Coverage by content domain
Lessons and questions are organized around the exam’s content areas so your preparation reflects the structure of the assessment.
Why Test Alignment Matters for Your ILTS Middle Grades (5–8) Science Study Guide
Certification test standards are broad, but the exam questions are very specific. Our team of curriculum experts uses the 240 Study Guide Creation Process to ensure the most aligned, specific content for your ILTS Middle Grades (5–8) Science (203) test — so you are not wasting time on broad subject review that may not show up on exam day.
Why 240 is the best choice for the ILTS 203 study guide
- Built around the official exam framework
- Organized by the competencies actually used on the exam
- Shows exactly what is covered and where depth is partial
- Includes aligned questions, flashcards, study materials, and videos
- Helps candidates study what is actually tested instead of broad generic content
Transparent coverage is a strength. We show where the guide is strong, where depth is partial, and where a gap has been identified so you can make an informed study decision.
How to Read This Alignment Review
5Domains
102Competencies reviewed
98%Test-aligned
98Covered
4Partially covered
0Gaps
- CoveredCompetency is comprehensively supported by the guide.
- Partially coveredCore content is covered, but some depth gaps remain.
- Coverage gap identifiedA content gap has been identified.
This study guide is based on the current official exam framework. We review and update alignment whenever the official framework changes so candidates are always studying current, accurate material.
Scientific and Engineering Practices and Crosscutting Concepts (Domain 1)Covered
SMR 1.0001 · Understand scientific practices.282 questions · 24 materials · 213 cards · 3 videosCovered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Evaluate questions that are empirically answerable. | S.Scientific Method; S.Experimental Investigations; S.Non-Experimental Investigations | Covered | 55 | 3 | 16 | 2 | Covered by 3 topics (55 questions, 3 materials, 16 cards, 2 videos). |
| b. Apply knowledge of the use of models (e.g., diagrams, physical replicas, mathematical representations) to explain natural phenomena and the evidence on which the models are based. | S.Evidence, Models, and Explanation; S.Models | Covered | 25 | 2 | 5 | 0 | Covered by 2 topics (25 questions, 2 materials, 5 cards, 0 videos). |
| c. Demonstrate knowledge of planning and conducting scientific investigations, including the use of appropriate tools and technology. | S.Repeatability; S.Scientific Method; S.Experimental Investigations; S.Non-Experimental Investigations; S.Variety of Methods Across Science; S.Choose Appropriate Equipment - Advanced | Covered | 77 | 6 | 65 | 2 | Covered by 6 topics (77 questions, 6 materials, 65 cards, 2 videos). |
| d. Demonstrate knowledge of safety rules and practices in the science classroom and laboratory. | S.Safety Rules; S.Emergency Procedures; S.Proper Handling - Chemicals | Covered | 39 | 3 | 10 | 1 | Covered by 3 topics (39 questions, 3 materials, 10 cards, 1 videos). |
| e. Apply mathematics and computational thinking to analyze and interpret data, represent physical variables and their relationships, make and test predictions, and assess the significance of patterns or correlations. | S.Best Chart for the Data; S.Read Scientific Publication; S.Precision vs Accuracy; S.Error In Measurements; S.Significant Figures; S.Proper Data Analysis; S.Trend Analysis of Scatterplots | Covered | 63 | 7 | 23 | 0 | Covered by 7 topics (63 questions, 7 materials, 23 cards, 0 videos). |
| f. Analyze explanations for natural phenomena by identifying strengths and weaknesses in lines of reasoning and evaluating multiple sources of evidence used to make a claim. | S.Human Populations Impact the Earth | Covered | 20 | 1 | 3 | 0 | Covered by 1 topic (20 questions, 1 materials, 3 cards, 0 videos). |
| g. Analyze how scientific knowledge and understanding have impacted peoples' lives and societal values throughout history. | S.Ethics; S.Healthy and Unhealthy Lifestyles; S.Key History of Science; S.Key History of Space Science; S.Diversity in Science History | Covered | 58 | 5 | 109 | 0 | Covered by 5 topics (58 questions, 5 materials, 109 cards, 0 videos). |
SMR 1.0002 · Understand engineering practices and design.80 questions · 6 materials · 114 cards · 0 videosCovered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Apply knowledge of engineering practices to define problems, determine criteria for a successful solution, and identify constraints. | S.Decision Making | Covered | 10 | 1 | 1 | 0 | Covered by 1 topic (10 questions, 1 materials, 1 cards, 0 videos). |
| b. Demonstrate knowledge of past, current, and potential technological designs and innovations, and their impacts on society. | S.Careers in Science; S.Key History of Science; S.Key History of Space Science; S.Diversity in Science History | Covered | 41 | 4 | 109 | 0 | Covered by 4 topics (41 questions, 4 materials, 109 cards, 0 videos). |
| c. Analyze designs in terms of their flaws, possible solutions, and strengths and limitations. | S.Decision Making | Covered | 10 | 1 | 1 | 0 | Covered by 1 topic (10 questions, 1 materials, 1 cards, 0 videos). |
| d. Identify ways to obtain data essential to improving the effectiveness, efficiency, and durability of designs under a range of conditions. | S.Engineering Design Process | Covered | 29 | 1 | 4 | 0 | Covered by 1 topic (29 questions, 1 materials, 4 cards, 0 videos). |
| e. Analyze data, compare various potential solutions to a problem, and determine which design best solves a problem within given constraints. | S.Engineering Design Process | Covered | 29 | 1 | 4 | 0 | Covered by 1 topic (29 questions, 1 materials, 4 cards, 0 videos). |
| f. Apply knowledge of the engineering design process that is used to optimize design solutions. | S.Engineering Design Process | Covered | 29 | 1 | 4 | 0 | Covered by 1 topic (29 questions, 1 materials, 4 cards, 0 videos). |
SMR 1.0003 · Understand crosscutting concepts.99 questions · 10 materials · 26 cards · 1 videosCovered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Identify patterns of forms and events that guide the organization and allow the classification of natural phenomena. | S.Properties of Systems; S.Change In Systems; S.Form and Function; S.Change, Constancy, and Measurements; S.Evidence, Models, and Explanation; S.Limits of Science | Covered | 65 | 6 | 16 | 0 | Covered by 6 topics (65 questions, 6 materials, 16 cards, 0 videos). |
