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The Next Generation Science Standards, or NGSS standards, are likely to start rolling out across the United States over the next few years. The first comprehensive overhaul in almost fifteen years, these standards outline new approaches to K-12 science education that blend content and practice, preparing students for success not only in STEM careers but across all modern workplaces. The guidelines build around the core idea that the methodologies of science (research, analytical thinking, communication) are as important as the content in preparing a student for navigating an increasingly complex, global world. High school students especially are meant to benefit from a practice-based education. The overall goal is for high school students to delve more deeply into each subject while learning real-life habits and skills used today by scientists and engineers.

Forty states have expressed interest in the measures, while 16 of them have already adopted them. For teachers in the fields of science and engineering, the new guidelines can feel overwhelming. Not only do the NGSS standards represent a radical shift in the overall approach to teaching science, but the guidelines themselves are also packed with information without providing a curriculum or lesson plan. So for educators and teachers looking to develop lesson plans for the NGSS, here are a few ways to start something.

First things first - we recommend starting with a Performance Expectation. Performance Expectations, or PEs, help educators measure what a student should know at the end of a particular topic. Each of the standards contained in the Next Generation Science Standards comes with a PE and can be found on the NGSS website. By starting with a PE, you can begin developing a series of lessons and activities that bridge expectation with the knowledge and skills students will already have in place at the beginning of instruction. This is important because the NGSS standards cover high school as a single grade band, so whether you teach 9th grade or 12th, you'll have to adjust the lesson plan for their level of knowledge.

So now you have a Performance Expectation (the standard the student is meant to reach) and a grade level. We'll look at a few example lesson plans from the 9th grade in a bit, but first, let's continue looking at a bird's-eye approach to developing your lesson plan. Then we'll get more detailed with examples.

Once you've identified your Performance Expectation, read through the accompanying standards to find the competencies that will demonstrate how well students learned the related concepts and practices, and design assessments that give students an opportunity to demonstrate those competencies. Once you understand those benchmarks, you can begin to design activities to teach students the using the three dimensions.

It's important to keep in mind that the Performance Expectation is not a learning objective, but rather, a series of goals that guide the activities and lessons you select. The lessons are meant to create learning experiences that will give students the confidence in demonstrating the expectations once it comes time for assessment. As a teacher, use the PEs to get creative on what kind of tasks and activities the students can do, so they can demonstrate their understanding of the PE with confidence.

Let's look at an example standard for the Physical Sciences at the high school level. The particular subject here is Matter and its Interactions. The Performance Expectation listed on the top reads: Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.

Once you have the PE, take a look at the Disciplinary Core Idea, or DCI, that correspond to the Performance Expectation. The DCI is one of the three dimensions outlined in the Next Generation Science Standards. Using the DCI, brainstorm some ideas for phenomena: objects or events that scientists study in the world around them. Ideally the phenomena should be something interesting for the student to investigate and somehow related to their daily lives. A big emphasis of the new NGSS standards is showing students how science and engineering are all around us.

Once you have identified some useful phenomena, think about ways students can investigate and explore this phenomena. This piece is related to Science and Engineering Practices. What will the student have to do in order to demonstrate their understanding of this PE? Will students formulate questions to investigate, analyze data, or develop models? The NGSS offers some guidelines for this. In our example above for Physical Sciences, the Science and Engineering Practice associated with this PE is developing and using models. For each lesson, pick the science and engineering practice that will be used, and consider how the practice ladders up the student's larger understanding of the PE.

Lastly, consider the final dimension in the NGSS standards, the Crosscutting Concepts. Which of the seven Cross Cutting Concepts is most relevant to the Performance Expectation? Just as you did with the Science and Engineering Practice, choose the Crosscutting Concept most related to the PE. Again, the NGSS offers recommendations for what this could be based on the subject. In the case of our example, the Cross Cutting Concept of patterns is called out.

Now, you have all the key elements outlined in the Next Generation Science Standards: the Performance Expectation and the three dimensions of practice, and the crosscutting and core ideas. Now you're ready to write a Learning Performance, which is a single statement describing the objective of the lesson. The difference between this and the Performance Expectation is that the Learning Performance focuses on just one step in the instructional sequence.

At each step of the lesson sequence, you should be thinking about ways to incorporate the three dimensions into your lesson plans. The NGSS guidelines suggest asking yourself some questions. What are some commonly-held student ideas (both troublesome and helpful) about this topic? How could instruction build on them? What prior concepts do students need to learn to understand the core ideas? What level of abstraction is expected of them? What representations or media help students make sense of core ideas? What practices could students engage in to explore phenomena and representations of this concept? Are there crosscutting concepts that could support learning the core idea?

Another resource would be looking at the Common Core standards to find areas of overlap. This notion is fundamental to the success of the Next Generation Science Standards because the NGSS was developed with the belief that interconnecting previously disparate subjects give students a deeper and more meaningful engagement with what they are learning.

Digging Deeper: The Details of the Lesson Plan

When shaping the overall structure of your lesson plan, it's helpful to consider a sequence of five different lesson types.

1. Engage Lesson

2. Exploration Lesson

3. Explanation Lesson

4. Elaboration Lesson

5. Evaluation Lesson

The Next Generation Science Standards call this the 5-E Inquiry Model.

More information on this structure can be found in the National Research Council's Guide to Implementing the Next Generation Science Standards, available for purchase online. But before you dive into the guide, let's look at an example lesson plan that's been developed by an independent educator in response to the NGSS standards.

Example Lesson Plan

Since the Next Generation Science Standards do not define a curriculum, states and local districts will have the responsibility for providing more detailed guidance to classroom teachers. So there is an additional measure of guidance that may come directly from your state or school district, but it's helpful to take a look at some sample lesson plans that have already been developed and are available online.

In the example lesson below titled Chemical Reactions, we'll see how the educator who developed this lesson incorporated the Performance Expectations, the three dimensions, and the 5-E Inquiry Model.

