Middle+School

=Videos designed for Middle School students=

Geology Rocks! - Developing Questions for a Geology Inquiry Lesson: A Flip Science Video
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By Katie MacDiarmid and Bethany Osborne-Koch

Flip Science Lunar Distance. 6th Grade.

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This flip science video on Static Electricity is created for sixth grade.

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 **Flip Science- “Electric Hair”**

 **__Part 1:__**

 **Topic:** Static Electricity

 **Standards:**

 **Materials:** Thin thread (about30 cm long), Small piece of Styrofoam, balloon, plastic ruler or plastic cup, Science notebook and a pencil.
 * **6.1P.2** Compare and contrast the characteristic properties of forms of energy.
 * **6.2P.2** Describe the relationships between: electricity and magnetism, static and current electricity, and series and parallel electrical circuits.

 **__Part 2:__**

 **Type of Lesson:** Inquiry and Guided Activity

 **Learning Goal:** //What will produce static electricity?// Students will be using different material to see if they produce static electricity. Students will also create a static tester to see what items produce the most static electricity.  **Focus Standards:** **6.1P.2** Compare and contrast the characteristic properties of forms of energy. **6.2P.2** Describe the relationships between: electricity and magnetism, static and current electricity, and series and parallel electrical circuits. **EL.06.RE.10** Develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud across the subject areas.  **Related Standards:** **EL.06.WR.01** Use a variety of strategies to prepare for writing, such as brainstorming, making lists, mapping, outlining, grouping related ideas, using graphic organizers, and taking notes.

 **Teacher Notes:** Have thread (30cm long) for each student, small piece of Styrofoam for each student, balloon, plastic ruler or cup. Use this website: []

 **E**ngage:  **E**xplore:  **E**xplain: <span style="color: #0000ff; display: block; font-family: georgia,serif; text-align: left;">**E**valuate: <span style="color: #0000ff; display: block; font-family: georgia,serif; text-align: left;">**E**xtend: <span style="color: #0000ff; display: block; font-family: georgia,serif; text-align: left;"> Explanation: <span style="color: #0000ff; display: block; font-family: georgia,serif; text-align: left;"> Students will be trying to figure out what objects create static electricity. They will be doing this by making a static electricity tester. The first object they are going to test is a balloon to their hair. They will then use their Styrofoam tester to determine if the balloon rubbing the hair creates static electricity. This is a fun way to introduce static electricity into a classroom. Students will have fun completing this project at home and bring their results back to the classroom the next day.
 * Open with rubbing a balloon to different things to see if anything happens.
 * I wonder what would happen if I rubbed this balloon to my hair. What scientific knowledge would I need to be able to figure out to understand what is happening when I rub the balloon to my hair. We will figure this out together. Make sure if you miss anything you stop and rewind! You may also pause at any time you need too.
 * Before we start exploring you will need some materials. You will need a string of thread, a small piece of Styrofoam, a balloon, a plastic ruler or cup, and your science notebook and a pencil.
 * Set up your experiment in your science notebook with the title “Electric Hair,” and make a list of all your material. You need to make a section with variables.
 * We are going to be using the different material to see what happens when they are rubbed together. What do you think will happen when you test the material that has been rubbed together? Make sure that you use the same tester every time. That will control for your variable. Think of anything else that you could also control in this experiment.
 * You have a material box that has all the items you need to explore this experiment.
 * You need to use your balloon by rubbing it to you hair then you must use the tester you created to see what happens. You then need to rub your ruler on the carpet to see what happens when you test it. The last step is to see what happens when you rub the balloon to your hair and then put the balloon under a small stream of cool running water.
 * Scientist gather date when they do explorations such as this. You need to rub your material on the suggested items then you need to test what happens with your Styrofoam tester.
 * Before you begin make sure you write down your procedure in your science notebook. You also need to make a prediction about what you think will happen when you rub your materials to your hair or the ground and then what will happen when you test the material.
 * Create a graph that will show what item you used, what you rubbed it to, and what happened when you used your tester.
 * Now it is time for you to take your data and write down what happened. Try to think of a reason that this happened.
 * Take a minute to write down, in your science notebook, anything that surprised you. Write down any questions you may have about static electricity or anything else in this exploration.
 * One last step: What else would you like to try with this method? Write down your ideas and we will explore them in class!