| b. Explain causal relationships and their mechanisms, and how they can be tested and used to predict and explain events in new contexts. | S.Properties of Systems; S.Change In Systems; S.Form and Function; S.Evidence, Models, and Explanation; S.Prediction, Explanation, Theory, Fact | Covered | 58 | 5 | 19 | 1 | Covered by 5 topics (58 questions, 5 materials, 19 cards, 1 videos). |
| c. Apply knowledge of how changes in scale, proportion, and quantity with respect to size, time, and energy affect a system's structure or performance. | S.Properties of Systems; S.Change In Systems | Covered | 27 | 2 | 10 | 0 | Covered by 2 topics (27 questions, 2 materials, 10 cards, 0 videos). |
| d. Apply knowledge of systems and system models that are applicable throughout science and engineering. | S.Properties of Systems; S.Change In Systems; S.Evidence, Models, and Explanation; S.Models | Covered | 52 | 4 | 15 | 0 | Covered by 4 topics (52 questions, 4 materials, 15 cards, 0 videos). |
| e. Analyze how the flow, cycle, and conservation of energy and matter can be tracked within systems. | S.Properties of Systems; S.Conservation of Matter and Energy; S.Applications of Conservation of Matter - Conceptual | Covered | 26 | 3 | 7 | 0 | Covered by 3 topics (26 questions, 3 materials, 7 cards, 0 videos). |
| f. Apply knowledge of how the shape and substructure of an object or living thing determine its properties and functions. | S.Form and Function | Covered | 12 | 1 | 2 | 0 | Covered by 1 topic (12 questions, 1 materials, 2 cards, 0 videos). |
| g. Analyze how the conditions of stability and the determinants of the rates of change or evolution of a system determine the characteristics of the system. | S.Properties of Systems; S.Change In Systems | Covered | 27 | 2 | 10 | 0 | Covered by 2 topics (27 questions, 2 materials, 10 cards, 0 videos). |
Physical Science (Domain 2)Partially covered
SMR 2.0004 · Understand the structure and properties of matter and chemical reactions.294 questions · 27 materials · 155 cards · 7 videosCovered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Demonstrate knowledge of the nuclear and atomic structure of matter (e.g., the three basic parts of the atom, the formation of molecules). | S.Parts of an Atom; S.Atoms and Molecules | Covered | 18 | 2 | 10 | 1 | Covered by 2 topics (18 questions, 2 materials, 10 cards, 1 videos). |
| b. Apply knowledge of the properties of materials in relation to their chemical or physical structures and evaluate uses of materials based on their properties. | S.Physical Properties; S.Molecular Structure of Materials Affecting Physical Properties; S.Chemical Properties | Covered | 25 | 3 | 53 | 0 | Covered by 3 topics (25 questions, 3 materials, 53 cards, 0 videos). |
| c. Analyze the characteristics of gases, liquids, and solids and the changes of state that occur with variations in temperature or pressure. | S.States of Matter; S.Phase Changes; S.Phase Diagrams | Covered | 37 | 3 | 16 | 2 | Covered by 3 topics (37 questions, 3 materials, 16 cards, 2 videos). |
| d. Analyze the characteristics of chemical reactions, including their causes and effects, in the context of the conservation of mass, charge, and energy. | S.Enzymes; S.Types of Reactions; S.Chemical Equations; S.Balancing Chemical Reactions; S.Stoichiometry; S.Chemical Reactions in Real Life | Covered | 53 | 6 | 40 | 0 | Covered by 6 topics (53 questions, 6 materials, 40 cards, 0 videos). |
| e. Select or analyze research-based instructional and assessment activities, methods, or strategies that use appropriate instructional materials, technology, and equipment and that allow students to explain phenomena and design solutions to problems by integrating scientific and engineering practices, crosscutting concepts, and disciplinary core ideas. | S.Differentiation; S.ELL; S.Engagement; S.Active Learning; S.Misconceptions; S.Inquiry; S.Activities For Inquiry; S.Critical Thinking; S.Activities For Critical Thinking; S.Diversity; S.Technology for Real-World Applications; S.Assessment and Instruction - Science; S.Rubrics in Assessment | Covered | 161 | 13 | 41 | 4 | Covered by 13 topics (161 questions, 13 materials, 41 cards, 4 videos). |
SMR 2.0005 · Understand forces and interactions.302 questions · 24 materials · 93 cards · 6 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Apply knowledge of position, time, velocity, and acceleration and their interrelationships with respect to the motion of objects described in a given reference frame with appropriate units. | S.Motion Terms | Covered | 14 | 1 | 8 | 1 | Covered by 1 topic (14 questions, 1 materials, 8 cards, 1 videos). |
| b. Apply knowledge of forces (e.g., gravity, friction), inertia, energy, and momentum to predict motions and interactions involving forces within the context of conservation of energy and/or momentum. | S.Motion Terms; S.Momentum; S.Gravity; S.Gravity Advanced; S.Force and Newton's Laws; S.Work, Energy, Power - Calculations; S.Force Vectors and Diagrams | Covered | 98 | 7 | 35 | 2 | Covered by 7 topics (98 questions, 7 materials, 35 cards, 2 videos). |
| c. Apply knowledge of the characteristics of electric and magnetic forces and fields, and factors that effect their size and strength. | S.Electricity and Magnetism; S.Magnetic Forces and Fields; S.Electromagnets | Covered | 38 | 3 | 17 | 0 | Covered by 3 topics (38 questions, 3 materials, 17 cards, 0 videos). |
| d. Demonstrate knowledge of the effects and applications of electromagnetic forces in real-world situations. | S.Electromagnetic Forces | Partially covered | 5 | 1 | 1 | 0 | Partial coverage by 1 topic (5 questions, 1 materials, 1 cards, 0 videos); limited supporting content. |
| e. Select or analyze research-based instructional and assessment activities, methods, or strategies that use appropriate instructional materials, technology, and equipment and that allow students to explain phenomena and design solutions to problems by integrating scientific and engineering practices, crosscutting concepts, and disciplinary core ideas. | S.Differentiation; S.ELL; S.Engagement; S.Active Learning; S.Misconceptions; S.Inquiry; S.Activities For Inquiry; S.Critical Thinking; S.Activities For Critical Thinking; S.Diversity; S.Technology for Real-World Applications; S.Assessment and Instruction - Science; S.Rubrics in Assessment | Covered | 161 | 13 | 41 | 4 | Covered by 13 topics (161 questions, 13 materials, 41 cards, 4 videos). |