In this lesson plan, the educator has listed the topic/theme of the lesson as "Law of Conservation of Matter". In this case, the educator has listed the Performance Expectation top, and directly following are the three dimensions. In this particular case, the educator hasn't chosen specifics for each dimension, but lists them all out with a reminder to consider one or two while building the plan.

In this lesson plan, the educator has listed the topic/theme of the lesson as "Law of Conservation of Matter". In this case, the educator has listed the Performance Expectation on top, and directly following are the three dimensions. In this particular case, they haven't chosen specifics for each dimensions, but list them all out with a reminder to consider one or two while building the plan. You can also see that this educator plans on finishing this lesson after three class periods.

Finally, we start to see how they've worked through the 5-E Inquiry Model. Under each of the E's (Engage, Exploration, Explanation, Elaboration, Evaluation) they have listed a purpose for the lesson and identified what the teacher is doing during the lesson as well as what the student is doing.

For example, under the Engage module for the Chemical Reactions lesson plan, the educator has listed their purpose as:

to convey the context of the lesson by conveying an important Key Question

to engage students in investigations that reveal their thinking to themselves and the teacher

to record the initial ideas of students

to engage their interest

During this module, the teacher will be to observe, prompt, verify progress, and facilitate discussion, while students will collaborate, explore, measure, develop models, record observations, and construct explanations.

The following module for Exploration builds on the previous lesson, as the notion of progressive learning is fundamental to the Next Generation Science Standards.

As the module progresses to the Evaluation stage, you begin to see the culmination of the lesson, and the educator's plans for how to assess student knowledge on this topic. Note under the section titled Skill/Reasoning Learning Objectives, the educator has listed "the importance of collaboration as a science practice". While this isn't necessarily key to understanding chemical reactions, this does reflect the larger goals of the Next Generation Science Standards, which hopes to use science education to prepare students for life beyond school.

Let's look at one more example of a sample lesson plan, this time for a Genetics and Probability instructional sequence for the 10th grade. In this example, you can see they've included the Performance Expectations and three dimensions directly from the NGSS standards themselves.

A fair amount of flexibility can go into the preparation of the lesson plan, which is on purpose. The developers of the Next Generation Science Standards intended to create a set of detailed guidelines but stopped short of creating specific lessons. So it will depend largely on your state, your school district and curriculum developers like you to begin implementing the NGSS in practice at your school.

In Summary: How to Write NGSS Lesson Plans

The best place to start when it comes to developing lesson plans that follow the Next Generation Science Standards is to familiarize yourself with the NGSS framework and the three dimensions. Then, take a look at the actual standards and how they are structured (and for a detailed account on how to read the standards, take a look at our article on it.

How does this differ from how you've created lesson plans in the past? Do you think the NGSS guidelines are helpful, or confusing? We'd love to hear from you! If you'd like to learn more about the committee that created the standards, check out our article on the minds behind the Next Generation Science Standards.

Looking for NGSS practice?

Kickstart your NGSS prep with Albert. Start your NGSS exam prep today.

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How to Write NGSS Lesson Plans | Albert.io

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The Next Generation Science Standards, or NGSS standards, are likely to start rolling out across the United States over the next few years. The first comprehensive overhaul in almost fifteen years, these standards outline new approaches to K-12 science education that blend content and practice, preparing students for success not only in STEM careers but across all modern workplaces.

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Quality Examples of Science Lessons and Units

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Quality Examples of Science Lessons and Units

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Quality Examples of Science Lessons and Units | Next Generation Science Standards

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To identify and shine a spotlight on emerging examples of quality lessons and units designed for the NGSS, Achieve launched the EQuIP Peer Review Panel for Science (PRP). NextGenScience, the former Achieve science team, continues this work, managing reviews that use the EQuIP Rubric for Science (Ver…

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Classroom Activities, categorized by the Next Generation Science Standards (NGSS)

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It was processed successfully! It was processed successfully! We Cover 98% of the Learning Standards in Missouri. Generation Genius Lesson State Standards Document Grade State ID Standards Sort

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Quick Links
Sci-Ed News
Science MAP Grade-level and EOC for 2017-18 and 2018-19

On May 23, 2017, DESE's Office of Quality schools released an Administrative Memo regarding the upcoming plan for science assessments. The science Grade-Level and EOC assessments for 2017-18 will be field tests of our newly adopted (April 2016) MLS science expectations. Please note, there will be no field test assessment data returned to districts in regards to science for the 2017-18 testing cycle. Districts using EOCs as a percentage of a course grade will need to adjust accordingly. The science Grade-Level and EOC assessments in 2018-19 will be operational tests and it will be the first year assessment data are reported for the MLS science expectations.

Missouri Department of Conservation - "Discover Nature Schools"

Missouri Department of Conservation coordinated with Missouri educators to develop an engaging, ecology-based curriculum aligned with our new science MLS expectations. The units are free resources that cover pre-k through high school content using inquiry-based methods. Below are flyers for each of the five units as well as crosswalks to the science MLS and NGSS. Teachers may visit the Conservation Department's teacher portal to learn more about Discover Nature Schools, receive the free materials, and learn about additional grants.

Missouri Green Ribbon Schools

Missouri Department of Elementary and Secondary Education has selected 5 Missouri schools for nomination to the U.S. Education Department's Green Ribbon Schools Program. This program recognizes those schools which are actively and creatively seeking ways to: reduce environmental impacts and costs; improve the health and wellness of students and staff; and provide effective environmental and sustainability education.

The following schools have been nominated and are listed in no particular order: W.W. Keysor Elementary (Kirkwood), Ray Miller Elementary (Kirksville), Parkway North (Parkway), Maplewood-Richmond Heights Middle School (Maplewood-Richmond Heights), McKelvey Elementary (Parkway).

Congratulations to the students and staff of each of these schools. The energy and enthusiasm needed to be competitive for this award is truly a collective effort.

