NGSS Grade 3 Speed Bag Sample

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TEACHERS’ EDITION (NGSS) GRADE 3 Speed Bag Drawing (Input and Output) Sections - provides students with the opportunity to organize concepts and information using a pictorial/visual representation.

Disciplinary Core Ideas - provides students with essential concepts directly related to educational standards, ensuring a focused and comprehensive understanding of the subject matter.

Mission Idea Charts - helps students organize post-reading experiences, crafted to engage in crosscutting concepts that have an application across various domains.

ELA/Literacy Connections - allows students to draw evidence from literary or informational texts, integrating information on the same topic.

Vocabulary Drills - helps students understand and retain essential scientific terms and concepts which are crucial for grasping the material presented.

Enrichment and Writing Connections - allows students to support their point of view using informational texts.

Multiple Choice Assessments - gives students practice in meeting their performance expectations for each standard. Items are scored by awarding one point for each question answered correctly.

SCIENCE BOOTCAMP®️- SCIENCE SPEED BAG TEACHERS’ EDITION - GRADE 3 (NGSS) Copyright ©2024 by Educational Bootcamp®️. 1st Edition. All rights reserved Publisher: J & J Educational Bootcamp, Inc. Content Development: Educational Bootcamp J & J Educational Bootcamp, Inc. Sunrise, Florida 33351 EducationalBootcamp.com info@educationalbootcamp.com No part of this publication may be reproduced, transmitted, or stored in a retrieval system, in whole or in part, in any form or by any means, electronic or mechanical, including photocopying, recording, or otherwise, without written permission from Educational Bootcamp.

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TABLE OF CONTENTS LESSON TITLE

CODE

PERFORMANCE EXPECTATION

PAGES

Motion and Stability: Forces and Interactions

Mission 1

Balanced and Unbalanced Forces

Mission 2

Using Patterns to Predict Movement

Mission 3

Electric and Magnetic Interactions

Mission 4

Magnet Design Challenge

3-PS2-1

Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

pp. 1 - 12

3-PS2-2

Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.

pp. 13 - 24

3-PS2-3

Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.

pp. 25 - 36

3-PS2-4

Define a simple design problem that can be solved by applying scientific ideas about magnets.

pp. 37 - 48

From Molecules to Organisms: Structures and Processes

Mission 5

Life Cycles of Organisms

Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

3-LS1-1

pp. 49 - 60

Ecosystems: Interactions, Energy, and Dynamics

Mission 6

Group Behaviors and Animal Survival

3-LS2-1

Construct an argument that some animals form groups that help members survive.

pp. 61 - 72

Heredity: Inheritance and Variation of Traits

Mission 7

Inherited Traits from Parents

3-LS3-1

Mission 8

3-LS3-2

Traits Influenced by the Environment

Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.

pp. 73 - 84

Use evidence to support the explanation that traits can be influenced by the environment.

pp. 85 - 96

Biological Evolution: Unity and Diversity

Mission 9

Fossils: Clues from the Past

Mission 10

Survival Advantages of Traits

Mission 11 Survival in a Habitat Mission 12

Adapting to Environmental Change

3-LS4-1

Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.

pp. 97 - 108

3-LS4-2

Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.

pp. 109 - 120

3-LS4-3

Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.

pp. 121 - 132

3-LS4-4

Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.

pp. 133 - 144

Earth Systems

Mission 13

Seasonal Weather Patterns

Mission 14

World Climate Zones

3-ESS2-1

Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.

pp. 145 - 156

3-ESS2-2

Obtain and combine information to describe climates in different regions of the world.

pp. 157 - 168

Earth and Human Activity

Mission 15

Solutions for Weather Hazards

3-ESS3-1

Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.

pp. 169 - 180

Appendix

Vocabulary

ALL

pp. 193 - 196

THIRD GRADE PERFORMANCE EXPECTATIONS The performance expectations in third grade help students begin to develop a deeper and more structured understanding of core scientific concepts across life, physical, and Earth sciences, as well as engineering. The NGSS (Next Generation Science Standards) performance expectations for Grade 3 are designed to engage students in asking questions, planning investigations, collecting and interpreting data, constructing explanations, and designing solutions. These practices help students not only learn science but also begin to think and act like scientists and engineers.

In life science, students explore the life cycles of organisms, including how plants and animals grow, develop, and reproduce. They learn that traits are passed from parents to offspring, but environmental conditions can influence how those traits appear. Students will investigate the diversity of life on Earth, including how organisms have different adaptations that help them survive in their environments. They examine fossils as evidence of organisms and environments from the past, which leads to discussions about extinction, environmental changes, and what it means for organisms today. These experiences develop students’ understanding of how biological systems interact and change over time.

In physical science, students focus on forces and motion. They learn to investigate how different forces—pushes and pulls—affect the motion of objects. They conduct experiments with balanced and unbalanced forces and analyze the results. Magnetism is introduced as a special kind of force that can act at a distance. These activities help students develop models and explanations about how and why objects move, preparing them for more complex physical science topics in later grades.

Earth and space science emphasizes the observation and analysis of weather conditions and climate. Students collect and interpret weather data and use it to identify patterns over time.

They explore how climate differs by region and season. A key focus is understanding natural hazards—such as floods, hurricanes, and droughts—and how people can reduce their impacts through engineering and planning. This unit promotes both scientific understanding and civic responsibility, encouraging students to think about how communities can prepare for and respond to natural events.

Engineering and technology are embedded throughout the third-grade standards. Students learn to define problems, design solutions, and improve their designs based on test results. The engineering design process is not treated as a separate unit but is woven into science investigations throughout the year. For example, students might design a device to reduce the impact of wind during a storm or create a model habitat that supports animal survival. These experiences help them think critically, work collaboratively, and apply creativity to real-world challenges.