SMR 2.0006 · Understand energy.259 questions · 22 materials · 87 cards · 6 videosCovered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Apply knowledge of kinetic energy and potential energy and their characteristics. | S.Types of Energy | Covered | 29 | 1 | 8 | 1 | Covered by 1 topic (29 questions, 1 materials, 8 cards, 1 videos). |
| b. Apply knowledge of temperature and the relationship between temperature and the total energy of a system. | S.Heat vs Temperature | Covered | 11 | 1 | 3 | 0 | Covered by 1 topic (11 questions, 1 materials, 3 cards, 0 videos). |
| c. Apply knowledge of the conservation of energy, energy transfer, and the relationship between energy and forces in a variety of situations. | S.Types of Energy; S.Heat vs Temperature; S.Laws of Thermodynamics; S.Conduction, Convection, and Radiation; S.Conservation of Energy Calculations; S.Applications of Conservation of Energy; S.Types of Energy Transfers By Humans; S.Types of Energy Transfers in Ecology; S.Types of Energy Transfers in Space | Covered | 98 | 9 | 46 | 2 | Covered by 9 topics (98 questions, 9 materials, 46 cards, 2 videos). |
| d. Select or analyze research-based instructional and assessment activities, methods, or strategies that use appropriate instructional materials, technology, and equipment and that allow students to explain phenomena and design solutions to problems by integrating scientific and engineering practices, crosscutting concepts, and disciplinary core ideas. | S.Differentiation; S.ELL; S.Engagement; S.Active Learning; S.Misconceptions; S.Inquiry; S.Activities For Inquiry; S.Critical Thinking; S.Activities For Critical Thinking; S.Diversity; S.Technology for Real-World Applications; S.Assessment and Instruction - Science; S.Rubrics in Assessment | Covered | 161 | 13 | 41 | 4 | Covered by 13 topics (161 questions, 13 materials, 41 cards, 4 videos). |
SMR 2.0007 · Understand waves and electromagnetic radiation and their applications.291 questions · 26 materials · 102 cards · 4 videosCovered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Apply characteristics of mechanical waves (e.g., sound, seismic, water) and electromagnetic waves. | S.Properties of Waves; S.Sound; S.Doppler Effect; S.Resonance; S.Light; S.Electromagnetic Spectrum; S.Reflection and Refraction; S.Diffraction and Dispersion; S.Absorption and Transmission; S.Interference, scattering, and polarization; S.Applications of Waves - Optical Technologies; S.Applications of Waves - Medical Technologies | Covered | 126 | 12 | 58 | 0 | Covered by 12 topics (126 questions, 12 materials, 58 cards, 0 videos). |
| b. Apply knowledge of factors that determine whether light is reflected, absorbed, or transmitted through an object. | S.Reflection and Refraction; S.Absorption and Transmission | Covered | 21 | 2 | 7 | 0 | Covered by 2 topics (21 questions, 2 materials, 7 cards, 0 videos). |
| c. Apply knowledge of the wave model of light and how it explains brightness, color, and the path of light at surfaces between different transparent materials. | S.Light; S.Electromagnetic Spectrum; S.Reflection and Refraction; S.Prisms; S.Diffraction and Dispersion; S.Absorption and Transmission; S.Interference, scattering, and polarization | Covered | 51 | 7 | 32 | 0 | Covered by 7 topics (51 questions, 7 materials, 32 cards, 0 videos). |
| d. Demonstrate knowledge of the role of waves in information technologies and instrumentation. | S.Properties of Waves; S.Applications of Waves - Optical Technologies; S.Applications of Waves - Medical Technologies | Covered | 26 | 3 | 21 | 0 | Covered by 3 topics (26 questions, 3 materials, 21 cards, 0 videos). |
| e. Select or analyze research-based instructional and assessment activities, methods, or strategies that use appropriate instructional materials, technology, and equipment and that allow students to explain phenomena and design solutions to problems by integrating scientific and engineering practices, crosscutting concepts, and disciplinary core ideas. | S.Differentiation; S.ELL; S.Engagement; S.Active Learning; S.Misconceptions; S.Inquiry; S.Activities For Inquiry; S.Critical Thinking; S.Activities For Critical Thinking; S.Diversity; S.Technology for Real-World Applications; S.Assessment and Instruction - Science; S.Rubrics in Assessment | Covered | 161 | 13 | 41 | 4 | Covered by 13 topics (161 questions, 13 materials, 41 cards, 4 videos). |
Life Science (Domain 3)Partially covered
SMR 3.0008 · Understand structures and functions of organisms.263 questions · 23 materials · 96 cards · 9 videosCovered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Demonstrate knowledge of the structures and functions of cells. | S.Parts of the Cell; S.Types of Cells | Covered | 35 | 2 | 22 | 1 | Covered by 2 topics (35 questions, 2 materials, 22 cards, 1 videos). |
| b. Apply knowledge of how cells are organized into subsystems and systems that work together for specialized body functions. | S.Cells, Tissues, Organs, Organ Systems; S.Types of Cells | Covered | 19 | 2 | 15 | 1 | Covered by 2 topics (19 questions, 2 materials, 15 cards, 1 videos). |
| c. Analyze how photosynthesis and respiration control the cycling of matter and the flow of energy into and out of organisms. | S.Respiration; S.Photosynthesis; S.Photosynthesis Reactions | Covered | 27 | 3 | 15 | 1 | Covered by 3 topics (27 questions, 3 materials, 15 cards, 1 videos). |
| d. Analyze characteristics and behaviors of organisms that increase the probability of successful reproduction. | S.Competition; S.Advanced Animal Behavior; S.Environmental vs Genetic; S.Adaptations | Covered | 29 | 4 | 13 | 2 | Covered by 4 topics (29 questions, 4 materials, 13 cards, 2 videos). |
| e. Select or analyze research-based instructional and assessment activities, methods, or strategies that use appropriate instructional materials, technology, and equipment and that allow students to explain phenomena and design solutions to problems by integrating scientific and engineering practices, crosscutting concepts, and disciplinary core ideas. | S.Differentiation; S.ELL; S.Engagement; S.Active Learning; S.Misconceptions; S.Inquiry; S.Activities For Inquiry; S.Critical Thinking; S.Activities For Critical Thinking; S.Diversity; S.Technology for Real-World Applications; S.Assessment and Instruction - Science; S.Rubrics in Assessment | Covered | 161 | 13 | 41 | 4 | Covered by 13 topics (161 questions, 13 materials, 41 cards, 4 videos). |