Introduction

The changes to the Missouri Learning Standards science expectations are about to enter the first year of implementation. There will be many questions, concerns and clarifications brought to light by educators across the state throughout this process. Please feel free to contact me and share your observations, concerns and successes related to implementation.

From the 6-12 Science Work Group proposal, page 1:

"The Secondary Science (grades 6-12) workgroup used several documents as a basis on which to build the standards, including the current MO Learning Standards, Next Generation Science Standards, Massachusetts State Standards (2006, 2012), South Carolina State Standards, and the Missouri Curriculum Alignment Initiative."

Three dimensional learning model is the consistent idea among Next Generation Science Standards (NGSS), Massachusetts and South Carolina. Any links or directions to resources are intended to enhance understanding of the three dimensions of learning as well as providing some additional guidance to teachers, principals and parents.
Assessments for the new science expectations are currently scheduled for the 2018-19 school year.
John Kitchens
Science Director
573-751-4445
john.kitchens@dese.mo.gov

Crosswalks

The intent of this crosswalk is to enhance understanding of the changes to the science expectations. This document does not represent the full breadth of change associated with the new expectations. Science and Engineering Practices, as well as Crosscutting Concepts are important components to understanding the changes. Science and Engineering Practices are summarized in Appendix F of NGSS; Crosscutting Concepts are summarized in Appendix G of NGSS. Both appendices provide progressions as well.

K-5 | 6-8 | 9-12

Missouri Learning Standards Science Expectations

K-5 | 6-12

MS and HS Course Suggestions
*Updated 1-9-18

MLS to NGSS Crosswalks:

K-5 (Updated 06/18) | 6-8 | 9-12

Item Specifications:

Blueprints:

Grade-level | End-of-course

Interface A (Grades K - 6): February 21 - 23, 2019

Interface B (Grades 7 - 12): February 24 - 26, 2019

April 11 - 14, 2019

Registration opens in September

RPDC Science Contact Info

City

Science Contact

Email

St. Louis

NABT resource page has links to all things biology including instructional materials, videos, student resources, articles and videos.

MEEA has an excellent array of resources for teachers and districts to utilize. Lessons, assessments, training, links to parks and conservation areas across Missouri.

Science Teachers of Missouri provides an array of science resources to benefit teachers and students in classroom, lesson planning and professional development.

Looking for resources for teaching about the Missouri River, examples of river action projects, or ways to take learning outside? You've come to the right place. You're just a little early.

Science Friday offers free STEM activities, lessons, and resources for parents and educators.

We're a non-profit educational technology laboratory for science, mathematics and engineering. Our pioneering work brings technology's promise into reality for education.

The teacher resources link provides pages of resources to assist teachers and districts with implementing science expectations.

National Science Teachers Association provides resources for classrooms, implementation and professional development.

Lesson plans, videos, articles, "resource database"

MetEd is a free collection of hundreds of training resources intended for the geoscience community. Whether you're an experienced meteorologist honing existing skills or a student looking for new geoscience topics of interest, we have something for you.

The staff and leadership at Liberty Public Schools has developed and graciously shared a pool of resources relative to implementation of the science expectations.

International Science and Engineering Fair (ISEF)

ISEF is a great way for students put their hard work on display along with other students from schools in neighboring school districts or counties within the 10 ISEF districts throughout Missouri.

Where to go? - This is a tool to help find the district a given school or participant would be placed.

Rules - It is very important to follow these rules so the participant will be eligible to participate competitively in the ISEF.

Resources - There is a "Rules Wizard" tool to help guide the teachers and participants through the process of meeting ISEF project requirements.

8 th - 12 th Grade

July 9-13, 2017

5 days and 4 nights

New Haven, Missouri

Seasonal change is all around us. Children see it in the length of a day, in the appearance of a flower, in the flight of a butterfly. Journey North is a free, Internet-based program that explores the interrelated aspects of seasonal change. Through interrelated investigations, students discover that sunlight drives all living systems and they learn about the dynamic ecosystem that surrounds and connects them.

Square of Life: Studies in Local and Global Environments is an Internet-based elementary level collaborative project in which students will investigate their local environment and share that information with other students from around the country and the world.

Students around the United States and other countries will collect samples from local ponds to answer the question: Are the organisms found in pond water the same all over the world?

How much water do you use everyday in your home? Would you be surprised to learn that according to the USGS the average American uses between 80-100 gallons (approx. 300 - 375 liters) of water per day? Do you think people in other parts of the world use more or less water than Americans? Well, this collaborative project will help you find out the answers to these questions. By collecting data on water usage from people around the world you will be able to see how your water use compares to others and determine what you might do to use less water.

Join schools from around the world as they determine how their geographic location (i.e. where they live) affects their average daily temperature and hours of sunlight. Specifically, students will:

Measure the temperature and record the number of minutes of sunlight per day over a common week.

Compare and contrast the results with classes from all over the world.

Determine how proximity to the equator affects average daily temperature and hours of sunlight.

Is the dominant trait the most prevalent trait? Join the project for a unique opportunity to study genetics as experienced scientists do! The Human Genetics Project is now open until June 20th, 2017, and you may participate at any time. There is NO fee to participate however we do ask you to register first.

We have people all over the world boiling water. In the past we've had climbers on Mt. Everest, school children in La Paz, Bolivia and college professors in Cheyenne, Wyoming all participating in the project. The purpose of this project is to discover which factor in the experiment (room temperature, elevation, volume of water, or heating device) has the greatest influence on boiling point. Anyone can participate in this year's project. All you have to do is boil a bit of water, record a bit of information, and send it along to us to include in the database of results.

The Global Water Sampling Project is free to all participants. To facilitate incorporation of the project into traditional curricula, the project has been designed for water sampling to be performed once or on a continuing basis.