Overall, the third-grade NGSS standards provide a balanced approach to science instruction by integrating content knowledge, science and engineering practices, and crosscutting concepts. This practice helps students make sense of natural phenomena and prepares them for more advanced scientific thinking in future grades. The emphasis on inquiry, evidence, and design encourages curiosity, problem-solving, and resilience—skills that are valuable across all subject areas and in life beyond the classroom.

ASSESSMENT SCORING RUBRIC Multiple Choice (MC)

Multiple-choice items are scored by awarding one point for each correct answer. Each set of questions has 7 multiple choice questions representing 2 low complexity, 3 moderate complexity, and 2 high complexity questions.

Scoring Block

A Scoring Block is provided at the end of each Mission to provide the Response to the Intervention (Science Bootcamp). Bubble in the number of correctly answered questions.

SHADE IN THE NUMBER ANSWERED CORRECTLY 1

2

3

4

5

6

7

Scoring Block

Small Group Instruction Small group instruction should take place once every two weeks, the day after the End-of-Mission Assessment.

BLUE GROUP - All 7 multiple choice questions answered correctly GREEN GROUP - 6 to 5 multiple choice questions answered correctly YELLOW GROUP - 3 to 4 multiple choice questions answered correctly RED GROUP - 2 or less multiple choice questions answered correctly

Mission 3 Electric and Magnetic Interactions CORE IDEA: 3-PS2-3 SAMPLE PERFORMANCE EXPECTATION 3-PS2-3

Ask questions to determine cause-and-effect relationships of electric or magnetic interactions between two objects not in contact with each other.

Clarification Statement: Examples of an electric force could include the force on hair from an electrically charged balloon and the electrical forces between a charged rod and pieces of paper; examples of a magnetic force could include the force between two permanent magnets, the force between an electromagnet and steel paperclips, and the force exerted by one magnet versus the force exerted by two magnets. Examples of cause and effect relationships could include how the distance between objects affects the strength of the force and how the orientation of magnets affects the direction of the magnetic force.

Assessment Boundary: Assessment Boundary: Assessment is limited to forces produced by objects that can be manipulated by students, and electrical interactions are limited to static electricity.

KEY CONCEPTS Electric and magnetic forces can act between objects even when they do not touch.

Electric charges, like those from static electricity, can pull objects toward them.

Magnets can attract or repel depending on their orientation (which way the poles face).

The distance between two objects changes the strength of the force between them.

Stronger magnets or using more than one can make objects move faster or farther.

Electric forces can be shown using balloons, rods, or cloth to make small objects move.

Asking good science questions helps us find out how invisible forces affect motion.

Cause and effect relationships help explain what happens when magnets or charges move objects.

Mission 3 FORCES THAT WORK WITHOUT TOUCHING Have you ever rubbed a balloon on your hair and watched your hair stand up? Or seen a magnet pull a paperclip without touching it? These are examples of invisible forces! They happen even when objects are not touching.

Two types of invisible forces are electric forces and magnetic forces. An electric force can happen when an object has a special charge. When you rub a balloon on your head, it gets an electric charge, and that charge can pull your hair toward it! That is electricity in action.

A magnetic force is what makes magnets push or pull objects like metal paperclips. Some magnets pull together (attract), and others push apart (repel). It all depends on the orientation— that means how the magnets are lined up.

The strength of these forces can change. If you move two magnets farther apart, the magnetic force becomes weaker. If you move them closer, the force gets stronger. The same thing happens with electric forces. That is called a cause-and-effect relationship—the cause is how far apart the objects are, and the effect is how strong the force is.

Even though we cannot see electric or magnetic forces, we can see what they do. That makes them a very cool part of science!

SPEED BAG QUICK DRAW

Pg 188 or 189

Foundational Text MISSION IDEA CHART Effect

A magnet is placed close to a paperclip

The paperclip moves quickly to-

Effect

A balloon is rubbed on hair, then held near paper bits

The paper bits jump up the balloon

toward

Effect Two magnets with opposite poles are brought close

The magnets attract and pull toward each other

Effect Two magnets with similar poles are brought close

The magnets repel and push away from each other

Mission 3 In this mission, we will explore how some forces can act on objects even when they are not touching. These forces include electric and magnetic forces. Although invisible, they can make things move, change direction, or even stick together. You will learn how the distance between objects and the direction they face can affect these forces.

Let us start with electric forces. These happen when something becomes electrically charged.

You have probably seen this happen if you rub a balloon on your hair. The balloon builds up electric charge and can then pull your hair up. That is a type of static electricity—a charge that stays in one place. Another fun example is rubbing a plastic rod with a cloth and watching it attract little pieces of paper!

Next are magnetic forces. Magnets have poles—usually labeled north and south. If you bring the same poles together (north to north or south to south), they repel, or push away from each other. If you bring opposite poles together (north to south), they attract, or pull toward each other.

Magnets do not need to touch an object to move it. Try holding a magnet near some steel paperclips. The paperclips jump to the magnet! That is because the magnetic force acts across space. Now hold the magnet farther away. Do you see fewer paperclips moving? That is because the force gets weaker as the distance increases.

Another cool example is using two magnets. If you use one magnet to move another across a table without touching it, you are using a force from a distance. You can also use an electromagnet—a coil of wire with electric current—to attract metal objects like paperclips.

In our investigations, we ask questions to help figure out how these forces work. What happens if we use two magnets instead of one? What happens if we turn one magnet around? These questions lead us to notice patterns and cause-and-effect relationships.