SMR 3.0009 · Understand ecosystems.289 questions · 27 materials · 96 cards · 9 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Demonstrate knowledge of the concepts of population, community, and ecosystem and how they are related. | S.Ecological Organization | Covered | 10 | 1 | 6 | 1 | Covered by 1 topic (10 questions, 1 materials, 6 cards, 1 videos). |
| b. Apply knowledge of how organisms and populations of organisms are dependent on the interactions of abiotic factors and biotic factors in their environments. | S.Ecological Organization; S.Habitats and Niches; S.Growth Factors | Covered | 29 | 3 | 15 | 2 | Covered by 3 topics (29 questions, 3 materials, 15 cards, 2 videos). |
| c. Apply knowledge of the patterns of interactions of organisms with both abiotic and biotic components of their environments that are shared across ecosystems. | S.Habitats and Niches; S.Roles In Food Chain; S.Food Webs; S.Stimuli; S.Plant Stimuli Responses; S.Animal Stimuli Responses; S.Environment as a Pressure; S.Growth Factors | Covered | 78 | 8 | 32 | 4 | Covered by 8 topics (78 questions, 8 materials, 32 cards, 4 videos). |
| d. Analyze how matter and energy move through ecosystems. | S.Roles In Food Chain; S.Food Webs | Covered | 41 | 2 | 15 | 2 | Covered by 2 topics (41 questions, 2 materials, 15 cards, 2 videos). |
| e. Apply knowledge of how ecosystems are dynamic, with characteristics that can change over time, and factors that can disrupt ecosystems. | S.Ecological Organization; S.Infectious Agents; S.Environment as a Pressure; S.Wildlife Impact on Ecosystems; S.Acid Rain; S.Agricultural Practices; S.Ecological Succession; S.Growth Factors | Covered | 65 | 8 | 30 | 2 | Covered by 8 topics (65 questions, 8 materials, 30 cards, 2 videos). |
| f. Analyze biodiversity as a measure of the health of ecosystems and how changes in biodiversity can affect the availability of resources for humans. | S.Environment as a Pressure | Partially covered | 3 | 1 | 1 | 0 | Partial coverage by 1 topic (3 questions, 1 materials, 1 cards, 0 videos); limited supporting content. |
| g. Select or analyze research-based instructional and assessment activities, methods, or strategies that use appropriate instructional materials, technology, and equipment and that allow students to explain phenomena and design solutions to problems by integrating scientific and engineering practices, crosscutting concepts, and disciplinary core ideas. | S.Differentiation; S.ELL; S.Engagement; S.Active Learning; S.Misconceptions; S.Inquiry; S.Activities For Inquiry; S.Critical Thinking; S.Activities For Critical Thinking; S.Diversity; S.Technology for Real-World Applications; S.Assessment and Instruction - Science; S.Rubrics in Assessment | Covered | 161 | 13 | 41 | 4 | Covered by 13 topics (161 questions, 13 materials, 41 cards, 4 videos). |
SMR 3.0010 · Understand heredity.317 questions · 29 materials · 107 cards · 7 videosCovered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Demonstrate knowledge of the molecular basis of heredity, including the structures, functions, and relationships of chromosomes, genes, and proteins. | S.Macromolecules; S.Structure of DNA and RNA; S.Organization of DNA; S.DNA Replication; S.Transcription; S.Translation; S.Universal Genetic Code | Covered | 58 | 7 | 31 | 1 | Covered by 7 topics (58 questions, 7 materials, 31 cards, 1 videos). |
| b. Apply knowledge of how genetic information is transmitted (e.g., Punnett squares, sex-linked traits, pedigree analysis). | S.Dominant vs Recessive; S.Punnett Squares; S.Punnett Squares - Dihybrid Crosses; S.Relationship Between Genes and Traits | Covered | 42 | 4 | 15 | 2 | Covered by 4 topics (42 questions, 4 materials, 15 cards, 2 videos). |
| c. Apply knowledge of the mechanisms and effects of mutations. | S.Mutations; S.Common Human Mutations; S.Macroevolution Methods | Covered | 33 | 3 | 12 | 0 | Covered by 3 topics (33 questions, 3 materials, 12 cards, 0 videos). |
| d. Compare and contrast asexual and sexual forms of reproduction. | S.Asexual Reproduction; S.Sexual Reproduction | Covered | 23 | 2 | 10 | 0 | Covered by 2 topics (23 questions, 2 materials, 10 cards, 0 videos). |
| e. Select or analyze research-based instructional and assessment activities, methods, or strategies that use appropriate instructional materials, technology, and equipment and that allow students to explain phenomena and design solutions to problems by integrating scientific and engineering practices, crosscutting concepts, and disciplinary core ideas. | S.Differentiation; S.ELL; S.Engagement; S.Active Learning; S.Misconceptions; S.Inquiry; S.Activities For Inquiry; S.Critical Thinking; S.Activities For Critical Thinking; S.Diversity; S.Technology for Real-World Applications; S.Assessment and Instruction - Science; S.Rubrics in Assessment | Covered | 161 | 13 | 41 | 4 | Covered by 13 topics (161 questions, 13 materials, 41 cards, 4 videos). |
SMR 3.0011 · Understand biological evolution.260 questions · 20 materials · 78 cards · 6 videosCovered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Apply knowledge of the various types of evidence that support the theory of evolution. | S.Macroevolution Evidence; S.Genetic Isolation and Speciation | Covered | 23 | 2 | 4 | 0 | Covered by 2 topics (23 questions, 2 materials, 4 cards, 0 videos). |
| b. Demonstrate knowledge of biological diversity, with emphasis on the evolutionary relationships between various groups of organisms. | S.Eukaryotic vs Prokaryotic; S.Major Groups of Eukaryotic Life | Covered | 44 | 2 | 25 | 1 | Covered by 2 topics (44 questions, 2 materials, 25 cards, 1 videos). |
| c. Analyze the processes of natural and artificial selection and how organisms become adapted to their environments. | S.Populations Change (Not Individuals); S.Natural Selection; S.Artificial Selection | Covered | 32 | 3 | 8 | 1 | Covered by 3 topics (32 questions, 3 materials, 8 cards, 1 videos). |