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Quick Links Sci-Ed News On May 23, 2017, DESE's Office of Quality schools released an Administrative Memo regarding the upcoming plan for science assessments. The science Grade-Level and EOC assessments for 2017-18 will be field tests of our newly adopted (April 2016) MLS science expectations.

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Lesson Plans for K-12 STEM Education! | Science Buddies Blog

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Lesson Plans for K-12 STEM Education! | Science Buddies Blog

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Celebrating 100+ Free Lesson Plans for K-12 STEM Education! | Science Buddies Blog

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We have more than 100 free STEM Lesson Plans to help support K-12 STEM educators! See what’s new!

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Browse K-12 STEM Curriculum - TeachEngineering

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Browse and search for NGSS-aligned K-12 STEM curricular materials. Narrow your search by choosing from filters such as curriculum type, grade level, subject area, engineering category, and time required.

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Free STEM Lesson Plans for K-12 Teachers - ORISE

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Free STEM Lesson Plans for K-12 Teachers - ORISE

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Oak Ridge Institute for Science and Education

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curriculum and classroom resources for teachers

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Free STEM Lesson Plans for K-12 Teachers - ORISE

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ORISE offers free lesson plans and STEM resources for K-12 teachers to help their students embrace science, math and technology subjects.

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How to Read the Next Generation Science Standards

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How to Read the Next Generation Science Standards

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The Next Generation Science Standards (NGSS) are distinct from prior science standards in that they integrate three dimensions within each standard and have intentional connections across standards. To provide guidance and clarification to all users of the standards, the writers have created a system architecture that highlights the NGSS as well as each of the three integral dimensions and connections to other grade bands and subjects. The standards are organized in a table with three main sections: 1) performance expectation(s), 2) the foundation boxes, and 3) the connection boxes. The video below explains how the standards are structured and describes the different components of the organizational tables in which the standards are arranged. As states, districts, and educators implement the NGSS, this video can serve as an introduction to help understand how the standards are organized.

As a supplement to the video, please see the annotated figure of the standards table below. From top to bottom are seen the title, the topic label row, the performance expectation(s) (the assessable component), the foundation boxes (containing Practices, Disciplinary Core Ideas and Crosscutting Concepts), and the connection boxes.

For detailed information about the system architecture of the standards, read: How to Read the Next Generation Science Standards

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How to Read the Next Generation Science Standards

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The Next Generation Science Standards (NGSS) are distinct from prior science standards in that they integrate three dimensions within each standard and have intentional connections across standards. To provide guidance and clarification to all users of the standards, the writers have created a system architecture that highlights the NGSS as well as each of the three integral dimensions and connections to other grade bands and subjects.

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Describe the forces present in the two videos below.

1. Identify, describe, and define ALL forces observed.

2. Describe the issues the contestant are having due to the forces that are present.

3. Also, what could you do to increase friction during the game.

Unbalanced Forces Defined
Any push or pull is a force. To describe a force, you must know two things. You must know the size of the force and the direction of the force. Suppose two teams are playing tug of war. Each team is pulling with equal force, but in opposite directions. Neither team can make the other team move. Forces that are equal in size but opposite in direction are called balanced forces.

Balanced forces do not cause a change in motion. When balanced forces act on an object at rest, the object will not move. If you push against a wall, the wall pushes back with an equal but opposite force. Neither you nor the wall will move. Forces that cause a change in the motion of an object are unbalanced forces.

Unbalanced forces are not equal and opposite. Suppose that one of the teams in tug of war pulls harder than the other team. The forces would no longer be equal. One team would be able to pull the other team in the direction of the larger force.
Force and Motion
More than one force can act on an object at the same time. If you hold a paper clip near a magnet, you, the magnet and gravity all exert forces on the paper clip. The combination of all the forces acting on an object is the net force. When more than one force is acting on an object, the net force determines the motion of the object. In this example, the paper clip is not moving, so the net force is zero.
How do forces combine to form the net force? If the forces are in the same direction, they add together to form the net force. Suppose you and a friend are asked to move a piano for the music teacher. To do this, you pull on one end of the piano, and your friend pushes on the other end. Together, your forces add up to enough force to move the piano. This is because your forces are in the same direction. Because the forces are in the same direction, they can be added together to determine the net force. In this case, the net force is 45 N, which is plenty to move a piano - if it is on wheels, that is!

If two forces are in opposite directions, then the net force is the difference between the two forces, and it is in the direction of the larger force. Consider two dogs playing tug of war with a short piece of rope. Each is exerting a force, but in opposite directions.
Notice below that the dog on the left is pulling with a force of 10 N, and the dog on the right is pulling with a force of 12 N. Which dog do you think will win the tug of war? Because the forces are in opposite directions, the net force is determined by subtracting the smaller force from the larger one. In this case, the net force is 2 N in the direction of the dog on the right. Give that dog a dog biscuit!

Unbalanced Forces in Action
Unbalanced forces can change the motion of an object in two ways. When unbalanced forces act on an object at rest, the object will move. In the two examples mentioned earlier, the net force on the object is greater than zero. Unbalanced forces produced change in motion (acceleration) and the receivers of the forces - the piano and the rope - moved. Unbalanced forces are necessary to cause a nonmoving object to start moving.
Second, when unbalanced forces act on a moving object, the velocity of the object will change. Remember that a change in velocity means a change in speed, direction or both speed and direction. For example, consider a soccer game. The soccer ball is already moving when it is passed from one player to another. When the ball reaches the second player, the player exerts an unbalanced force - a kick - on the ball. After the kick, the ball moves in a new direction and with a new speed.

A kick on the ball creates a new direction and speed on the ball.
Two forces are canceling out, so the door does not move.
Examples of Unbalanced Forces
A force can act on an object without causing it to accelerate if other forces cancel the push or pull of the force. Look at this figure:

If you and your friend push on a door with the same force in opposite directions, the door does not move. Because you both exert forces of the same size in opposite directions of the door, the two forces cancel each other.
Two or more forces exerted on an object are balanced if their effects cancel each other, and they do not cause a change in the object's motion. If the forces on an object are balanced, the net force is zero. If the forces are unbalanced forces, the effects don't cancel each other. Any time the forces acting on an object are unbalanced, the net force is not zero, and the motion of the object changes.
The figure below demonstrates that horizontal force acting on a refrigerator is F. If F is the only force acting on the refrigerator, then it will accelerate horizontally (a). The free-body diagram shows the net horizontal force acting on the refrigerator (b).

