Identify Push or Pull in a Picture - Classify forces in images or short videos as pushes or pulls and tell how each might change motion. (NGSS 3-PS2-1)

Compare Strength of Forces from Evidence - Decide which of two pushes or pulls is stronger based on distance moved, deformation, or speed changes shown in data or images. (NGSS 3-PS2-1)

Choose the Best Display to Show Motion - Select a table, pictograph, or scaled bar graph to represent motion observations and justify your choice. (NGSS 3-PS2-2; CCSS Math 3.MD.B.3–4)

Read Scaled Graphs about Motion - Extract and compare values from scaled bar graphs showing distance or speed across trials. (NGSS 3-PS2-2; CCSS Math 3.MD.B.3–4)

Identify Magnetic Poles in Diagrams - Label north and south poles on magnets and predict attraction/repulsion outcomes. (NGSS 3-PS2-3)

Predict Magnet Interactions - Given magnet positions, predict whether they will attract or repel and explain why using pole interactions. (NGSS 3-PS2-3)

Plan a Fair Test with One Variable - Choose an investigation plan that changes one factor at a time and keeps other variables the same to test magnets or motion. (3-5-ETS1-3; SEP: Planning and Carrying Out Investigations)

Use Evidence Sentences in Science - Which claim–evidence–reasoning statement best fits to communicate what the data show about forces or magnets. (SEP: Engaging in Argument from Evidence)

Life Cycles across Organisms - Develop and use models showing that all organisms have life cycles that include birth, growth, reproduction, and death, with diverse details across species. (NGSS 3-LS1-1; CCC: Patterns)

Seed to Flower: Plant Life Cycle Model - Model the flowering plant life cycle from seed germination to flowering, fruiting, and seed dispersal; connect structures to stages. (NGSS 3-LS1-1)

Metamorphosis in Insects and Amphibians - Compare incomplete and complete metamorphosis (e.g., grasshopper vs. butterfly) and amphibian metamorphosis using labeled diagrams. (NGSS 3-LS1-1)

Inherited Traits - Which data best support the claim that that offspring inherit traits from parents and that individuals in the same species vary. (NGSS 3-LS3-1; CCC: Patterns)

Variation within a Species - Which observation best describes how individuals of the same species vary in traits (size, color, behavior), and represent variation with simple charts. (NGSS 3-LS3-1)

Environmental Influences on Traits - Which evidence best explains that traits can also be influenced by the environment (sunlight, food, exercise). (NGSS 3-LS3-2; CCC: Cause and Effect)

Group Behavior Supports Survival - Which argument is best supported by evidence that that some animals form groups that help members find food, defend themselves, or cope with change. (NGSS 3-LS2-1; SEP: Argument from Evidence)

Structures for Survival (Extension) - Which option correctly identifies structures (beaks, thorns, shells, fur) and explain how they help plants and animals survive in their environment. (Extension; common in state frameworks)

Fossils as Clues to Past Environments - Which fossil evidence best supports the inference that past organisms and environments (e.g., marine fossils on land imply ancient seas). (NGSS 3-LS4-1; CCC: Patterns)

Variation Can Provide Advantages - Which explanation best describes how variations in traits can provide advantages in surviving, finding mates, and reproducing. (NGSS 3-LS4-2; CCC: Cause and Effect)

Survival in Habitats - Which claim is best supported by the evidence that that in a given habitat some organisms survive well, some less well, and some cannot survive at all. (NGSS 3-LS4-3; CCC: Systems)

Design Solutions for Environmental Change - Which solution best meets the criteria and constraints to to problems that arise when environments change and the plants and animals that live there may change. (NGSS 3-LS4-4; SEP: Designing Solutions)

Identify Life Cycle Stages in Images - Match pictures of organisms to life cycle stages (birth, growth, reproduction, death) and justify choices with key features. (NGSS 3-LS1-1)

Match Offspring to Parents by Traits - Use visible traits to match offspring to parents; explain which traits support your match. (NGSS 3-LS3-1; aligns with IXL skills)

Distinguish Inherited and Acquired Traits - Classify traits as inherited (eye color) or acquired (scar, learned behavior) using brief scenarios. (NGSS 3-LS3-2)

Read a Food Chain Diagram (Extension) - Which option correctly identifies producers, consumers, and decomposers and trace energy flow in simple food chains relevant to local ecosystems. (Florida SC.3.L.17; extension)

Producers, Consumers, Decomposers (Extension) - Label organisms’ roles in a habitat and predict effects if one population changes. (Florida SC.3.L.17; extension)

Choose Evidence that Supports a Survival Claim - Select observations that best support a claim about how a trait or group behavior improves survival. (NGSS 3-LS2-1, 3-LS4-2)

Read Simple Habitat and Biome Maps - Interpret simple maps or pictorial keys to locate habitats (forest, desert, ocean) and relate climate to organisms found there. (NGSS 3-ESS2-2; CCC: Patterns)

Infer Environment from a Fossil Image - From a fossil photo or drawing, choose the most likely past environment and justify with evidence. (NGSS 3-LS4-1)

Seasonal Weather Patterns - Represent local seasonal weather data (temperature, precipitation, wind) in tables and scaled bar graphs; describe typical conditions. (NGSS 3-ESS2-1; CCSS Math 3.MD.B.3–4)

Measure and Graph Local Weather - Use thermometers, rain gauges, and wind vanes to measure weather variables and graph results to look for patterns. (NGSS 3-ESS2-1; SEP: Analyzing Data)