These are the key ideas: • Electric and magnetic forces work at a distance.

• The distance between objects affects how strong the force is.

• The orientation of magnets changes how they interact.

• We can test these ideas using everyday materials like magnets and balloons.

By the end of this mission, you will be able to ask your own science questions, observe invisible forces in action, and explain why objects move even when nothing touches them.

You are about to become a force expert—get ready to push your thinking and pull new ideas into your brain!

Disciplinary Core Idea VOCABULARY DRILL DIRECTIONS: Complete the crossword puzzle below using the clues for both across and down words. Begin with the easiest clues, then use the letters from the filled-in words to help solve the intersecting words.

Across:

Down:

3. a tool that pulls on certain metals like iron and steel

1. how far apart two objects are

4. a push or pull caused by electric charges 6. a push force that moves objects away from each other

2. a type of electric charge that stays in one place 5. the way two magnets are turned or lined up

9. a push or pull caused by magnets

7. a special kind of energy an object can have that causes electric force

10. a force we cannot see but can see the effects of

8. a pull force that brings objects closer together

Mission 3 ZARA AND THE FLOATING FEATHER Zara was helping her grandmother clean the living room when she spotted something interesting under the couch—a long purple balloon.

“Can I keep this?” she asked excitedly.

“Of course,” Grandma chuckled. “But be careful. That one’s been known to have magic powers if you rub it.”

Zara giggled. “Magic? No way!”

She rubbed the balloon against her cotton shirt and held it near her hair. ZAP! Her hair stood up like a porcupine.

“Whoa!” she shouted. “Okay… that was weird.”

She walked to the window where a small feather had drifted in. Curious, she held the balloon near it. The feather jumped toward the balloon like it had a mind of its own.

“What? I didn’t even touch it!”

She tried again, rubbing the balloon and holding it close. The feather floated up again. Zara’s eyes grew wide. “This balloon has powers!”

Later, in science class, her teacher Ms. Fong introduced a new unit—invisible forces.

“Electric and magnetic forces can move objects without touching them,” Ms. Fong explained.

“Like when you rub a balloon and it attracts hair or paper.”

Zara’s hand shot up. “I just did that at home! My balloon made a feather float!”

Her classmates stared.

“That’s static electricity,” said Ms. Fong. “It creates an electric charge.”

Next, the class used magnets to make paperclips move without touching them. Zara noticed that if she flipped one magnet, it pushed the paperclip away.

“Magnets can either attract or repel depending on how they’re turned,” Ms. Fong explained.

“That’s called orientation.”

Zara and her lab partner Amari experimented with placing magnets at different distances from the paperclips. They discovered the closer the magnet, the faster the clip moved. When the magnets were far apart, the clip barely moved at all.

“This is so cool,” Amari said. “It’s like superhero science!”

Zara smiled. “Yeah. But it’s not magic—it’s science!”

ELA/Literacy Connection 1

2

3

4

What is the main idea of the story?

A

Zara did not like cleaning her house because her grandma was strict.

B

Zara learned how to float using a balloon.

C

Zara discovered how invisible forces like electricity and magnetism work.

D

Zara wanted to become a superhero.

Why did the author include Zara’s classroom experience?

A

to show how magnets can be dangerous

B

to show how science can explain real-life experiences

C

to show that Zara liked her teacher

D

to explain why Zara did not like cleaning

What does the word repel most likely mean in this sentence: “Magnets can either attract or repel depending on how they’re turned,” Ms. Fong explained.

A

Stick to

B

Pull in

C

Push away

D

Spin around

How are electric and magnetic forces alike in the story?

A

Both need to touch objects to work.

B

Both are invisible and work without touching.

C

Both are created with feathers.

D

Both only work with paperclips.

Mission 3 THE MAGNET MYSTERY AT MAKER’S LAB At Walker Elementary’s Maker’s Lab, students were building a mini racetrack for small plastic cars. Jaden, Priya, and Malik had a special idea—they wanted the cars to zoom across the track without anyone pushing them.

“We should use magnets!” said Priya. She brought out a box of round magnets and placed one under the racetrack. Jaden attached a small magnet to the bottom of the plastic car. Then, he gently placed the car on top of the track.

To everyone’s surprise, the car started to move forward slowly!

“Look!” Jaden shouted. “It’s moving without us touching it!”

The team started experimenting. Malik placed a second magnet behind the first one. This time, the car went even faster. “The second magnet must be helping,” he said.

They noticed something else. When they flipped the second magnet, the car stopped and rolled backward. Priya explained, “That’s because magnets can repel each other if their poles are the same!”

The team wrote down their ideas:

• Using two magnets made the car move faster.

• Flipping one magnet made the car stop or move away.

• The farther apart the magnets, the weaker the effect.

Next, they tried the balloon experiment. Priya rubbed a balloon on her hair, then held it near small tissue pieces. The tissues jumped up!

Jaden wrote: “Electric charges can pull things too—even from a distance.”

After their experiments, the teacher asked: “What questions do you still have?”

Malik raised his hand: “Does the size of the magnet change how strong the force is?”

The group had uncovered the most important lesson: electric and magnetic forces do not need contact, and their strength depends on orientation and distance. They even designed a poster for the school science fair with the words: INVISIBLE FORCES DO BIG WORK!

Enrichment and Writing PROMPT: Think about the Maker’s Lab story. What did the students learn about how magnets and electric forces work without touching? Explain what happened in the lab and how it shows cause-and-effect relationships.

Writing to Tie It Together

Student responses will vary.