This figure shows that when two people apply equal, oppositely directed forces to a refrigerator, these two forces cancel each other, and the net force equals zero. This means there cannot be any horizontal acceleration (a).

If you stand on a skateboard and someone gives you a push, then you and your skateboard will start moving. You began to move when the force was applied. An object at rest - like you on your skateboard - remains at rest unless an unbalanced force acts on it and causes it to move.
Because a force had to be applied to make you move when you and your skateboard were at rest, you might think that a force has to be applied continually to keep an object moving. Surprisingly, this is not the case. An object can be moving even if the net force acting on it is zero. A soccer ball, for example, receives an unbalanced force when it is kicked. However, the ball continues to roll along the ground long after the force of the kick has ended.
Sometimes two or more forces can act on one mass at the same time. Such combinations of forces can balance each other. So forces do not always cause motion by pushing or pulling. If the forces are balanced, the object remains at rest. You can see an example of such balance in this figure. Buoyant and gravitational forces are shown opposing one another. The object in this case remains at rest.

If two forces act on a mass at the same time but in opposite directions, the motion will be in the direction of the larger force if the forces are unequal, as shown in this figure:

Friction is a force that acts in a direction opposite to motion. If there were not force of friction, a baseball player would never stop and would be continuously moving in the direction of motion.
Balanced forces do not cause a nonmoving object to start moving. Furthermore, balanced forces will not cause a change in the motion of a moving object. Many objects around you have only balanced forces acting on them. For example, a light hanging from the ceiling does not move because the force of gravity pulling down on the light is balanced by an elastic force due to tension that pulls the light up. A bird's nest in a tree and a hat resting on your head are also examples of objects with only balanced forces acting on them. This figure shows another case where the forces on an object are balanced. Because all the forces are balanced, the house of cards does not move.

​
Balanced forces
​
Lesson Summary
Forces that are equal in size but opposite in direction are called balanced forces. Balanced forces do not cause a change in the motion of objects. Forces that cause a change in motion of objects are called unbalanced forces. Unbalanced forces can change the motion of an object in two ways.
Learning Outcomes
Once you've completed this lesson, you'll be able to:

Differentiate between balanced and unbalanced forces

Explain how unbalanced forces change the motion of an object

Describe examples of unbalanced and balanced forces

​1. Balanced forces cannot change an object's _____.2. Balanced forces are _____ in size but opposite in direction.3. A _____ is a push or a pull.4. Unbalanced forces cause moving objects to change their _____.5. To describe a force, you must know its size and _____.

Problem #1: You and your brother are pushing a car with a dead battery with forces of 20 N and
​25 N in the same direction.
What is the net force applied on the car?

Solution:
Since you are pushing the car in the same direction, the forces will be added together.
Net force = 20 N + 25 N
Net force = 45 N

The airplane is moving with a force of 800 N. However, there are two forces moving in opposite directions on the airplane.

Just add these two forces:
40 N + 60 N = 100 N

Subtract to get the net force:
800 N - 100 N = 700 N

The net force is 700 N. The airplane will move with a force of 700 N as a result of air friction and wind.

​

Problem #3: A brother is pulling a toy from his sister with a force of 6 N. The sister is pulling back with a force of 8 N.
Who gets the toy?
What is the net force?

The sister gets the toy of course since she is pulling with a stronger force.
Net force = 8 N - 6 N
Net force = 2 N

Issac Newton's Laws of Motion

Newton 's first law of motion says that an object in motion will stay in motion and an object at rest will stay at rest unless acted on by an unbalanced force .

* An object will not change its motion unless a force acts on it.
* An object that is not moving remains at rest until something pushes or pulls it.
* An object that is moving remains moving until something pushes or pulls it.
* All objects resist having their motion changed.
* This tendency to resist a change in motion is called inertia.
* The more mass an object has, the greater its inertia .

The second law of motion states that the force of an object is equal to its mass times its acceleration .

* A change in motion occurs only if a net force is exerted on an object.
* A net force changes the velocity of the object, and causes it to accelerate.
* If an object is acted upon by a net force, the change in velocity will be in the direction of the net force.
* The acceleration of an object depends on its mass.
* The more mass an object has or the more inertia it has, the harder it is to accelerate.
* More mass means less acceleration if the force acting on the objects is the same.

Newton 's third law of motion states that for every action there is an equal and opposite reaction .

* When one object exerts a force on a second object, the second object exerts an equal force in the opposite direction on the first object.
* The force exerted by the first object is the action force .
The force exerted by the second object is the reaction force .

Newton's The Gravity of Genius - Documentary

Virtual Lab Forces and Motion: Basics

Newton's First Law

Friction is a contact force. Magnetism and gravity are noncontact forces.

The law of universal gravitation states that all objects are attracted to each other by gravity.

Friction can stop or s low down objects sliding past each other.

An object's motion can only be changed by unbalanced forces.

According to Newton's 1st Law, the motion of an object is not changed by balanced forces acting on it.

Inertia is the tendency of an object to resist its change in motion.

According to Newton's 2nd Law, an objects acceleration is the net force on the object divided by its mass.

In circular motion, a centripetal force pulls an objects toward the center of the curve.

Newton's 3rd Law states that when one object applies a force on another, the second object applied an equal force in the opposite direction on the first object.

The forces of a force pair do not cancel because they are acting on different objects.

According to the law of conservation of momentum, momentum is conserved during a collision unless an outside force acts on the colliding objects.