World Climates: Regions and Patterns - Which summary best describes climates in different world regions and explain key differences. (NGSS 3-ESS2-2; CCC: Patterns)

Interpret Climate Maps and Graphs - Which map or climograph best shows (temperature and precipitation) to compare regions. (NGSS 3-ESS2-2)

Weather-Related Hazards and Solutions - Identify hazards such as strong winds, flooding, and lightning, and evaluate design solutions that reduce their impacts. (NGSS 3-ESS3-1; SEP: Designing Solutions)

Design to Reduce Weather Impacts - Which change would most improve the design to (e.g., windbreaks, sandbags, drainage) using criteria and constraints; justify selections with data. (NGSS 3-ESS3-1; 3-5-ETS1-2)

Water Cycle as a Weather Driver (Extension) - Which statement best connects the water cycle to, condensation, precipitation, and collection qualitatively to connect water cycle steps to weather. (Extension; common in district curricula)

Clouds, Wind, and Precipitation Basics (Extension) - Which choice correctly recognizes common cloud types and basic wind/precipitation patterns in forecasts and observations. (Extension; NOAA/NASA elementary resources)

Weather Instruments and Reading Scales - Identify weather tools and read scales accurately, including thermometers, barometers, anemometers, rain gauges, and wind vanes, to collect weather data. (NGSS SEPs; supports 3-ESS2-1)

Compare Weather and Climate - Explain the difference between short-term weather and long-term climate; classify statements as weather vs. climate. (NGSS 3-ESS2-2)

Regional Climates and Latitude Influence - Explain qualitatively how latitude, elevation, and proximity to water influence climate patterns. (NGSS 3-ESS2-2; CCC: Systems and System Models)

Human Choices and Weather Preparedness - Connect preparedness actions (alerts, shelter, drainage) to reduced risk from specific local weather hazards. (NGSS 3-ESS3-1; CCC: Cause and Effect)

Read and Choose Correct Weather Symbols - Which symbol should be used to represent for temperature, wind, and precipitation on simple maps and forecasts. (NGSS 3-ESS2-1)

Build a Scaled Bar Graph for Weather Data - Which graph uses the most appropriate scale to represent from a weather data table; title and label axes accurately. (NGSS 3-ESS2-1; CCSS Math 3.MD.B.3)

Choose the Right Tool for a Measurement - Choose the appropriate tool for the measurement needed, such as a rain gauge or thermometer, and justify the choice. (NGSS SEPs)

Identify Safety Actions for Weather Alerts - Choose the safest response for thunderstorm, flood, heat, or high-wind alerts based on the conditions and safety criteria. (NGSS 3-ESS3-1)

Interpret Simple Satellite or Radar Images (Extension) - Which option correctly identifies cloud bands or storm cells on simple images and match them to likely weather outcomes. (Extension; NOAA elementary resources)

Select the Best Design Feature to Reduce Flooding - Which option best meets the criteria and constraints to (ditches, swales, rain gardens, sandbags) and select the one that best meets criteria and constraints. (NGSS 3-ESS3-1; 3-5-ETS1-2)

Match Climate Description to World Region - Which region most likely matches the climate description (hot and rainy year-round; cold and dry winters) to the correct climate zone on a simple map. (NGSS 3-ESS2-2)

Find Patterns in a Week of Weather - Which prediction is best supported by the weekly observations to identify patterns and make a short-range prediction with reasoning. (NGSS 3-ESS2-1; CCC: Patterns)

Define Design Problems Clearly - Which problem statement best defines the need with clear criteria and constraints with criteria for success and constraints (materials, time, cost). (NGSS 3–5-ETS1-1; SEP: Defining Problems)

Set Criteria and Constraints You Can Test - Which set of criteria and constraints is most testable and realistic for that connect directly to the purpose of the design. (NGSS 3–5-ETS1-1)

Generate Several Possible Solutions - Which sketch best represents a different solution that meets the criteria and constraints for to the same problem; explain how each meets criteria and constraints. (NGSS 3–5-ETS1-2)

Compare Solutions to Criteria and Constraints - Which solution should be selected based on the comparison table for against criteria and constraints; choose the best candidate. (NGSS 3–5-ETS1-2)

Plan and Conduct a Fair Test for a Prototype - Choose an investigation plan that controls variables, collects data, and identifies failure points to improve a model or prototype. (NGSS 3–5-ETS1-3; SEP: Planning Investigations)

Iterate to Improve a Design - Which change is best supported by the test data to improve and retest; explain how iteration improved performance. (NGSS 3–5-ETS1-3; CCC: Optimization)

Choose Materials for Purpose - Choose the best material based on properties such as rigidity, flexibility, strength, and absorbency, and justify the choice for a design. (NGSS ETS connections; CCC: Structure and Function)

Communicate Designs with Diagrams and Labels - Which diagram best communicates the design so others can build and test it for and a short explanation so others can build, test, and evaluate the design. (NGSS ETS communications; CCSS SL.3.4)

Select the Best Prototype Based on Data - Given test results, select the prototype that best meets the criteria and explain your reasoning. (NGSS 3–5-ETS1-2)

Identify Controlled Variables in a Test - Which option correctly identifies what must stay the same (controls) for a fair test of a design and explain why. (NGSS 3–5-ETS1-3)

Use a Rubric for Design Criteria - Apply a scoring rubric to rate a solution against each criterion and compute a total score. (NGSS 3–5-ETS1-2; MP.4)

Match a Problem to a Suitable Design Tool - Match common design tools (brainstorm list, sketch, table, flowchart) to the stage of the design process where each is most useful. (NGSS ETS)