In the Maker’s Lab story, the students learned that magnets and static electricity can move objects without touching them. When they used two magnets, the car moved faster. That showed that using more magnets increased the force. When they flipped one magnet, the car moved the other way, showing that the orientation of magnets can change the direction of the force. They also saw that the farther apart the magnets were, the weaker the force became. When Priya used the balloon, she showed an electric force because the tissue paper jumped up without being touched. These examples helped show cause and effect, how distance, direction, or number of magnets changed what happened.

Mission 3 1

Use the table below to answer the question.

DISTANCE BETWEEN MAGNETS (CM) 2 4 6

PAPERCLIP MOVEMENT (CM) 10 5 2

What does the data show about the distance between magnets and the movement of the paperclip?

2

A

The closer the magnets, the weaker the force.

B

The closer the magnets, the stronger the force.

C

Distance does not affect force.

D

The paperclip moves more as distance increases.

Use the picture below to answer the question.

What is most likely happening in the picture?

A

The girl’s hair is wet.

B

The balloon is pulling her hair due to static electricity.

C

The girl is afraid of balloons.

D

The air from the balloon is lifting her hair.

Assessment 3

Two magnets, one turned so both north poles face each other. Arrows show them pushing apart.

What force is shown between these two magnets?

4

5

A

Electric force from wires

B

Repelling magnetic force

C

Gravitational force

D

Pushing by hand

Sasha rubs a balloon on her sweater and holds it above tiny paper dots. They rise up to the balloon. Which of the following best explains why the paper dots move?

A

The balloon creates a magnetic force that pulls the paper.

B

The sweater creates sound waves that pulls the paper.

C

The balloon has an electric charge that pulls the paper.

D

The balloon heats the paper dots.

What is the best reason a paperclip moves toward a magnet?

A

It has electricity and magnet pulls it.

B

It is heavy.

C

It is made of metal and the magnet pulls it.

D

The magnet has batteries that pulls paperclips.

Assessment SHADE IN THE NUMBER ANSWERED CORRECTLY 1

6

2

3

4

5

6

7

Mateo uses two magnets to move a toy car across a table without touching it.

Which force is Mateo using?

7

A

Friction

B

Light force

C

Gravity

D

Magnetic Force

Use the table below to answer the question.

OBJECT Wooden spoon Steel paperclip Plastic straw Iron nail

ATTRACTED TO MAGNET? No Yes No Yes

Which statement is correct based on the table?

A

Magnets attract all objects.

B

Only plastic items like straws are attracted to magnets.

C

Only metal objects like steel and iron are attracted to magnets.

D

Wooden items like spoon are always magnetic.

Mission 11 Survival in a Habitat CORE IDEA: 3-LS4-3

SAMPLE PERFORMANCE EXPECTATION

3-LS4-3

Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.

Clarification Statement: Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.

KEY CONCEPTS A habitat is where an organism lives and gets what it needs to survive.

Organisms survive well, less well, or not at all depending on how well the habitat meets their needs.

Every organism has different characteristics and needs, such as food, shelter, and climate.

Cause and effect explains survival—if a habitat does not meet an organism’s needs, it may not survive.

Habitats and the organisms living in them are part of a system—they depend on one another.

Evidence can be used to support claims about why an organism can or cannot live in a specific environment.

Changes in a habitat can affect which organisms can live there.

Not all animals can live in every environment, even if they seem similar.

Mission 11 Finding the Right Place to Live Every living thing needs the right place to survive. This place is called a habitat – a natural area where an organism lives and meets its needs. Different organisms need different things to live.

Some animals need water, while others need dry land. Some plants need a lot of sunlight, and others grow better in the shade.

If an animal finds a habitat that has all the things it needs – food, water, shelter, and the right temperature – it can live well. If it only gets some of the things it needs, it might survive, but not as strongly. It might get sick or not have many babies. If the habitat does not have the right things, the animal or plant will not survive there at all.

Think about a desert – a dry place with hot days and cool nights. A cactus plant can survive well in the desert because it has thick stems that store water and sharp spines – pointy parts that protect it from animals. But a lily flower, which needs a lot of water, cannot live in the desert.

Every habitat is part of a system, and all the living and non-living parts work together. If something changes, it can affect who can live there. Learning about how organisms and habitats connect helps us understand how life works!

SPEED BAG QUICK DRAW

Pg 204 or 205

Foundational Text MISSION IDEA CHART

Forest

Desert

Mission 11 IN THIS MISSION: WHO CAN LIVE AND WHY In this mission, we will explore how animals and plants survive—or do not—based on their habitat. A habitat is more than just a place. It includes food, water, shelter, space, sunlight, temperature, and more. These conditions work together to help living things meet their needs.

Let us look at a forest habitat. The forest has tall trees, shady ground, and many insects and animals. A woodpecker survives well here. It has a strong beak to peck tree trunks and find insects. It also nests in tree holes. But a camel, which is made for dry, sandy deserts, would not survive well in the forest.

In a grassland, the land is open with short grasses. There is plenty of space to run, so animals like zebras, lions, and prairie dogs do well here. These animals have strong legs, sharp eyesight, and are used to seeing predators or prey from far away. But a fish, which needs water to breathe through gills, cannot survive at all in the grassland.

We can group survival into three levels: 1. Organisms that survive well – Their needs match the habitat completely.

2. Organisms that survive less well – Some needs are met, but not all. They might live shorter

lives or struggle to find food.

3. Organisms that cannot survive – The habitat does not meet their needs at all.

Let us explore an example: A rabbit, a polar bear, and a rattlesnake are placed in a snowy mountain habitat.

