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 MTLE Middle Level Science (Grades 5–8): Subtest 1 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 MTLE Middle Level Science (Grades 5–8): Subtest 1 (036) 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 MTLE 036 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
2Domains
44Competencies reviewed
94%Test-aligned
41Covered
1Partially covered
2Gaps
- 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.
Concepts and Applications in Middle Level General Science (Domain I)Partially covered
SMR I.0001 · Understand the principles and processes of scientific inquiry and the nature and history of science.238 questions · 23 materials · 209 cards · 4 videosCovered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. demonstrating knowledge of the principles of scientific inquiry (e.g., asking questions, designing and conducting experiments, communicating and justifying conclusions based on logic and empirical evidence) | S.Limits of Science; S.Scientific Method; S.Background Research; S.Prediction, Explanation, Theory, Fact; S.Experimental Investigations; S.Non-Experimental Investigations; S.Variety of Methods Across Science; S.Repeatability; S.Best Chart for the Data; S.Proper Data Analysis; S.Trend Analysis of Scatterplots | Covered | 110 | 11 | 35 | 3 | Covered by 11 topics (110 questions, 11 materials, 35 cards, 3 videos). |
| b. demonstrating knowledge of appropriate methods, technology, and tools for designing and carrying out a scientific investigation | S.Scientific Method; S.Background Research; S.Experimental Investigations; S.Non-Experimental Investigations; S.Variety of Methods Across Science; S.Repeatability; S.Proper Tool Use; S.Choose Appropriate Equipment - Advanced | Covered | 86 | 8 | 67 | 2 | Covered by 8 topics (86 questions, 8 materials, 67 cards, 2 videos). |
| c. applying methods and criteria for collecting, organizing, and communicating scientific information | S.Scientific Method; S.Experimental Investigations; S.Non-Experimental Investigations; S.Best Chart for the Data; S.Significant Figures; S.Precision vs Accuracy; S.Error In Measurements; S.Proper Data Analysis; S.Trend Analysis of Scatterplots; S.Choose Appropriate Equipment - Advanced | Covered | 121 | 10 | 86 | 2 | Covered by 10 topics (121 questions, 10 materials, 86 cards, 2 videos). |
| d. recognizing procedures and sources of information (e.g., state and national standards) for the safe and proper use of equipment and materials used in scientific investigations | S.Safety Rules; S.Emergency Procedures; S.Proper Handling - Chemicals; S.Proper Handling - Organisms Legal Codes; S.Proper Tool Use; S.Choose Appropriate Equipment - Advanced | Covered | 61 | 6 | 61 | 1 | Covered by 6 topics (61 questions, 6 materials, 61 cards, 1 videos). |
| e. applying knowledge of ethical principles to the acquisition, care, handling, and disposal of live organisms | S.Proper Handling - Organisms Legal Codes | Covered | 11 | 1 | 2 | 0 | Covered by 1 topic (11 questions, 1 materials, 2 cards, 0 videos). |
| f. demonstrating understanding of the history of science and the evolution of scientific knowledge, including the contributions of various cultures | S.Key History of Science; S.Key History of Space Science; S.Diversity in Science History | Covered | 32 | 3 | 109 | 0 | Covered by 3 topics (32 questions, 3 materials, 109 cards, 0 videos). |
| g. demonstrating knowledge of how assumptions, values, and the limitations of available data or theories can influence scientific progress | S.Limits of Science; S.Background Research; S.Prediction, Explanation, Theory, Fact | Covered | 14 | 3 | 7 | 1 | Covered by 3 topics (14 questions, 3 materials, 7 cards, 1 videos). |
SMR I.0002 · Understand connections between science, technology, and society, and connections between science and other school subjects.156 questions · 13 materials · 31 cards · 1 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. applying the systems model (e.g., inputs, outputs, feedback) to a given technological, biological, physical, or Earth and space 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). |
