Balanced and Unbalanced Forces Doodle Notes & Understanding Checkpoint (Quiz)

Balanced and Unbalanced Forces Doodle Notes & Understanding Checkpoint (Quiz)
Balanced and Unbalanced Forces Doodle Notes & Understanding Checkpoint (Quiz)
Balanced and Unbalanced Forces Doodle Notes & Understanding Checkpoint (Quiz)
Balanced and Unbalanced Forces Doodle Notes & Understanding Checkpoint (Quiz)
Balanced and Unbalanced Forces Doodle Notes & Understanding Checkpoint (Quiz)
Balanced and Unbalanced Forces Doodle Notes & Understanding Checkpoint (Quiz)
Balanced and Unbalanced Forces Doodle Notes & Understanding Checkpoint (Quiz)
Balanced and Unbalanced Forces Doodle Notes & Understanding Checkpoint (Quiz)
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Product Description

These notes are not only fun, but help to students to meet Next Generation Science Standards.

Notes are differentiated. 2 versions are included. Use the included answer key or choose to use the blank version to make the notes your own.

***Also offered is a powerpoint that shows close-ups of the included answer key, it assists students with 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.

When working through a doodle note page, students complete a variety of tasks, including coloring, doodling, and embellishing.

The doodle note strategy is backed by research. Findings indicate that students learn more and retain information longer if they write their notes by hand. Capturing important ideas by hand, whether writing words or creating images, stimulates neural pathways between motor, visual, and cognitive skills. Also, additional research proves that the brain remembers information better when it’s presented in color. In other words, writing and drawing can make us smarter and doing it in color is even better! And students love them!!!

Copy at 80% zoom for a perfect fit into interactive notebooks.

These notes include an Understanding Checkpoint and Answer Key. It can be used as an open note assignment or closed note quiz.

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.

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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
9 pages
Answer Key
Included
Teaching Duration
45 minutes
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$3.00
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