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# Balanced and Unbalanced Forces Doodle Notes (NGSS)

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Doodle notes are not only fun, but help to students to meet Next Generation Science Standards. The following standard and evidence statements are addressed with these doodle notes: Students who demonstrate understanding can:
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. [Clarification Statement: Examples could include an unbalanced
force on one side of a ball can make it start moving; and, balanced forces pushing on a box from both
sides will not produce any motion at all.] [Assessment Boundary: Assessment is limited to one variable at
a time: number, size, or direction of forces. Assessment does not include quantitative force size, only
qualitative and relative. Assessment is limited to gravity being addressed as a force that pulls objects
down.]
Observable features of the student performance by the end of the grade:
1 Identifying the phenomenon under investigation
a Students identify and describe* the phenomenon under investigation, which includes the effects of
different forces on an object’s motion (e.g., starting, stopping, or changing direction).
b Students describe* the purpose of the investigation, which includes producing data to serve as the
basis for evidence for how balanced and unbalanced forces determine an object’s motion.
2 Identifying the evidence to address the purpose of the investigation
a Students collaboratively develop an investigation plan. In the investigation plan, students describe*
the data to be collected, including:
i. The change in motion of an object at rest after:
1. Different strengths and directions of balanced forces (forces that sum to zero) are
applied to the object.
2. Different strengths and directions of unbalanced forces (forces that do not sum to zero)
are applied to the object (e.g., strong force on the right, weak force or the left).
ii. What causes the forces on the object.
b Students individually describe* how the evidence to be collected will be relevant to determining the
effects of balanced and unbalanced forces on an object’s motion.
3 Planning the investigation
a In the collaboratively developed investigation plan, students describe* how the motion of the object
will be observed and recorded, including defining the following features:
i. The object whose motion will be investigated.
ii. The objects in contact that exert forces on each other.
iii. Changing one variable at a time (e.g., control strength and vary the direction, or control
direction and vary the strength).
iv. The number of trials that will be conducted in the investigation to produce sufficient data.
b Students individually describe* how their investigation plan will allow them to address the purpose of
the investigation.
4 Collecting the data
a Students collaboratively collect and record data according to the investigation plan they developed,
including data from observations and/or measurements of:
i. An object at rest and the identification of the forces acting on the object.
ii. An object in motion and the identification of the forces acting on the object.

Notes are differentiated.

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Also offered is a powerpoint that guides students through completing their notes. I share these with my students in google classroom. They are able to work on their notes at their own pace or as homework.

“You can use doodling as a tool ... to change your physical and neurological experience, in that moment.”
Total Pages
7 pages
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Teaching Duration
30 minutes
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