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Objects store energy as a result of their position. Stored energy is referred to as potential energy. If you think about a bow, in its usual position without an arrow, the bow has no stored energy, thus it has no potential energy. When the bow is drawn, there is stored energy, as a result of its position. This is potential energy; it is stored in the drawn bow. Gravitational potential energy is the energy stored in an object as a result of its vertical position or height. The energy is stored as the result of the gravitational attraction between the Earth and the object. Kinetic energy is the energy of motion. When an object has motion, it has kinetic energy. Mechanical energy is the energy possessed by an object due to its motion or its stored energy of position. It can be either kinetic or potential energy.

A force is defined as a push or pull. When you write, for example, you are exerting a force on your pencil because you push or pull it across the paper.
Sometimes there are two forces acting together. If two people are pushing a table across the floor in the same direction, the two forces are added together. Adding these two forces together is called the net force. In the case of the two people pushing the table, the net force is unbalanced. When there is an unbalanced force there is a force that changes an object's motion or causes it to accelerate. This can be shown with arrows; the wider arrow is the stronger of the forces.

Two forces can also act in opposite directions. When the forces are equal and act in opposite directions, they balance each other out. There is no net force in this case. Using the example of two people pushing on a table, if there is a person on each of the opposite ends of the table and they are both pushing on the table with an equal amount of force, they balance each other out to a zero net force. This means the table will not accelerate.

When there are separate forces that are not equal and one force is more powerful than the other, they will not balance out to zero net force. Because there is one force stronger than the other, the weaker force is not strong enough to balance the other end. They are pushing in opposite directions but one of them is pushing with a greater force. The motion will occur in the direction that the stronger force is moving. If two people are pushing on opposite ends of the table and one is pushing with more force, the table will accelerate in the direction that the person with the stronger force is moving.

If there is a ball in front of you that is just sitting there, it will stay there until you kick it or until another force acts on it. Why is that? It is inertia. Inertia is the tendency of an object to resist any change in its motion, that means the object does not want to move or if it is moving, it wants to keep moving. Newton's First Law of Motion is also called the Law of Inertia. This law states that an object at rest will remain at rest unless there is an unbalanced force acting on it. An object in motion will keep moving until there is an unbalanced forced acting on it.

When two people are pushing the table in the same direction, it is easier to keep it moving once it starts to move than getting the table to move initially. This is because of inertia.

Newton's Second Law of Motion explains how force, mass, and acceleration are related. The law states acceleration equals force divided by mass. When something accelerates it gains speed. When someone is driving and putting their foot on the gas pedal to gain speed, they are accelerating. If two people are pushing two tables, one a very heavy table and the other a very light table, the person pushing the light table will move it across the room faster than the one with the heavier table. That is because the lighter table has less mass. Students in fifth grade do not need to work with the formula, but they need to understand the concept of the relationship between force, mass, and acceleration.
This law states that "for every action there is an equal but opposite reaction." Whenever objects interact, they exert forces upon each other. This means that there is a pair of forces acting on the interacting objects. Forces always act in pairs, equal and opposite action-reaction force pairs. A bird uses its wings to fly by pushing the air down. The air reacts by pushing the bird up. The size of the force on the air equals the size of the force on the bird; the direction of the force on the air is opposite the direction of the force on the bird. This action and reaction pair makes birds fly. Other Forces
Some surfaces, like ice, are so slick it is easy to slip and fall. Others are so rough that it is difficult to slide things across them. All surfaces have irregularities that make up textures on the surface. Some textures you can see and others cannot be seen. Friction is caused by the irregularities getting caught on one another as two surfaces rub against each other.

Friction acts as a force acting in the opposite direction of an object's motion. Friction slows things down and can cause them to come to a stop. Friction helps us to move around as well. Without friction it would be difficult to move around on some surfaces. Friction can change its force based on the surfaces of the objects sliding together and how hard the surfaces are being pushed together. Besides slowing things down, friction also creates heat. If you rub your hands together they get warm because of friction.

When you hold something up and let go, it falls because of gravity. Gravity is the force that pulls things towards Earth. The force of gravity acts between all objects. Gravity is an unbalanced force on a falling object, so when objects are dropping in a free fall, (with no other forces acting on the object), they will accelerate at a rate of 9.8 meters per second per second. So, in theory all objects would fall at the same rate. On Earth however, when something is dropped another force, air resistance is a force that acts upon the object as well. Air resistance is an opposite force acting on the falling object. Air resistance causes an object to fall slower. Air resistance is not the same on all objects because they have different surface areas. Objects with larger surface areas have more air resistance but that doesn't necessarily mean they fall slower, the object's weight also plays a factor. Weight is a measure of the force of gravity on an object. When a falling object's air resistance equals the force of gravity upon that object, the object will still fall, but will stop accelerating. This is called terminal velocity.

Some objects are easier to stop than other. Baseball catchers often catch a baseball that can be moving at very fast speed, or velocity, such as 80 or 90 miles per hour. Can they stop cars moving at the same speed? It is probably not something they want to try. The ball and the car have different masses. Even though moving at the same speed, it is not the same amount of momentum. The reason that these objects do not have the same momentum is because of their masses. The car has a much larger mass than the ball and has more momentum, making it more difficult to stop. Momentum is found by looking at the mass and velocity on a given object.

Objects that have a small mass can also have a lot of momentum. Think of a bullet being fired from a gun. Because of its velocity being fired from that gun, it has a very large amount of momentum.

Energy is defined as the ability to do work or cause change. Work is defined as the transfer of energy through motion, or force times distance. Calculation of work is not expected at fifth grade, but it is important to understand the concept with working with simple machines.

Simple machines are tools that make work easier by allow us to push or pull over increased distances. The amount of work done depends on how much force is used and how far something is moved. Work is made easier by transferring a force from one place to another, changing the direction of the force, increasing the force, and increasing the distance over which a force is applied. When a machine puts out more force than is put in, the machine is said to have a mechanical advantage. Simple machines cannot increase both the strength of the force and the distance it moves at the same time. A simple machine can produce more work than the amount of work that is put into the machine.