| d. Select or analyze research-based instructional and assessment activities, methods, or strategies that use appropriate instructional materials, technology, and equipment and that allow students to explain phenomena and design solutions to problems by integrating scientific and engineering practices, crosscutting concepts, and disciplinary core ideas. | S.Differentiation; S.ELL; S.Engagement; S.Active Learning; S.Misconceptions; S.Inquiry; S.Activities For Inquiry; S.Critical Thinking; S.Activities For Critical Thinking; S.Diversity; S.Technology for Real-World Applications; S.Assessment and Instruction - Science; S.Rubrics in Assessment | Covered | 161 | 13 | 41 | 4 | Covered by 13 topics (161 questions, 13 materials, 41 cards, 4 videos). |
Earth and Space Science (Domain 4)Covered
SMR 4.0012 · Understand Earth's place in the universe.194 questions · 14 materials · 137 cards · 4 videosCovered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Apply knowledge of the cyclic patterns of motion of the sun, moon, planets, and stars in the sky. | S.Night/Day and Time Zones; S.Seasons; S.Tides; S.Lunar Cycle; S.Eclipses; S.Components of the Solar System | Covered | 101 | 6 | 69 | 2 | Covered by 6 topics (101 questions, 6 materials, 69 cards, 2 videos). |
| b. Demonstrate knowledge of the origin of the solar system, the objects in the solar system (e.g., planets, comets, asteroids), and the force that controls their interactions. | S.Origin of the Solar System | Covered | 6 | 1 | 11 | 0 | Covered by 1 topic (6 questions, 1 materials, 11 cards, 0 videos). |
| c. Demonstrate knowledge of the types, properties, and dynamics of objects external to the solar system (e.g., black holes, supernovas, galaxies). | S.Properties of Celestial Bodies; S.Star Life Cycle; S.Types of Galaxies | Covered | 29 | 3 | 40 | 0 | Covered by 3 topics (29 questions, 3 materials, 40 cards, 0 videos). |
| d. Select or analyze research-based instructional and assessment activities, methods, or strategies that use appropriate instructional materials, technology, and equipment and that allow students to develop understanding of significant concepts and skills in science through hands-on experience with real materials. | S.Engagement; S.Active Learning; S.Inquiry; S.Activities For Inquiry | Covered | 58 | 4 | 28 | 2 | Covered by 4 topics (58 questions, 4 materials, 28 cards, 2 videos). |
SMR 4.0013 · Understand Earth's systems.442 questions · 35 materials · 186 cards · 12 videosCovered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Demonstrate knowledge of planet Earth's geologic history and the types of evidence on which it is based. | S.Earth's History; S.Earth's History - Key Events | Covered | 18 | 2 | 22 | 0 | Covered by 2 topics (18 questions, 2 materials, 22 cards, 0 videos). |
| b. Demonstrate knowledge of the basic principles of plate tectonic theory, evidence supporting the theory, and the mechanisms of plate dynamics. | S.Structures of Earth; S.Constructive and Destructive Processes; S.Tectonic Plate Theory | Covered | 74 | 3 | 34 | 2 | Covered by 3 topics (74 questions, 3 materials, 34 cards, 2 videos). |
| c. Apply knowledge of the cycling of various materials through Earth's land, water, and atmospheric systems. | S.Rock Cycle; S.Water Cycle; S.Types of Precipitation; S.Properties of Water; S.Carbon Cycle; S.Nitrogen Cycle; S.Oxygen Cycle; S.Hydrogen Cycle | Covered | 104 | 8 | 40 | 4 | Covered by 8 topics (104 questions, 8 materials, 40 cards, 4 videos). |
| d. Apply knowledge of the role of water in shaping Earth's landforms, both on the surface and underground. | S.Porosity and Permeability; S.Runoff and Infiltration; S.Surface Water vs Groundwater; S.Properties of Water | Covered | 39 | 4 | 18 | 0 | Covered by 4 topics (39 questions, 4 materials, 18 cards, 0 videos). |
| e. Demonstrate knowledge of how the characteristics of water drive ocean currents and transfer energy and how patterns of water movement in the atmosphere determine local weather patterns. | S.Clouds; S.Types of Precipitation; S.Properties of Water; S.Weather vs Climate; S.Uneven Heating of Earth; S.Air Masses and Ocean Currents | Covered | 65 | 6 | 48 | 2 | Covered by 6 topics (65 questions, 6 materials, 48 cards, 2 videos). |
| f. Demonstrate knowledge of variables that determine climate. | S.Weather vs Climate; S.Uneven Heating of Earth; S.Air Masses and Ocean Currents; S.Effects of Land on Climate; S.Human Influences on Climate | Covered | 48 | 5 | 27 | 2 | Covered by 5 topics (48 questions, 5 materials, 27 cards, 2 videos). |
| g. Select or analyze research-based instructional and assessment activities, methods, or strategies that use appropriate instructional materials, technology, and equipment and that allow students to explain phenomena and design solutions to problems by integrating scientific and engineering practices, crosscutting concepts, and disciplinary core ideas. | S.Differentiation; S.ELL; S.Engagement; S.Active Learning; S.Misconceptions; S.Inquiry; S.Activities For Inquiry; S.Critical Thinking; S.Activities For Critical Thinking; S.Diversity; S.Technology for Real-World Applications; S.Assessment and Instruction - Science; S.Rubrics in Assessment | Covered | 161 | 13 | 41 | 4 | Covered by 13 topics (161 questions, 13 materials, 41 cards, 4 videos). |
SMR 4.0014 · Understand Earth and human activity.271 questions · 24 materials · 108 cards · 5 videosCovered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Demonstrate knowledge of the types, characteristics, and distributions of Earth's renewable and nonrenewable resources. | S.Renewable vs Nonrenewable; S.Types of Power Sources | Covered | 23 | 2 | 5 | 1 | Covered by 2 topics (23 questions, 2 materials, 5 cards, 1 videos). |
| b. Analyze the impacts of increasing human consumption of natural resources and methods used to preserve and protect them. | S.Renewable vs Nonrenewable; S.Types of Power Sources; S.Resource Extraction; S.Global Warming; S.Ozone Depletion | Covered | 60 | 5 | 16 | 1 | Covered by 5 topics (60 questions, 5 materials, 16 cards, 1 videos). |
| c. Demonstrate knowledge of the impacts of human activities on the biosphere, ecosystems, species, populations, and the Earth as a whole, including global climate change. | S.Global Warming; S.Ozone Depletion; S.Human Impact on Ecosystems | Covered | 37 | 3 | 8 | 0 | Covered by 3 topics (37 questions, 3 materials, 8 cards, 0 videos). |