<span style="color: #0000ff; display: block; font-family: georgia,serif; text-align: left;">//**This flip science video on Crime Scence Investigation is created for the sixth grade.**// Flip Science-“Finger Printing” Catherine Russell __Part 1:__ **Topic:** Investigation **Grade level: 6th** Students will use their scientific inquiry skills to investigate the natural world through observing, proposing questions or hypotheses, and collecting, analyzing, and interpreting data to produce justifiable evidence-based explanations. **Scientific Inquiry** **Common Curricular Goal:** 6.3 Scientific Inquiry: Scientific inquiry is the investigation of the natural world based on observations and science principles that includes proposing questions or hypotheses, and developing procedures for questioning, collecting, analyzing, and interpreting accurate and relevant data to produce justifiable evidence-based explanations. **Standard:** 6.3S.1 Based on observations and science principles, propose questions or hypotheses that can be examined through scientific investigation. Design and conduct an investigation that uses appropriate tools and techniques to collect relevant data. **Standard:** 6.3S.2 Organize and display relevant data, construct an evidence-based explanation of the results of an investigation, and communicate the conclusions. **NSTA Objectives that apply to this investigation** All Students should develop abilities necessary to do scientific inquiry and understanding about scientific inquiry. Students should use appropriate tools and techniques to gather, analyze, and interpret data. Students should develop descriptions, explanations, predictions, and models using evidence. Students should think critically and logically to make the relationships between evidence and explanations. All students should develop abilities necessary to do scientific inquiry and understanding about scientific inquiry. Students should understand fundamental concepts and principles that underlie the understanding about the abilities necessary to do scientific inquiry. Students should use appropriate tools and techniques to gather, analyze and interpret data.

**Materials:** v 2-3x5-inch index cards v sheet of white paper v pencils and a sharpener v transparent tape; 3/4-inch is better than 1/2-inch v good lighting v magnifying glass v Science notebook __Part 2:__ __“Engage”__

“__Explore”__ “__Explain”__ “__Evaluate”__
 * Open with a magnifying glass on my finger tip. Have you ever studied the pattern of your finger tip? What kind of science uses the finger print?
 * What makes the finger print unique? How can you be identified by a finger print?
 * What type of pattern do fingerprints have?
 * What scientific knowledge could I use to determine what type of pattern I have? Let’s explore this together-you at home and me in my home. Then we’ll compare our results in the classroom at school.
 * Before you start exploring, you’ll need some materials. You need your science notebook, 2-3x5-inch index cards, sheet of white paper, pencils and a sharpener, transparent tape; wider is better, magnifying glass and good lighting.
 * In your science notebook title the page “Finger Prints” and list materials. Then you need a section for variables. We need to identify the variables and make sure we control for these variables.
 * We are going to be creating a ‘ink” pad by rubbing pencil lead over a small area of paper or index card to make an “ink” pad, pressing fingers onto the penciled area, lifting prints from fingers with transparent tape, and sticking tape to white index cards for reading
 * OR
 * Make the finger(s) to be printed "dirty" by rubbing it against pencil lead, a charcoal drawing stick, a charcoal briquette or even against black ink newspaper photos. Next, place the sticky side of the cellophane tape against the "dirty" fingers one at a time and then stick the tape to a piece of white paper. Label each strip to indicate which finger/thumb and hand it is from. Record all ten fingers and thumbs.
 * What will you do at home? What is your choice of “ink” pad? Consider the “ink” that is available to you. Which will work best for capturing your fingerprint image? Pause this video and write about these variables in your science notebook.
 * Another variable that we have to explore is the amount of the finger that we take a print from. When taking the prints can I use the same amount of the finger every time? Will I be able to use the same rolling motion with all the fingers?
 * What scientists do is gather data through organized explorations. What you will do is create your ink pad and press your finger on the ink pad and then roll your finger on the clear tape.
 * Before you begin, write out your procedure in your science notebook. And make a prediction-will your fingerprints be the same for every finger. What pattern will they have?
 * Look at the tape-lift fingerprints through a magnifying glass and you will see very fine friction ridge detail, including very exact ridge shapes and pore
 * In your science note book tape your fingerprint index card and write a detailed description of your fingerprint type
 * Record the data you’ve collected.
 * Use your brain power to try and explain why fingerprints are unique.
 * In your notebook write down anything that might have affected your data collection. What questions do you have about fingerprints or patterns or anything else in this exploration?
 * Record all questions and bring your notebook to class.

Arch Loop Whorl

What is a fingerprint? Are the fingerprints on all of your fingers the same? What are the similarities in our fingerprints? Look at the print of your index finger. Is it a loop, ridge, whorl, or a combination of these? What is your prediction for all people’s fingerprints?
 * Plan (Science Notebook)**

I claim___because___ I think fingerprints are unique because_. What surprises did I find? What new questions do I have?

“__Extend”__
 * The last step: What else can be tested with this method? Write down your ideas and we can discuss which ones we will explore next. See you in class!