Simple machines use energy to work but they have few or no moving parts. The six types of simple machines are as follows: pulley, lever, wedge, wheel and axle, inclined plane, and screw. Combining two or more simple machines work together to make work easier is called a compound machine. There are many great websites with that students can look at to see how these machines work one is the Edheads site: http://www.edheads.org/activities/simple-machines/

Hands On Activities

1. Newton's 2nd Law Lab demonstration (MOV file - n/a)
With 4 sinkers in the canister - car moved 63cm.

Newton's Laws PPT Notes (ppt file - 368 KB)
STUDY STACK - Newton's 3 Laws of Motion​

2. " Zoom Games - 3 Puck Chuck and Newton's Laws
" 3rd Law - Cannon Video
" Newton's Laws Videos
" Newton's Laws of Motion Interactive
This goes with the handout.
" Newton's Laws: Cyber Sports Tour
" Newton's 2nd Law: Demo
Check out how different forces applied to shopping carts of various masses changes the acceleration.
Car Physics: Understanding Newton's Laws of Motion "
Thanks to Ms. Knowlten's class for this link!
Newton's Laws
" 1st Law Practice Quiz
" 2nd Law Practice Quiz
" 3rd Law Practice Quiz
" Brainpop
" Watch the BrainpPop for Newton's Laws of Motion. When you are done, complete the quiz. User ID: rhk9 Password: student
Newton's Laws Powerpoint
Want to get the basics in a quick and easy format? This is the place! "
Speed Machines
Amusement Park Physics "
Read the introduction and select 3 of the following modules to complete: roller coasters, bumper cars, carousels, pendulums, ride safety, or free fall. Complete one of the 10 assessment options to demonsrate your learning.
" Out of the Park: The Physics of Baseball
The Physics of Hockey
" The Physics of Football
" Airfoil Aerodynamics
" Why do airplanes fly? Read each of the 3 sections: Building the Colditz Glider, Airfoil Aerodynamics, Fly the Glider
" Make a Boomerang
Crash Scene Investigation
" Home-made Motion video
Pretty good for a bunch of 7th graders! "
Newton's 2nd Law Virtual Lab "
Fun! Great way to get closer to Newton's 2nd Law while at the same time reviewing some mass and weight concepts! Really easy to do.
F=ma Song
" A short song about the formula of Newton's 2nd Law.
ESA: Newton's 1st Law in Space
Try this quick animated slideshow to review Newton's Law in zero gravity. Be sure to try the game (next link) after reviewing this! (Created by the ESA - European Space Agency) "
ESA: GAME: Newton's 1st Law in Space
Try this game after you review the slideshow (link above).
" ESA: Newton's 2nd Law in Space
Short animated slideshow about force, mass, and acceleration in zero gravity. Try this, then try the 2nd Law experiment (next link).
" ESA: EXPERIMENT - Newton's 2nd Law in Space
Explore how force, mass, and acceleration are related with this experiment. (Watch out for the elephant!)
ESA: Newton's 3rd Law in Space "
In zero gravity it's easy to see how action and reaction works. Try this short animated slideshow to learn more, then try the experiment(link below).
VIRTUAL EXPERIMENT - Newton's 2nd & 3rd Laws in Space
" This experiment lets you be the astronaut, and helps you understand action/reaction, and just how force, mass, and acceleration are related.
International Space Station - Interactive Experiments
This page has lots of animated slideshows and virtual experiments created by the European Space Agency. "
Wired Science: Ball Busters
Baseball and Newton's Laws? Yep!
" ISS VIDEO - Newton's 1st Law in Space
ISS VIDEO - Newton's 2nd Law in Space
" ISS VIDEO - Newton's 3rd Law in Space
Fun with Newton's First Law - kid video
" Video: Skateboarder Heads for a Wall " " " " "

Did you miss one of the Newton's Laws classes? These short videos are an awesome way to catch up on each of Newton's 3 Laws of Motion:

This virtual experiment is a lot of fun - but watch the 2 slideshows first!
ESA: Newton's 2nd Law in Space

Slideshow - ESA: Newton's 3rd Law in Space

Virtual Experiment: Newton's 2nd & 3rd Laws in Space

Newton's 2nd Law Lab demonstration (MOV file - n/a)
One sinker in the canister - car moved 26cm.

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Identify, describe, and define ALL forces observed. Describe the issues the contestant are having due to the forces that are present. Also, what could you do to increase friction during the game. Unbalanced Forces Defined Any push or pull is a force. To describe a force, you must know two things.

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Force and Motion - Conceptual Flow Worksheet

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Force and Motion - Conceptual Flow Worksheet

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StoryMapJS is a free tool to help you tell stories on the web that highlight the locations of a series of events. It is a new tool, yet stable in our development environment, and it has a friendly authoring tool.

There are a couple ways you can make a StoryMap.

Maps

Add a slide for each place in your story. Setting the location is as easy as a text search for the name, address, or latitude and longitude. You can change the visual style of your map with a few presets, or you can use Mapbox to create your own style.

Really big images

You can tell stories with large photographs, works of art, historic maps, and other image files. Because it works best with pixel-dense files, we call these gigapixel. Setting one up requires you to host files on a web server.

Learn more about gigapixel

Tips & tricks

1. Keep it short. We recommend not having more than 20 slides for a reader to click through.

2. Pick stories that have a strong location narrative. It does not work well for stories that need to jump around in the map.

3. Write each event as a part of a larger narrative.

4. Include events that build up to major occurrences - not just the major events.

Media sources

StoryMap JS can pull in media from a variety of sources. Twitter, Flickr, YouTube, Vimeo, Vine, Dailymotion, Google Maps, Wikipedia, SoundCloud, Document Cloud and more!

Help

Need help? First, please be sure to look at our list of frequently asked questions below.

