Grade 3 Science

Students placed two sets of identical magnets near each other, as shown in the Before diagram. The After diagram shows that the magnets in the first set moved toward each other. The magnets in the second set did not move toward each other. Which statement best explains the behavior of one of these sets of magnets?

• The magnets in the first set moved toward each other because the opposite poles of the magnets attracted each other.

• The magnets in the second set did not move toward each other because the distance between the magnets was too large.

• The magnets in the first set moved toward each other because the north pole of each magnet was stronger than its south pole.

• The magnets in the second set did not move toward each other because these magnets need electricity to work.

Tags

NGSS.MS-PS2-5

How are catch limits good for people?

• Catch limits cause the biodiversity in the oceans to go down.

• Catch limits cause the price of fish at local stores to go up.

• Catch limits allow for invasive species to move into the ecosystem.

• Catch limits ensure that there will be a steady food source in the future.

Tags

NGSS.MS-LS2-5

Which of these is most likely Material 1?

• A. paper

• B. air

• C. juice

• D. oil

Tags

NGSS.5-PS1-3

Dolphins are sometimes seen in groups. The groups are called pods. The picture shows a pod of dolphins. A student claims that living in pods is better for the dolphins than living alone. Which two activities are easier for dolphins because they live in a pod?

• M. communicating with different species

• P. swimming in calm waters

• R. breathing above the surface

• S. hunting for prey

• T. finding a mate

Tags

NGSS.MS-LS2-2

Which planets from the table are most likely inner planets?

• A. Planets 1 and 2

• B. Planets 2 and 3

• C. Planets 3 and 4

• D. Planets 1 and 4

Tags

NGSS.MS-ESS1-2

Which change cannot be reversed by cooling?

• Change 1

• Change 2

• Change 3

• Change 4

Tags

NGSS.MS-PS1-5

Which feature most likely helps the building stay standing during an earthquake?

• many windows to prevent the building’s walls from breaking during an earthquake

• a square shape so that the building will not roll during an earthquake

• many metal bars to stop the building from shaking during an earthquake

• a tall height so that the building will be far above the ground during an earthquake

Tags

NGSS.MS-ETS1-2

NGSS.MS-ETS1-3

NGSS.MS-ETS1-4

A student had four blocks made of the same type of solid wood. The student measured and recorded the mass of each block. Then the student made some predictions about Block C.

• The mass of Block C is 3 grams.

• The length of Block C is 3 centimeters.

• The mass of Block C is greater than the mass of Block D.

• The volume of Block C is greater than the volume of Block B.

• The mass of Block C is the same as the masses of Block A and Block B together.

Tags

NGSS.MS-PS1-2

The diagram shows a student model of the water cycle. A sealed bag with

water in it is taped to a window. The sun warms the water in the bag and

turns some of it to gas. Droplets form on the inside and run down the

bag. The droplets collect at the bottom of the bag.

Which diagram shows the labels that correctly complete the model?

• 
• 
• 
• 

Tags

NGSS.MS-ESS2-4

A student has to place photographs on the metal door of a cabinet. The

student has to follow these instructions.

• The photographs cannot be damaged.

• The metal door of the cabinet cannot be damaged.

• It should be easy to change the position of the photographs.

The student uses the information in this table to choose a tool.

Based on the evidence, which tool is the best to use?

• nails

• tape

• magnets

• glue

Tags

NGSS.MS-ETS1-1

NGSS.MS-ETS1-2

NGSS.MS-ETS1-3