| b. demonstrating knowledge of unifying themes, principles, and relationships that connect the different branches of the sciences | S.Properties of Systems; S.Change In Systems; S.Change, Constancy, and Measurements; S.Evidence, Models, and Explanation; S.Models | Covered | 63 | 5 | 16 | 0 | Covered by 5 topics (63 questions, 5 materials, 16 cards, 0 videos). |
| c. demonstrating knowledge of how the relationships between science and technology lead to new discoveries and advances | S.Interdisciplinary Connections; S.Human Populations Impact the Earth; S.Renewable vs Nonrenewable; S.Types of Power Sources | Covered | 57 | 4 | 10 | 1 | Covered by 4 topics (57 questions, 4 materials, 10 cards, 1 videos). |
| d. describing similarities and differences between the goals and processes of scientific inquiry and between technological and engineering design | None | Coverage gap identified | 0 | 0 | 0 | 0 | No matching topic found in the study guide. |
| e. demonstrating knowledge of the use of computer models, diagrams, flowcharts, tables, graphs, and mathematical relationships to interpret, model, and solve problems | S.Evidence, Models, and Explanation; S.Models | Covered | 25 | 2 | 5 | 0 | Covered by 2 topics (25 questions, 2 materials, 5 cards, 0 videos). |
| f. analyzing social, economic, and ethical issues related to scientific and technological developments | S.Interdisciplinary Connections; S.Careers in Science; S.Ethics; S.Decision Making; S.Human Populations Impact the Earth; S.Renewable vs Nonrenewable; S.Types of Power Sources; S.Resource Extraction | Covered | 93 | 8 | 15 | 1 | Covered by 8 topics (93 questions, 8 materials, 15 cards, 1 videos). |
| g. demonstrating knowledge of how the systematic approaches of science can inform courses of action for addressing problems related to personal, local, national, or global challenges | S.Ethics; S.Decision Making; S.Human Populations Impact the Earth | Covered | 40 | 3 | 4 | 0 | Covered by 3 topics (40 questions, 3 materials, 4 cards, 0 videos). |
| h. demonstrating knowledge of how to assess a certain course of action in terms of alternatives, costs, risks, and benefits | S.Decision Making | Covered | 10 | 1 | 1 | 0 | Covered by 1 topic (10 questions, 1 materials, 1 cards, 0 videos). |
| i. recognizing opportunities for further education and careers in the sciences and the role of the sciences in everyday life | S.Careers in Science | Covered | 9 | 1 | 0 | 0 | Covered by 1 topic (9 questions, 1 materials, 0 cards, 0 videos). |
SMR I.0003 · Understand the content and methods for developing students' content-area reading skills to support their reading and learning in the sciences.76 questions · 6 materials · 55 cards · 1 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. demonstrating knowledge of key components and processes involved in reading (e.g., vocabulary knowledge, including orthographic and morphological knowledge; background knowledge; knowledge of academic discourse, including the syntactic and organizational structures used in print and digital academic texts; print processing abilities, including decoding skills; use of cognitive and metacognitive skills and strategies) | ELA.Cross-Curricular Applications - Reading Comprehension (General); S.ELL; ELA.Types of Organization | Covered | 42 | 3 | 36 | 1 | Covered by 3 topics (42 questions, 3 materials, 36 cards, 1 videos). |
| b. demonstrating the ability to plan instruction and select strategies that support all students' content-area reading (e.g., differentiating instruction to meet the needs of students with varying reading proficiency levels and linguistic backgrounds, identifying and addressing gaps in students' background knowledge, scaffolding reading tasks for students who experience comprehension difficulties) | ELA.Cross-Curricular Applications - Reading Comprehension (Science); S.Differentiation | Covered | 15 | 2 | 18 | 0 | Covered by 2 topics (15 questions, 2 materials, 18 cards, 0 videos). |
| c. demonstrating knowledge of explicit strategies for facilitating students' comprehension before, during, and after reading content-area texts and for promoting their use of comprehension strategies | 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. demonstrating knowledge of explicit strategies for promoting students' academic language and vocabulary development, including their knowledge of domain-specific vocabulary words | ELA.Cross-Curricular Applications - Academic Vocabulary (General); ELA.Cross-Curricular Applications - Academic Vocabulary (Science); S.ELL | Covered | 24 | 2 | 15 | 0 | Covered by 3 topics (24 questions, 2 materials, 15 cards, 0 videos). |