If you don't find an answer there, try our support forums or use our tech support web form. Please be clear with your question, include a link to your spreadsheet, and if appropriate, a link to a page which shows the issue with which you need help. We can only answer support questions in English. We try to be prompt, but please understand that we do not have a dedicated tech support staff.

Find a bug? If you are confident you have found a bug, please report it as a GitHub issue. Be sure to include detailed instructions on how to reproduce the bug. If you're not sure, please start with the tech support system.

Technical documentation

Go further with StoryMap:

Frequently asked questions

What CMS does StoryMapJS work on?

Please let us know if you have tried it on others and it works, so that we can add to the list.

Why aren't my Google Drive or DropBox Zoomify images working?

Unfortunately, Google has deprecated web hosting in Google Drive, which means that Zoomify images hosted on Google Drive. will no longer display. Dropbox has similary discontinued rendering content in public folders, so this method will cause problems for many users as well.

We're working on a solution, but for right now the only other option seems to be hosting your images on a web server.

Why are my DropBox images not showing?

First the image must be in the public folder.

To get the image URL change the domain name from the link that dropbox creates.

Incorrect: https://www.dropbox.com/s/38053034/GOT%20Storymap%20images/jon-weirwood-tree.jpg

Correct: https://dl.dropboxusercontent.com/u/38053034/GOT%20Storymap%20images/jon-weirwood-tree.jpg

How can I have a map without the lines between points?

To disable connecting lines on maps, use the StoryMap option: Treat as Image (as opposed to the default, Treat as Cartography)

How can I link to a specific slide?

You can add a parameter to the URL that is the value of the iframe src attribute, start_at_slide. Its value should be a number from 0 to one less than the total number of slides in the storymap.

For example: http://cdn.knightlab.com/libs/storymapjs/latest/embed/?url=//media.knightlab.com/StoryMapJS/demo/sochi.json&start_at_slide=5

This should load Sochi 2014 Olympic Torch Relay Highlights: Slide 5.

How can I use a custom map?

Choose options from the top left of the StoryMap window, then from the map type menu choose the type you like.

Select Mapbox to enter the ID of your Mapbox map.

Select custom to enter the URL for a tile server. If the server supports multiple subdomains, enter them as a single string in the Subdomain field (e.g. subdomains 'a', 'b', and 'c' should be entered as 'abc').

How can I adjust the zoom?

To keep it simple for most users, we've made some assumptions in the authoring tool which may not universally apply. For example, the first screen is always an overview slide. Also, the zoom is affected by the overall size of the map and the relationship between the current and previous points on the map.

It's possible to download the configuration (a JSON file) that the authoring tool makes and edit the JSON yourself. You could then change the first slide to not be an overview and manually set a starting lat/lon/zoom.

Be aware that switching back and forth between editing within and outside the authoring tool can get messy, so we suggest using our advanced method to have maximum control over the zoom feature and more.

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StoryMapJS is a free tool to help you tell stories on the web that highlight the locations of a series of events. It is a new tool, yet stable in our development environment, and it has a friendly authoring tool. There are a couple ways you can make a StoryMap.

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Demonstration of Read Aloud-Think Aloud by Carrie Launius

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Demonstration of Read Aloud-Think Aloud by Carrie Launius

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Demonstration of Read Aloud-Think Aloud by Carrie Launius

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Teaching Channel is a thriving online community where teachers can watch, share, and learn diverse techniques to help every student grow.

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Video Hub | Next Generation Science Standards

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A Bowling Ball And Feather Fall in World's Biggest Vacuum Chamber

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A Bowling Ball And Feather Fall in World's Biggest Vacuum Chamber

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It was Galileo himself who first discovered that in a vacuum, if you were to drop two objects from the same height, they'd hit the ground at exactly the same time, regardless of their respective weights. Of course, on Earth, we rarely - if ever - get the change to see this at play, thanks to a phenomenon known as air resistance.

The combination of bowling ball and feather is the perfect way to demonstrate air resistance, also known as drag. Because the shape of the feather allows it to endure way more air resistance than the bowling ball, it takes much longer to fall to the ground.

British physicist Brian Cox wanted to see this primary-school problem play out in a vacuum, where there is zero air resistance to mess with the results. Filming for his new BBC 2 show, Human Universe, he travelled to the US and visited the NASA Space Power Facility in Ohio. The facility is the world's largest vacuum chamber, measuring 30.5 metres by 37.2 metres, and has a volume of 22,653 cubic metres.

When not in use, the chamber contains around 30 tonnes of air, but when it's turned on, all but around 2 grams of air are sucked out to create an artificial vacuum. Watch above to see what happens when a bowling ball and feather are dropped in the chamber under 'normal' conditions and then in a vacuum. If it's enough to make even the most seasoned NASA scientist grin with childlike wonder, you know it's gotta be good.
Source: io9

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WATCH: A Bowling Ball And Feather Fall in World's Biggest Vacuum Chamber

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It was Galileo himself who first discovered that in a vacuum, if you were to drop two objects from the same height, they'd hit the ground at exactly the same time, regardless of their respective weights. Of course, on Earth, we rarely - if ever - get the change to see this at play, thanks to a phenomenon known as air resistance.

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Evaluate: Global Water Resources and Equitable Distribution

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Evaluate: Global Water Resources and Equitable Distribution

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Schopp_EVALUATE_ Global Water Resources and Equitable Distribution

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Bella Hummingbird's Nest powered by EXPLORE.org

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Bella Hummingbird's Nest powered by EXPLORE.org

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Bella Hummingbird's Nest powered by EXPLORE.org

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APPENDIX F – Science and Engineering Practices in the NGSS

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APPENDIX F – Science and Engineering Practices in the NGSS

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Read “A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas” at NAP.edu

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Read chapter Summary: Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity’s most ...

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Crafting instructional responses based on assessment results

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Crafting instructional responses based on assessment results