•

The rabbit has thick fur and can dig in the snow for roots. It survives well.

•

The rattlesnake is cold-blooded and needs warm sun to stay active. It may survive for a short time but will not do well.

•

The polar bear does great here—it is built for snow and cold. But flip the habitat to a desert, and things change:

•

The rattlesnake thrives—it blends in with the sand and handles heat well.

•

The rabbit may survive for a while, but heat and lack of food will cause problems.

•

The polar bear cannot survive at all—it would overheat and struggle to find food.

All these examples show cause and effect: if a habitat matches the needs of an organism, it can survive better. If not, the organism will struggle or die. This system helps keep balance in nature.

When we understand which organisms do well in which environments, we learn how to protect their homes. Every animal and plant has its perfect fit—it is all about survival!

Disciplinary Core Idea VOCABULARY DRILL DIRECTIONS: Complete the crossword puzzle below using the clues for both across and down words. Begin with the easiest clues, then use the letters from the filled-in words to help solve the intersecting words.

Across:

Down:

6. a relationship where one thing makes another thing happen

1. information used to explain or support an idea

7. a place where an organism lives and gets everything it needs

2. all the living and nonliving things around an organism

9. a living thing like an animal, plant, or fungus

3. features or qualities that something has

10. a place that gives safety from weather or predators

4. a group of parts that work together to do a job 5. a trait that helps an organism live in its environment

Mission 11 THE HABITAT MIX-UP Dani was always curious about animals. So when her aunt invited her to visit the Animal Explorers Wildlife Park, she was thrilled. At the park, animals from around the world lived in giant, natural habitats designed just for them.

“This is more than a zoo,” her aunt explained. “Each section is a model of a real habitat. The animals are only placed where they can survive well.”

Dani entered a control room where she met Akello, the wildlife guide. On the screen were three animals and three habitat choices: Desert, Rainforest, and Arctic Tundra.

“Let’s play a game,” said Akello. “Match each animal to the right habitat. But be careful! If you get it wrong, you’ll see what happens when animals are in the wrong place.”

The first animal was Nima, a snow-white fox with thick fur and tiny ears.

“The Arctic Tundra!” Dani said. “Her thick fur keeps her warm in the cold.”

“Correct,” said Akello. “She survives well there. Let’s see what happens if she goes to the desert.”

On the screen, Nima looked hot and tired. She couldn’t find food or shade. “She wouldn’t survive long,” Dani said.

Next was Zayd, a lizard with dry, scaly skin and wide feet.

“That’s easy,” Dani smiled. “He’s made for the Desert.”

“Right again,” said Akello. “Now let’s test the rainforest.”

The screen showed rain falling through tall trees. Zayd looked confused and slow. “His body doesn’t handle wet places,” Dani said. “He would survive less well there.”

Finally, they met Marisol, a monkey with long arms and a curly tail.

“She’s for the Rainforest,” said Dani. “She can swing from vines and find fruits.”

“Exactly,” said Akello. “Now let’s see what happens if we put her in the Arctic.”

Poor Marisol shivered and slipped on the ice. “No trees. No food. She wouldn’t survive at all,” Dani said sadly.

Akello nodded. “You’ve figured it out. Every organism has different needs. If a habitat meets those needs, the organism can survive well. If only some needs are met, it survives less well. And if the habitat doesn’t meet the needs at all—it can’t survive.”

“That’s why habitats and animals depend on each other,” Dani said. “It’s a system.”

Akello smiled. “You’re a true Animal Explorer now.”

As Dani left the park, she looked back at the habitats and whispered, “Everybody needs the right home.”

ELA/Literacy Connection 11

12

Why did the author most likely write this story?

A

to tell a funny story about monkeys

B

to show how animals can escape a zoo

C

to teach about matching animals to habitats

D

to explain how to build an animal park

What does the word shivered most likely mean in this sentence: “Poor Marisol shivered and slipped on the ice”?

13

4

A

slept soundly

B

shook from cold

C

cried loudly

D

got very hungry

What is the main idea of the story?

A

Zayd the lizard loves playing in the desert.

B

Dani meets animals who cannot get along.

C

Animals can survive best when they live in the right habitat.

D

It is dangerous to mix animals from different places.

How are Nima and Marisol different in the wrong habitat?

A

Nima is too hot in the desert, but Marisol is too cold in the Arctic.

B

Nima swims in water, but Marisol swings in trees in the rainforest.

C

Nima hunts fruit in the rainforest, but Marisol eats meat in the desert.

D

Nima likes ice in the Arctic, but Marisol likes water in the rainforest.

Mission 11 THE HABITAT DILEMMA It was time for the Great Habitat Swap at the Earth Explorers Club! Today’s challenge was to choose the perfect environment for three mystery animals. The student teams received their clues: •

Animal A has long ears, soft fur, and hops fast.

•

Animal B has dry scales, does not sweat, and loves to bask in the sun.

•

Animal C has thick white fur, webbed feet, and stores fat for energy.

Each group got habitat options: 1. Forest 2. Desert

3. Arctic Tundra Team Leila, Mateo, and Akira studied their animals. “Animal A must be a rabbit,” Leila said. “It can survive well in the forest—lots of grass, bushes, and hiding spots.”

“Animal B sounds like a desert lizard,” said Mateo. “Scales and sunbathing—that’s definitely desert life.”

“Animal C?” Akira looked puzzled. “Webbed feet, white fur… that’s a polar bear! It belongs in the Arctic!”

After matching the animals, the team explained their reasoning to the club.

“If we put the lizard in the Arctic, it won’t survive. It needs heat, not snow!” said Mateo.