| e. demonstrating knowledge of explicit strategies for developing students' critical literacy skills (e.g., encouraging students to question texts, developing students' ability to analyze texts from multiple viewpoints or perspectives) | 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. demonstrating the ability to plan instruction and select strategies that support students' reading and understanding of sources of information in the sciences (e.g., helping students follow laboratory instructions and interpret diagrams and graphs) | S.Read Scientific Publication | Partially covered | 3 | 1 | 1 | 0 | Partial coverage by 1 topic (3 questions, 1 materials, 1 cards, 0 videos); limited supporting content. |
Earth and Space Systems (Domain II)Partially covered
SMR II.0004 · Understand the components and evolution of the Earth system.114 questions · 8 materials · 76 cards · 1 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. describing the formation and physical properties of Earth materials | S.Structures of Earth; S.Advanced Structures of Earth | Covered | 20 | 2 | 10 | 1 | Covered by 2 topics (20 questions, 2 materials, 10 cards, 1 videos). |
| b. recognizing the physical, environmental, biological, structural, and tectonic processes that influence the formation of a given rock (e.g., sedimentary, igneous, metamorphic) | S.Properties of Rocks and Minerals | Covered | 26 | 1 | 17 | 0 | Covered by 1 topic (26 questions, 1 materials, 17 cards, 0 videos). |
| c. recognizing the physical, environmental, biological, structural, and tectonic processes that influence the formation of a given rock sequence | None | Coverage gap identified | 0 | 0 | 0 | 0 | No matching topic found in the study guide. |
| d. demonstrating knowledge of the formation and development of a given Earth structure (e.g., volcanic structures, rift valleys, ocean spreading center, fault-block mountains) | S.Structures of Earth; S.Advanced Structures of Earth; S.Volcanoes | Covered | 35 | 3 | 29 | 1 | Covered by 3 topics (35 questions, 3 materials, 29 cards, 1 videos). |
| e. demonstrating knowledge of how a given geologic or biologic event is recorded in a rock sequence | S.Stratigraphy | Covered | 15 | 1 | 6 | 0 | Covered by 1 topic (15 questions, 1 materials, 6 cards, 0 videos). |
| f. demonstrating knowledge of how fossils and radioactive isotopes are used to determine the age of rocks and to interpret the geologic past | S.Stratigraphy; S.Earth's History; S.Earth's History - Key Events; S.Formation of Fossils | Covered | 53 | 4 | 30 | 0 | Covered by 4 topics (53 questions, 4 materials, 30 cards, 0 videos). |
SMR II.0005 · Understand matter and energy in Earth systems.262 questions · 21 materials · 173 cards · 6 videosCovered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. analyzing the transfer and transformation of energy as it flows between Earth systems (i.e., the lithosphere, hydrosphere, and atmosphere), including the processes of convection, conduction, and radiation | S.Constructive and Destructive Processes; S.Earthquakes; S.Water Cycle; S.Conduction, Convection, and Radiation | Covered | 74 | 4 | 37 | 3 | Covered by 4 topics (74 questions, 4 materials, 37 cards, 3 videos). |
| b. analyzing processes of the lithosphere (e.g., weathering, erosion, movement of tectonic plates, volcanism, earthquakes) | S.Constructive and Destructive Processes; S.Earthquakes; S.Advanced Earthquakes; S.Tectonic Plate Theory | Covered | 71 | 4 | 39 | 1 | Covered by 4 topics (71 questions, 4 materials, 39 cards, 1 videos). |
| c. analyzing processes that occur in freshwater and ocean systems | S.Surface Water vs Groundwater; S.Bodies of Water; S.Ocean Features; S.Shoreline Features; S.River Features; S.Salt Water; S.Island Features; S.Ice; S.Properties of Water | Covered | 72 | 9 | 59 | 0 | Covered by 9 topics (72 questions, 9 materials, 59 cards, 0 videos). |
| d. analyzing processes that occur in the atmosphere and sources of energy that drive those processes, including the changes that occur during the water cycle | S.Composition and Layers of the Atmosphere; S.Clouds; S.Water Cycle | Covered | 52 | 3 | 39 | 2 | Covered by 3 topics (52 questions, 3 materials, 39 cards, 2 videos). |
