 'the same on sunny and rainy days' is wrong. 'Highest at night on cloudy days' cannot be said in general.
Q27 | Work of flowing water
Which correctly describes a place where a river bends?
On the outside, the flow is slow and stones and sand pile up to form a gravel bar
On the outside, the flow is fast and the bed and bank are eroded and become deep
On the inside, the flow is fast and cliffs form easily
The flow speed is the same on the outside and inside, and the landforms do not differ
AnswerB. On the outside, the flow is fast and the bed and bank are eroded and become deep
On the outside of a bend the flow is fast and erosion is strong, so it is cut deep and cliffs form easily. On the inside the flow is slow and deposition forms gravel bars (川原, kawara). The options putting the gravel bar on the outside or the cliffs on the inside reverse outside and inside. The option saying the speed is the same ignores the difference in speed.
Q28 | Strata
Which statement about strata (layers of land) is correct?
Volcanic ash grains are rounded because they are carried by flowing water
In grain size, mud is the largest and gravel the smallest
Strata never contain fossils
Conglomerate, sandstone and mudstone are taught as rocks formed by flowing water
AnswerD. Conglomerate, sandstone and mudstone are taught as rocks formed by flowing water
The Grade 6 handling of content says conglomerate, sandstone and mudstone are taught as rocks formed by flowing water. Volcanic ash grains are angular; rounded grains are those carried by flowing water. Grain size is gravel > sand > mud, not the reverse. Some layers contain fossils.
Q29 | Phases of the moon
In the evening, a half moon is seen in the southern sky. Which is correct about how it looks?
Its western (right) side is lit
Its eastern (left) side is lit
It cannot be seen because it is in the same direction as the sun
Its whole face is lit, like a full moon
AnswerA. Its western (right) side is lit
The sun is on the lit side of the moon. In the evening the sun is in the west, so a half moon in the south is lit on its western (right) side. A moon lit on the eastern side is the half moon seen at dawn, when the sun is in the east. A moon in the south is not in the same direction as the setting sun, so it is not hidden. A full moon appears in the eastern sky in the evening.
Q30 | Movement of stars
In the Course of Study, which is correct about the movement of stars learned in Grade 4?
Groups of stars change both their arrangement and position depending on the time
Groups of stars keep their arrangement but change their position depending on the time
Groups of stars keep their position but change their arrangement depending on the time
Stars stay in the same position all day; only the visible stars change with the season
AnswerB. Groups of stars keep their arrangement but change their position depending on the time
Grade 4 content says that within a day, groups of stars keep the same arrangement but change position depending on the time. Since the arrangement does not change, the options saying the arrangement changes are wrong. Since the position changes within a day, 'the same position all day' is wrong.
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* The explanations are for study purposes. Always check the official guidelines of the local government or MEXT. All questions are original. Based on the 2017 Course of Study (as of October 2026).
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