| d. Demonstrate knowledge of the history and distribution of natural hazards and the underlying geologic forces and circumstances that are responsible (e.g., flooding, earthquakes, volcanic eruptions) and how this knowledge can help forecast future events. | S.Volcanoes; S.Earthquakes; S.Advanced Earthquakes; S.Effects of Natural Phenomena on Climate; S.Predicting Severe Weather | Covered | 43 | 5 | 50 | 0 | Covered by 5 topics (43 questions, 5 materials, 50 cards, 0 videos). |
| e. Select or analyze research-based instructional and assessment activities, methods, or strategies that use appropriate instructional materials, technology, and equipment and that allow students to explain phenomena and design solutions to problems by integrating scientific and engineering practices, crosscutting concepts, and disciplinary core ideas. | S.Differentiation; S.ELL; S.Engagement; S.Active Learning; S.Misconceptions; S.Inquiry; S.Activities For Inquiry; S.Critical Thinking; S.Activities For Critical Thinking; S.Diversity; S.Technology for Real-World Applications; S.Assessment and Instruction - Science; S.Rubrics in Assessment | Covered | 161 | 13 | 41 | 4 | Covered by 13 topics (161 questions, 13 materials, 41 cards, 4 videos). |
Disciplinary Literacy in Science (Domain 5)Partially covered
SMR 5.0015 · Apply knowledge of foundations of research-based disciplinary literacy instruction and assessment.70 questions · 6 materials · 27 cards · 1 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Apply the scientific basis of teaching to plan, evaluate, and modify instruction in disciplinary literacy, and apply knowledge of appropriate research to identify and implement instructional practices and strategies to support the disciplinary literacy development of all students (e.g., English language learners, diverse learners). | S.Differentiation; S.ELL; S.Diversity | Covered | 15 | 3 | 4 | 0 | Covered by 3 topics (15 questions, 3 materials, 4 cards, 0 videos). |
| b. Demonstrate knowledge of the Illinois Learning Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects (23 Ill. Adm. Code 1.Appendix D, State Goals for Learning) and recognize the influence of students' literacy skills on their performance on discipline-specific assessments. | ELA.Cross-Curricular Applications - Reading Comprehension (Science); ELA.Illinois Learning Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects | Covered | 9 | 1 | 15 | 0 | Covered by 2 topics (9 questions, 1 materials, 15 cards, 0 videos). |
| c. Apply knowledge of the use of a wide range of high-quality informational texts to support the development of disciplinary literacy, including selecting texts that address students' interests, backgrounds, and learning needs; estimating the difficulty level of text using readability measures and qualitative factors related to text complexity; choosing culturally responsive texts to promote students' understanding of their lives and society; using a variety of technologies to support disciplinary literacy instruction. | ELA.Measures of Text Complexity - Three-Part Model (Cross-Curricular) | Partially covered | 4 | 1 | 3 | 0 | Partial coverage by 1 topic (4 questions, 1 materials, 3 cards, 0 videos); limited supporting content. |
| d. Apply knowledge of the use of assessment to support students' development of disciplinary literacy (e.g., assessing students' interest and engagement) by using assessment data and student work samples to plan and evaluate disciplinary literacy instruction; providing feedback to students to help them understand how to improve performance; engaging students in self-assessment; and recognizing how to maintain and use accurate records of students' performance and progress. | S.Assessment and Instruction - Science | Covered | 42 | 1 | 6 | 1 | Covered by 1 topic (42 questions, 1 materials, 6 cards, 1 videos). |
| e. Analyze the needs of diverse learners with respect to the development of disciplinary literacy, including understanding the impact of cultural, linguistic, cognitive, academic, physical, social, and emotional differences on students' language and literacy development; and applying knowledge of strategies for supporting struggling readers and writers in the content-area classroom. | ELA.Cross-Curricular Applications - Reading Comprehension (Science) | Covered | 9 | 1 | 15 | 0 | Covered by 1 topic (9 questions, 1 materials, 15 cards, 0 videos). |
| f. Analyze strategies and routines that contribute to the development of a supportive language and literacy environment in the science classroom. | ELA.Cross-Curricular Applications - Reading Comprehension (Science) | Covered | 9 | 1 | 15 | 0 | Covered by 1 topic (9 questions, 1 materials, 15 cards, 0 videos). |
SMR 5.0016 · Apply knowledge of academic-language and vocabulary development to support students' disciplinary literacy development in the science classroom.7 questions · 1 materials · 12 cards · 0 videosCovered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Analyze the role of academic language (i.e., the vocabulary and language structures used in oral and written academic discourse) in supporting students' understanding of academic concepts, content, skills, and processes and their comprehension of academic texts. | ELA.Cross-Curricular Applications - Academic Vocabulary (Science) | Covered | 7 | 1 | 12 | 0 | Covered by 1 topic (7 questions, 1 materials, 12 cards, 0 videos). |
| b. Apply knowledge of criteria for selecting vocabulary for explicit word study in the science classroom (e.g., words central to a unit of study and/or the meaning of a text and likely to be unfamiliar to students). | ELA.Cross-Curricular Applications - Academic Vocabulary (Science) | Covered | 7 | 1 | 12 | 0 | Covered by 1 topic (7 questions, 1 materials, 12 cards, 0 videos). |
| c. Apply knowledge of strategies that support students' ability to determine and/or verify the meaning of unfamiliar words in oral and written academic discourse, including the use of structural analysis, contextual analysis, and reference materials. | ELA.Cross-Curricular Applications - Academic Vocabulary (Science) | Covered | 7 | 1 | 12 | 0 | Covered by 1 topic (7 questions, 1 materials, 12 cards, 0 videos). |