| e. describing how global patterns of atmospheric movement influence weather | S.Uneven Heating of Earth; S.Air Masses and Ocean Currents | Covered | 21 | 2 | 12 | 1 | Covered by 2 topics (21 questions, 2 materials, 12 cards, 1 videos). |
| f. demonstrating knowledge of the movement of chemical elements and compounds between different reservoirs on Earth | S.Constructive and Destructive Processes; S.Rock Cycle | Covered | 53 | 2 | 22 | 2 | Covered by 2 topics (53 questions, 2 materials, 22 cards, 2 videos). |
| g. analyzing physical models that represent the behavior of a given Earth system | S.Predicting Severe Weather | Covered | 5 | 1 | 16 | 0 | Covered by 1 topic (5 questions, 1 materials, 16 cards, 0 videos). |
SMR II.0006 · Understand Earth in the solar system and universe.156 questions · 13 materials · 166 cards · 2 videosCovered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. demonstrating knowledge of the properties and organization of different types of stars and 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). |
| b. recognizing evidence used to support the scientific understanding of the universe | S.Origin of the Universe | Covered | 9 | 1 | 26 | 0 | Covered by 1 topic (9 questions, 1 materials, 26 cards, 0 videos). |
| c. describing objects in the solar system (e.g., planets, comets, moons, the sun) in terms of physical, chemical, and geological processes | S.Components of the Solar System; S.The Sun; S.Advanced Solar System Components; S.Properties of Celestial Bodies | Covered | 38 | 4 | 67 | 0 | Covered by 4 topics (38 questions, 4 materials, 67 cards, 0 videos). |
| d. demonstrating knowledge of the motion of objects in the solar system | S.Components of the Solar System; S.Advanced Solar System Components; S.Space Science Technology | Covered | 30 | 3 | 63 | 0 | Covered by 3 topics (30 questions, 3 materials, 63 cards, 0 videos). |
| e. analyzing the orbit, rotation, and axial tilt of Earth to explain seasons, day length, and long-term changes in climate | S.Night/Day and Time Zones; S.Seasons; S.Tides; S.Lunar Cycle; S.Eclipses | Covered | 80 | 5 | 39 | 2 | Covered by 5 topics (80 questions, 5 materials, 39 cards, 2 videos). |
SMR II.0007 · Understand human interactions with Earth systems.74 questions · 7 materials · 18 cards · 1 videosCovered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. analyzing the scientific evidence used to predict the occurrence of an environmental hazard on a human time frame | S.Effects of Land on Climate; S.Effects of Natural Phenomena on Climate; S.Human Influences on Climate; S.Global Warming; S.Ozone Depletion | Covered | 57 | 5 | 15 | 0 | Covered by 5 topics (57 questions, 5 materials, 15 cards, 0 videos). |
| b. describing observed changes in a given Earth system (e.g., lithosphere, hydrosphere, atmosphere) that are due to human activity | S.Carbon Cycle; S.Human Influences on Climate; S.Global Warming; S.Ozone Depletion | Covered | 51 | 4 | 11 | 1 | Covered by 4 topics (51 questions, 4 materials, 11 cards, 1 videos). |
| c. recognizing the causes and consequences of water pollution and the movement of water pollutants through Earth systems | S.Human Influences on Climate | Covered | 9 | 1 | 4 | 0 | Covered by 1 topic (9 questions, 1 materials, 4 cards, 0 videos). |
| d. recognizing the causes and consequences of air pollution and the movements of air pollutants through Earth systems | S.Human Influences on Climate; S.Global Warming; S.Ozone Depletion; S.Acid Rain | Covered | 44 | 4 | 10 | 0 | Covered by 4 topics (44 questions, 4 materials, 10 cards, 0 videos). |
How 240 Creates The MTLE Middle Level Science (Grades 5–8): Subtest 1 (036) 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 MTLE Middle Level Science (Grades 5–8): Subtest 1.
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 MTLE 036 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 MTLE Middle Level Science (Grades 5–8): Subtest 1 Study Guide
The questions teacher candidates ask us most often about the MTLE Middle Level Science (Grades 5–8): Subtest 1 study guide.
Is 240 a good study guide for MTLE Middle Level Science (Grades 5–8): Subtest 1?
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 MTLE 036 exam?
This guide is 94% 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.