“And if the polar bear is put in the forest or desert,” added Akira, “it will overheat or starve.”

“But a rabbit in the desert?” Leila asked. “It might survive a bit, but there’s not much water or shade—it wouldn’t last long.”

The club leader nodded. “Perfect! You’ve used evidence to explain survival levels: •

Polar bear in the Arctic = Survives well

•

Rabbit in the forest = Survives well

•

Lizard in the desert = Survives well

•

Rabbit in the desert = Survives less well

•

Lizard in the Arctic = Cannot survive

•

Polar bear in the desert = Cannot survive.”

“Habitats and organisms depend on each other,” the leader continued. “This is a system of survival, where the environment causes the outcome—who can live and who cannot.”

That day, the Explorers Club did not just match animals—they learned that every detail matters when it comes to survival!

Enrichment and Writing PROMPT: Imagine you are a biologist who must move three animals to new habitats. Explain where you would move each one and why, using evidence to support whether each animal will survive well, less well, or not at all in their new environment.

Writing to Tie It Together

Student responses will vary.

I would move a camel to the desert because it has thick skin, long eyelashes, and stores water, so it will survive well. I would move a rabbit to the forest because it can find food and shelter easily there, so it will survive well, too. But I would not move a polar bear to the desert because the heat would make it sick and there’s no food—it would not survive at all. Each animal has special traits, and those traits help them live better in some places than others. You must match the animal’s needs with the right habitat to help it survive.

Mission 11 1

Use the table below to answer the question.

Animal Rattlesnake

Desert

Forest

✔️ ❌

Woodpecker ❌

✔️

Polar Bear

❌

❌

Rabbit

⚠️ ✔️

Key: ✔= Survives Well | ⚠= Survives Less Well | ❌ = Cannot Survive Which animal can survive well in the forest but not in the desert ?

2

3

A

Rattlesnake

B

Polar Bear

C

Woodpecker

D

Rabbit

DeShawn visits a rainforest exhibit with tall trees and lots of rain. He sees a lizard hiding under a leaf and a monkey swinging overhead. What can DeShawn conclude?

A

The lizard survives better than the monkey.

B

Both animals are confused in this habitat.

C

The monkey survives well in the rainforest.

D

Rainforests are best for cold-weather animals.

Which statement explains why organisms survive differently in habitats?

A

All organisms need the same things.

B

The sun controls all survival.

C

Organisms live longer in colder places.

D

Some habitats meet the needs of certain organisms better than others.

Assessment 4

Use the picture below to answer the question.

Which animal survives well in the desert?

5

A

Rabbit

B

Penguin

C

Cactus

D

All of the above

Use the table below to answer the question.

Animal Rattlesnake

Desert

Forest

✔️ ❌

Woodpecker ❌

✔️

Polar Bear

❌

❌

Rabbit

⚠️ ✔️

Key: ✔= Survives Well | ⚠= Survives Less Well | ❌ = Cannot Survive Which animal survives less well in the desert but well in the forest?

A

Rabbit

B

Polar Bear

C

Rattlesnake

D

Woodpecker

Assessment SHADE IN THE NUMBER ANSWERED CORRECTLY 1

6

2

3

4

5

6

7

Use the picture below to answer the question.

Why does the polar bear survive well in this environment?

7

A

It can swing from trees and eat fruit.

B

Its thick fur and body fat keep it warm.

C

It flies to warmer places when it's cold.

D

It stores water in its hump.

Which of the following best shows cause and effect?

A

A monkey eats fruit and climbs trees.

B

A polar bear cannot find food in the desert and dies.

C

A lizard sits on a rock in the sun.

D

A cactus has sharp spines and survives well in the arctic.

Mission 14 World Climate Zones CORE IDEA: 3-ESS2-2

SAMPLE PERFORMANCE EXPECTATION

3-ESS2-1

Obtain and combine information to describe climates in different regions of the world.

KEY CONCEPTS

Climate is the typical weather in a place over a long period of time, not just day -to-day weather.

Scientists describe climates by analyzing long-term patterns in temperature and precipitation.

There are different climate regions around the world: equatorial, polar, coastal, and mid-continental.

Equatorial regions are hot and wet; polar regions are cold and dry.

Coastal areas have mild and more stable weather due to nearby oceans.

Mid-continental areas show more extreme seasonal changes and weather swings.

Patterns in climate help scientists predict what kind of weather is typical during different months.

Reliable information sources (books, media, databases) are used to gather and combine climate data.

Mission 14 Understanding Climates Around the World Have you ever wondered why it is hot and sunny in some places, but cold and snowy in others?

The answer lies in a place’s climate—the usual weather conditions over a long time. While weather changes daily, climate describes what the weather is usually like during the year.

There are many types of climates on Earth. In equatorial regions near the middle of the Earth, it is usually hot and rainy all year. In polar regions, like Antarctica, the climate is cold and icy most of the time. Coastal areas near oceans often have milder temperatures, while mid-continental areas, which are far from oceans, may have hot summers and cold winters.

Scientists study patterns in temperature and precipitation (rain, snow, or other water falling from the sky) over many years to describe a region’s climate. For example, if a place usually gets lots of rain in summer every year, that is a climate pattern.

By looking at climate patterns, we can make predictions about what the weather is most likely to be like during certain months. This helps farmers know when to plant crops, helps people prepare for storms, and even helps you decide what to pack for a vacation!

In this mission, you will explore how climates are different in each part of the world and learn how recognizing patterns can help us understand and predict the weather in those places.