| d. Apply knowledge of a wide variety of strategies for reinforcing and expanding students' depth of understanding and retention of new discipline-specific vocabulary (e.g., using oral and written activities that support students' use of newly acquired vocabulary, utilizing authentic texts to help students develop word consciousness). | ELA.Cross-Curricular Applications - Academic Vocabulary (Science) | Covered | 7 | 1 | 12 | 0 | Covered by 1 topic (7 questions, 1 materials, 12 cards, 0 videos). |
| e. Apply knowledge of strategies for promoting students' understanding of and ability to use various forms (e.g., sentence structures, text structures) and functions (e.g., interpreting, explaining, summarizing, classifying, comparing, justifying) of academic language to develop and express content understandings in the science classroom. | ELA.Cross-Curricular Applications - Academic Vocabulary (Science) | Covered | 7 | 1 | 12 | 0 | Covered by 1 topic (7 questions, 1 materials, 12 cards, 0 videos). |
| f. Apply knowledge of strategies for promoting students' ability to analyze, interpret, and use conventions of Standard English grammar and usage (e.g., irregular plural nouns, past tense of irregular verbs, subject-verb agreement, pronoun-antecedent agreement, conjunctions, prepositions, interjections, perfect verb tenses) to support their listening comprehension, speaking, reading comprehension, and writing in the science classroom. | ELA.Cross-Curricular Applications - Academic Vocabulary (Science) | Covered | 7 | 1 | 12 | 0 | Covered by 1 topic (7 questions, 1 materials, 12 cards, 0 videos). |
| g. Apply knowledge of differentiated instruction and appropriate assessment strategies in academic-language and vocabulary development that are responsive to the strengths and needs of all students, including employing various strategies, materials, pacing, and levels of text and language complexity to meet the diverse needs of learners in the science classroom. | ELA.Cross-Curricular Applications - Academic Vocabulary (Science) | Covered | 7 | 1 | 12 | 0 | Covered by 1 topic (7 questions, 1 materials, 12 cards, 0 videos). |
SMR 5.0017 · Apply knowledge of reading comprehension to support students' disciplinary literacy development in the science classroom.9 questions · 1 materials · 15 cards · 0 videosCovered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Apply knowledge of the organizational structures, rhetorical features, text features, and graphics commonly used in texts in the science classroom, including the characteristics of various genres and forms of informational texts and the role, perspective, and purpose of various texts. | ELA.Cross-Curricular Applications - Reading Comprehension (Science) | Covered | 9 | 1 | 15 | 0 | Covered by 1 topic (9 questions, 1 materials, 15 cards, 0 videos). |
| b. Analyze disciplinary text features that may impede students' reading comprehension (e.g., author's assumption of prior knowledge, use of unusual key vocabulary, complexity of sentences, unclear cohesive links, subtlety of relationships between ideas, sophistication of tone, complexity of text structure, use of data). | ELA.Cross-Curricular Applications - Reading Comprehension (Science) | Covered | 9 | 1 | 15 | 0 | Covered by 1 topic (9 questions, 1 materials, 15 cards, 0 videos). |
| c. Apply fundamental principles for instruction in reading comprehension in the content areas, including using scaffolding and close reading to enable students to understand and learn from challenging text, using active reading strategies to improve comprehension (e.g., visualizing, monitoring, questioning, summarizing, synthesizing, making inferences, evaluating), introducing texts efficiently while providing a clear purpose for reading, providing explicit instruction in note-taking and text annotation, using text-dependent questions, and guiding text-based discussions. | ELA.Cross-Curricular Applications - Reading Comprehension (Science) | Covered | 9 | 1 | 15 | 0 | Covered by 1 topic (9 questions, 1 materials, 15 cards, 0 videos). |
| d. Apply knowledge of strategies for promoting students' ability to trace and evaluate the argument and specific claims in texts and to distinguish claims that are supported by reasons and evidence from claims that are not supported. | ELA.Cross-Curricular Applications - Reading Comprehension (Science) | Covered | 9 | 1 | 15 | 0 | Covered by 1 topic (9 questions, 1 materials, 15 cards, 0 videos). |
| e. Apply knowledge of strategies for promoting students' ability to interpret graphic features of texts (e.g., tables, charts, illustrations, table of contents, captions, headings, indexes) and determine their relationship to the text (e.g., how well information in a graphic feature aligns with informational text). | ELA.Cross-Curricular Applications - Reading Comprehension (Science) | Covered | 9 | 1 | 15 | 0 | Covered by 1 topic (9 questions, 1 materials, 15 cards, 0 videos). |
| f. Apply knowledge of strategies for promoting students' ability to analyze the organizational structure of texts (e.g., chronological, sequential, cause/effect, compare/contrast); identify and analyze content in texts that indicates point of view, perspective, purpose, fact, opinion, speculation, and audience; recognize features of text common to the discipline; and consider how specific sentences, paragraphs, and larger portions of the text relate to each other and the text as a whole. | ELA.Cross-Curricular Applications - Reading Comprehension (Science) | Covered | 9 | 1 | 15 | 0 | Covered by 1 topic (9 questions, 1 materials, 15 cards, 0 videos). |
| g. Apply knowledge of strategies for promoting students' ability to read multiple texts to comparatively analyze and evaluate information in the texts and to synthesize information from the texts into a coherent understanding of a topic. | ELA.Cross-Curricular Applications - Reading Comprehension (Science) | Covered | 9 | 1 | 15 | 0 | Covered by 1 topic (9 questions, 1 materials, 15 cards, 0 videos). |
| h. Apply knowledge of differentiated instruction and appropriate assessment strategies in reading comprehension that are responsive to the strengths and needs of all students, including employing various strategies, materials, pacing, and levels of text and language complexity to meet the diverse needs of learners in the science classroom. | ELA.Cross-Curricular Applications - Reading Comprehension (Science) | Covered | 9 | 1 | 15 | 0 | Covered by 1 topic (9 questions, 1 materials, 15 cards, 0 videos). |