SPEED BAG QUICK DRAW

Pg 210 or 211

Foundational Text MISSION IDEA CHART

Comparing Climate Patterns Climate Region

Temperature Pattern

Rainfall Pattern

Notes

Hot year-round

Heavy rainfall most months

Near the Equator; tropical rainforests thrive

Polar

Cold year-round

Very little precipitation

Covered in ice or snow; far from the Equator

Coastal

Mild, steady temperatures

Rainfall varies; often low

Close to oceans; fewer temperature swings

MidContinental

Hot summers, cold winters

Can have sudden storms

Far from water; more extreme seasonal changes

Equatorial

Mission 14 In this mission, you will explore the idea that different parts of the world have different climates, and that these climates can be described by studying patterns in weather over many years.

Understanding climate helps us make good decisions—like what to wear, what crops to grow, and how to prepare for extreme weather events.

Let us start with the difference between weather and climate. Weather is the condition of the air on a short-term basis—it might be sunny, rainy, windy, or snowy today. But climate is the pattern of weather in a place over a long period of time, usually 30 years or more. For example, if a place usually has hot summers and mild winters, that is part of its climate.

Scientists collect data like temperature, precipitation, and wind direction from weather tools.

Then they use this data to describe and compare climates in different regions around the world.

Some important climate regions include: •

Equatorial regions: These places are near the Equator. They are hot and rainy most of the year.

Tropical rainforests grow in these areas.

•

Polar regions: These areas, like Antarctica and the Arctic, are cold and dry all year. Ice and snow cover the land.

•

Coastal regions: These places are near oceans or seas. Water helps keep temperatures steady, so these places do not get too hot or too cold.

•

Mid-continental regions: These places are far from large bodies of water. They usually have hot summers and cold winters.

Even within these regions, climates can vary. For example, one coastal area might get a lot of rain in winter, while another might get most of its rain in summer. One polar region might be colder than another depending on how close it is to the ocean.

When scientists compare climates, they look at things like: •

Average temperature each month over many years

•

Average rainfall or snowfall during different seasons

•

The highest and lowest temperatures recorded over time

They use this information to find patterns—repeated changes that help describe what is typical.

These patterns help people make predictions about what the weather is likely to be like in a certain month or season.

For example: •

If July is hot and dry every year in a mid-continental region, we can predict that it will probably be hot and dry next July too.

•

If a polar region has strong winds each winter, people living there can prepare their homes for wind damage.

Understanding climate also helps us make choices that keep us safe. In tropical climates, we might build homes that stay cool. In snowy climates, roads need to be cleared in winter. Farmers use climate information to choose when and what to plant.

In this mission, you will gather and combine information about climates from around the world.

You will discover how scientists use data to describe patterns, compare different climate zones, and make smart predictions that help people live safely and comfortably in their regions.

Disciplinary Core Idea VOCABULARY DRILL DIRECTIONS: Complete the crossword puzzle below using the clues for both across and down words. Begin with the easiest clues, then use the letters from the filled-in words to help solve the intersecting words. Note: Dashes in words should be given their own square in the puzzle.

Across:

Down:

2. a repeated way something happens over time

1. a place close to the ocean or sea

4. a hot and rainy region near the middle of Earth 5. to use past information to guess what may happen next 7. a measure of how hot or cold something is 8. a land area far from oceans that has more extreme temperatures 10. the condition of the air on a short day-to-

3. a form of water that falls from clouds like rain or snow 6. a very cold and icy region near Earth’s poles 9. a place’s usual weather over a long time

Mission 14 CLIMATE CLUES It was the first day of Earth Explorers Club, and third-graders Keon, Mei, Priya, and Mark were ready for adventure. Their teacher, Ms. Luna, walked in with four envelopes and a big announcement.

“Today, you’re going on a mystery mission,” she said with a grin. “Each of you has a clue about a region’s climate. Use your clues to figure out where you are in the world!”

Everyone opened their envelope.

Keon read aloud: “This region gets lots of rain all year, and it’s always hot and humid.”

Mei said, “Mine says this place has freezing temperatures most of the year and only a little snow.”

Priya added, “My clue says there are warm summers, but winters are really cold. The weather changes a lot.”

Mark grinned: “Mine says the weather is usually mild, and it doesn’t change too much. Rain falls more in the winter than summer.”

They looked at each other.

Keon scratched his head. “I think I might be near the Equator, like in a tropical rainforest.”

Ms. Luna nodded. “Nice prediction! The equatorial region is hot and rainy all year long. What climate type could Mei have?”

“Hmm... always freezing and dry... must be the polar region,” Mei said. “Like Antarctica!”

“What about me?” Priya asked. “Hot summers, cold winters, and storms.”

“That sounds like a mid-continental region,” Mark replied. “Far from oceans—like Nebraska!”

Mark smiled. “Then mine must be a coastal region. Mild and steady—that matches where I’m from in California!”

Ms. Luna handed them each a climate data chart showing average temperatures and rainfall for their mystery location. “Now check your guesses using these long-term patterns.”

They compared their clues with the charts. Mei’s chart showed temperatures below freezing for most months—just like she predicted! Keon’s had steady high temperatures and nearly 10 inches of rain each month. Mark’s chart showed cooler winters and warmer summers with small rainfall in May. Priya’s chart had the wildest pattern—cold Januarys, hot Julys, and sudden spikes of rain.

“These patterns match exactly!” Priya said. “Now I really get how climate works. It’s like solving a weather puzzle using long-term clues.”

Ms. Luna smiled. “That’s right. And those clues help scientists predict typical weather in each region. Even though the weather might change from day to day, climate gives us the big picture.”

As the bell rang, Keon said, “This was better than any mystery game. We used clues, charts, and patterns to learn about the world!”

“Yeah,” Mei added, “and now we can figure out what to pack for any vacation—thanks to climate!”

The team high-fived as they left the classroom, ready for their next mission: decoding the seasons!

ELA/Literacy Connection 1

2

3

4

What is the author's main purpose for writing this story?

A

to teach students how to read a weather forecast

B

to explain how scientists travel around the world

C

to show how kids can learn about climate through a fun activity

D

to compare weather patterns in different countries

What clue helped Keon decide he was in an equatorial region?

A

The place had snow in the winter.

B

The temperature changed a lot from month to month.

C

It was always hot and rainy.

D

It had very little precipitation.

What does the word "patterns" mean in this story?

A

random changes in weather from day-to-day

B

similar climate features that repeat over time

C

decorations found on clothes

D

a special map of the world

How were the students able to confirm their guesses about the climate region?

A

They asked Ms. Luna to tell them the answers.

B

They looked out the classroom window.

C

They used long-term temperature and rainfall charts.

D

They read a storybook about weather.

Mission 14 THE CLIMATE CODE CHALLENGE Jalen from Jamaica, Aiko from Japan, and Fatima from Morocco were part of an exciting online science club called Planet Predictors. Each month, the club received a real-world climate puzzle to solve. This time, they had a big challenge ahead—helping a group of students decide where to plan their outdoor school camp. The catch? The students could only go camping in a region with mild temperatures and low rainfall during the month of May. The team had access to a digital climate database that included graphs and tables showing average temperature and precipitation for different regions of the world over the past 30 years.

Aiko focused on equatorial regions. “The temperature is pretty steady,” she said, “but look— these places have heavy rainfall almost every month, especially in May. That might not be ideal for a dry campout.”

Fatima explored polar regions. “It’s dry in May, but the temperature is still freezing in some places—definitely not comfortable for outdoor camping.”

Jalen checked coastal areas. “Some spots like southern California have cool mornings and sunny afternoons in May. And the rainfall is very low.”

The team also looked at mid-continental zones like parts of central Asia and the U.S. Midwest.

“Hmm,” Fatima noted, “temperatures rise quickly in May, but there can still be sudden storms.”

Using the climate data, they built a climate comparison chart: Region Equator (Brazil) Coastal (S. California) Polar (Greenland) Mid-continental (Nebraska)

Avg. Temp (May) 86°F 75°F 32°F 68°F

Avg. Rain (May) 9 inches 1 inch 0.5 inches 4 inches

Climate Pattern Hot, wet Mild, dry Cold, dry Warming, stormy

They saw a pattern: coastal regions were more stable in May, while equatorial zones were too wet, and polar zones were too cold. Mid-continental areas were unpredictable.

Fatima said, “Now we know why scientists say climate patterns help predict typical weather. It doesn’t mean we know the exact weather each day, but we can estimate what’s most likely.”

Jalen smiled. “And that helps us make better choices, like where to camp!”

The group wrote a report describing the climates of each region, the patterns they observed, and how they used that information to predict the best camping location. Their final recommendation: a coastal region with mild temperatures and little rain. Thanks to their teamwork, data skills, and understanding of climate, the club earned the title “Climate Code Champions.”

Enrichment and Writing PROMPT: If you were planning a family vacation, how could climate patterns help you decide where and when to go? What kind of data would you want to look at?

Writing to Tie It Together

Student responses will vary.

If I were planning a family vacation, I would check the climate patterns for the places we might visit. If we wanted to go to the beach, I’d want to pick a coastal region with warm temperatures and little rain. I would look at the average temperatures and rainfall for the month we plan to go. If a place usually has storms or or rain during that time, I would pick a different month or location. Climate patterns help make sure we have good weather and can enjoy our trip.

Mission 14 1

Use the table below to answer the question.

Region

Avg. Temp (May)

Avg. Rain (May)

Equator (Brazil)

86°F

9 inches

Coastal (S. California)

75°F

1 inch

Polar (Greenland)

32°F

0.5 inches

Mid-Continental (Nebraska)

68°F

4 inches

Which region would most likely have hot and wet weather in May?

2

A

Mid-Continental (Nebraska)

B

Coastal (S. California)

C

Polar (Greenland)

D

Equator (Brazil)

Imani is helping her dad plan a garden. They live near the coast where it stays cool in the mornings and rarely rains in summer. What should they think about when choosing plants?

3

A

Plants that need hot and dry weather.

B

Plants that can grow with little summer rain.

C

Plants that need lots of snow.

D

Plants that only grow in tropical heat.

Which statement is true about polar climates?

A

They have hot summers and lots of rain.

B

They get lots of thunderstorms.

C

They are warm and wet.

D

They are cold with very little precipitation.

Assessment 4

Use the picture below to answer the question.

Which child is most likely in a coastal climate?

5

A

the one wearing a snow parka and gloves

B

the one wearing a raincoat in a jungle

C

the one in shorts by the ocean

D

the one in both a jacket and shorts with storm clouds

Which of the following describes climate best?

A

the temperature right now

B

what the weather was like yesterday

C

the usual weather over many years

D

a weather forecast for tomorrow

Assessment SHADE IN THE NUMBER ANSWERED CORRECTLY 1

6

2

3

4

5

6

7

Use the picture below to answer the question.

Which image shows a region with a mid-continental climate?

7

A

polar bear in snow

B

palm trees in rain

C

wheat fields under sun and clouds

D

surfer near cliffs

Why do scientists study climate patterns?

A

to guess how people dress

B

to predict typical weather in the future

C

to find out if clouds are pretty

D

to take photos of snowflakes

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