SMR 5.0018 · Apply knowledge of the development of writing, listening, and speaking skills to support students' disciplinary literacy development in the science classroom.13 questions · 3 materials · 9 cards · 0 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Apply fundamental principles for instruction in writing, listening, and speaking in the science classroom, including providing instructional support and opportunities for students to write, listen, and speak routinely for authentic purposes; providing feedback on written work and oral presentations to guide students' revisions; engaging students in writing and oral language activities to develop their understanding of scientific concepts and skills (e.g., participating in collaborative writing and discussions about science, asking science-based and text-based questions, reporting on a topic, recounting experiences related to scientific learning); and engaging students in using technology to produce and publish science-based writing and to interact and collaborate with others about science. | ELA.Cross-Curricular Applications - Writing (Science); ELA.Cross-Curricular Applications - Listening and Speaking (Science) | Covered | 9 | 2 | 8 | 0 | Covered by 2 topics (9 questions, 2 materials, 8 cards, 0 videos). |
| b. Apply knowledge of strategies for promoting students' ability to present ideas and information effectively in the science classroom and to produce coherent and clear writing and oral presentations that reflect organization, development, substance (e.g., relevant facts and details), transitional devices, style, and use of technology (e.g., presentation software, media and visual displays) appropriate to the task, purpose, and audience. | ELA.Cross-Curricular Applications - Writing (Science); ELA.Cross-Curricular Applications - Listening and Speaking (Science) | Covered | 9 | 2 | 8 | 0 | Covered by 2 topics (9 questions, 2 materials, 8 cards, 0 videos). |
| c. Apply knowledge of strategies for promoting students' ability to develop different types of content-based texts, including arguments, claims, and opinion pieces that are supported by valid reasoning and sufficient, relevant evidence; narrative texts that use description and pacing to develop and organize a sequence of events; and informative and explanatory texts that examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. | ELA.Cross-Curricular Applications - Writing (Science) | Covered | 5 | 1 | 8 | 0 | Covered by 1 topic (5 questions, 1 materials, 8 cards, 0 videos). |
| d. Apply knowledge of strategies for promoting students' ability to conduct scientific research projects, including how to select and develop topics; gather information from a variety of sources; assess the credibility and accuracy of sources; synthesize information; and avoid plagiarism through the use of appropriate paraphrasing and summarizing, and by quoting or citing sources following a standard format for citations. | S.Background Research | Partially covered | 4 | 1 | 1 | 0 | Partial coverage by 1 topic (4 questions, 1 materials, 1 cards, 0 videos); limited supporting content. |
| e. Apply knowledge of differentiated instruction and appropriate assessment strategies in writing, listening, and speaking that are responsive to the strengths and needs of all students, including employing various strategies, materials, pacing, and levels of text and language complexity to meet the diverse needs of learners in the science classroom. | ELA.Cross-Curricular Applications - Writing (Science); ELA.Cross-Curricular Applications - Listening and Speaking (Science) | Covered | 9 | 2 | 8 | 0 | Covered by 2 topics (9 questions, 2 materials, 8 cards, 0 videos). |
How 240 Creates The ILTS Middle Grades (5–8) Science (203) Study Guide
Every 240 study guide starts with the official exam framework. From there, we organize lessons, practice, and study tools around the categories the exam uses to measure candidate knowledge.
Review the official exam framework
We begin with the standards, domains, competencies, objectives, or content categories published by the testing authority.
Map the tested categories
We map every major area the exam is designed to cover so the guide reflects the real structure of the test.
Build lessons around tested content
We create study materials to support the official blueprint, not broad filler content.
Cross-check practice against exam expectations
We review practice content against the framework and real exam patterns so preparation stays targeted.
Review and update as standards change
When official frameworks change, we review guides and update alignment as needed.
Reviewed by subject-matter experts and maintained to reflect current standards.
Why 240 Is Better Than Other Generic Study Guides
Not all study guides are built the same way. Here is what separates a test-aligned guide from a generic one — and why it matters when you are preparing for the ILTS Middle Grades (5–8) Science.
Generic prep
- Covers broad subject areas without structure
- No clear connection to the official exam framework
- Practice questions may not reflect the real test format
- May not update when official standards change
- Can be helpful for quick, broad review
240 test-aligned ILTS 203 prep
- Every lesson maps to an official domain or competency
- Built directly from the official exam framework
- Practice questions aligned to what the exam actually measures
- A clear study path by tested category
- Study smarter and enter test day more prepared
FAQs About the ILTS Middle Grades (5–8) Science Study Guide
The questions teacher candidates ask us most often about the ILTS Middle Grades (5–8) Science study guide.
Is 240 a good study guide for ILTS Middle Grades (5–8) Science?
240 is a strong option because the guide is built around the official exam framework and shows detailed alignment by SMR and competency.
How closely does 240 align to the ILTS 203 exam?
This guide is 98% aligned based on a competency-by-competency review of the official framework and the study resources included in the guide.
Does 240 cover every competency?
This page shows coverage transparently across covered, partially covered, and identified gaps so candidates can see exactly how the guide maps to the exam.
What does “partially covered” mean?
Partially covered means the guide addresses the core parts of a competency, but some depth or subtopics may still be limited.