Click Here for Cycling of Matter & Population Dynamics Teacher Resources

Overview

Developed by the Center for Inquiry-Based Learning program staff, this kit provides inquiry-based activities designed to supplement textbooks adopted by school districts in North Carolina.

Topics include: Worms (building an earthworm habitat); Oh Deer! (a habitat resources game); Window Gardens, Estimating Populations: Mark-Recapture Sampling; and Population Changes (a predator/prey simulation).

North Carolina State Standards

LS.6.1 Understand the structures, processes, and behaviors of plants that enable them to survive and reproduce.

• LS.6.1.1 Use models to explain how the processes of photosynthesis, respiration, and transpiration work together to meet the needs of plants. (WITH MODIFICATION)
• LS.6.1.3 Use models to summarize structural adaptations, processes, and responses that flowering plants use for defense, survival and reproduction. (WITH MODIFICATION)

LS.6.2 Understand the flow of energy through ecosystems and the responses of populations to the biotic and abiotic factors in their environment.

• LS.6.2.1 Use models to summarize how energy derived from the sun is used by plants to produce sugars (photosynthesis) and is transferred to consumers and decomposers. (WITH MODIFICATION)
• LS.6.2.2 Analyze and interpret data to predict how the abiotic factors (such as temperature, water, sunlight, and soil quality) and biotic factors affect the ability of organisms to grow and survive in different biomes (freshwater, marine, temperate forest, rainforest, grassland, desert, taiga, tundra). (WITH MODIFICATION)

Click Here for Earth’s Crust Teacher Resources

Overview

Developed by the Center for Inquiry-Based Learning program staff, this textbook supplement provides inquiry-based activities designed to supplement textbooks adopted by school districts in North Carolina.

Topics include: structure of the earth; plate tectonics; earthquakes; properties of minerals; the rock cycle including igneous, sedimentary, and metamorphic rocks; and soil properties.

Publisher: CIBL (Center for Inquiry-Based Learning)

North Carolina State Standards

ESS.6.2 Understand the lithosphere and how interactions of constructive and destructive forces have resulted in changes in the surface of the earth over time.

• ESS.6.2.1 Use models to summarize the structure of the earth, including the layers, the mantle and core based on the relative position, composition and density.
• ESS.6.2.2 Construct an explanation to illustrate how the movement of lithospheric plates can create geologic landforms and cause major geologic events such as earthquakes and volcanic eruptions.
• ESS.6.2.3 Use models to explain the rock cycle and its relationship to the formation of soil (including how different types of soil come from different types of rocks).

Click Here for Energy and Waves Teacher Resources

Overview

A complete 9-week unit addressing several physical science standards. Activities include properties of waves, vibration and hearing, heat transfer, interactions with electromagnetic waves and more. Serves 125 students.

Publisher: CIBL (Center for Inquiry-Based Learning)

North Carolina State Standards

PS.6.2 Understand characteristics of thermal and electrical energy transfer and interactions of matter and energy.

• PS.6.2.1 Use models to compare the directional transfer of heat energy of matter through convection, radiation, and conduction.
• PS.6.2.2 Use models to explain how the transfer of heat and resulting change of temperature impacts the behavior of matter to include conduction, expansion, and contraction.
• PS.6.2.3 Carry out investigations to compare the transfer of thermal energy in insulated and non-insulated materials (examples could
  include insulated box, solar cooker, or styrofoam cup).
• PS.6.2.4 Engage in argument from evidence to classify materials as conductors and insulators of energy (both thermal and electrical).

PS.6.3 Understand the properties of waves and the wavelike property of energy in seismic, electromagnetic (including visible light), and sound waves.

• PS.6.3.1 Use models of a simple wave to explain wave properties in seismic, light, and sound waves that include: waves having a repeating pattern with a specific amplitude, frequency, and wavelength, and the amplitude of a wave is related to the energy of the wave.
• PS.6.3.2 Carry out investigations to conclude the relationship between the electromagnetic spectrum (including visible light) and sight.
• PS.6.3.3 Carry out investigations to conclude the relationship between sound waves (including rate of vibration, the medium through which vibrations travel) and hearing.
• PS.6.3.4 Use models to explain that various waves (seismic, sound, electromagnetic, including visible light) are reflected, absorbed or transmitted through various materials.

Click Here for Solar System Teacher Resources

Overview

Developed by the Center for Inquiry-Based Learning program staff, this kit provides inquiry-based activities designed to supplement textbooks adopted by school districts in North Carolina.

Topics include: Moon Log, The Sun’s Path across the Sky, Day and Night, Phases of the Moon, Eclipses, Rockets, and Solar System Weather Reports.

Publisher: CIBL (Center for Inquiry-Based Learning)

North Carolina State Standard

ESS.6.1 Understand the earth/moon/sun system, and the properties, structures and predictable motions of celestial bodies in the Universe.

• 6.E.1.1 Explain how the relative motion and relative position of the sun, Earth and moon affect the seasons, tides, phases of the moon, and eclipses. 
• 6.E.1.2 Explain why Earth sustains life while other planets do not based on their properties (including types of surface, atmosphere and gravitational force) and location to the Sun.
• 6.E.1.3 Summarize space exploration and the understandings gained from them. (WITH MODIFICATION)

Click Here for Atmosphere Teacher Resources

Overview

Developed by Center for Inquiry-Based Learning program staff, this textbook supplement provides inquiry-based activities designed to supplement textbooks adopted by school districts in North Carolina.

Topics include: layers of the atmosphere, particulate matter, convection currents and weather, wind chill, solar angles and the seasons, and weather maps.

Publisher: CIBL (Center for Inquiry-Based Learning)

North Carolina State Standards

ESS.7.1 Understand the atmosphere and how the cycling of water relates to Earth’s weather and climate.

• ESS.7.1.1 Analyze and interpret data to compare the composition, properties and structure of Earth’s atmosphere to include:
  mixtures of gases and differences in temperature and pressure within layers.
• ESS.7.1.2 Use models to explain how the energy of the Sun and Earth’s gravity drive the cycling of water, including changes of
  state, as it moves through multiple pathways in Earth’s systems and relates to weather patterns on Earth. (WITH MODIFICATION)
• ESS.7.1.3 Analyze and interpret data to explain the relationship between the movement of air masses, high and low pressure systems, frontal boundaries and weather conditions that may result.
• ESS.7.1.4 Use models to predict weather conditions based on observations (including clouds, air masses, fronts), measurements
  (wind speed and direction, air temperature, humidity and air pressure), weather maps, satellites and radar.
• ESS.7.1.5 Use models to explain the influence of convection, global winds, and the jet stream on weather and climatic conditions.

ESS.7.2 Understand the reciprocal relationship between the atmosphere and humans.

• ESS.7.2.1 Engage in argument from evidence to explain that the good health of humans and environment requires: monitoring of the atmosphere, maintaining air quality and stewardship.

Click Here for Bodyworks Teacher Resources

Overview

Developed by Center for Inquiry-Based Learning program staff, this textbook supplement provides inquiry-based activities designed to supplement textbooks adopted by school districts in North Carolina.

Topics include: nutrition, digestion, bodily systems, bones and joints, homeostasis.

North Carolina State Standards

LS.7.1 Understand the processes, structures and functions of living organisms that enable them to survive, reproduce and carry out the basic functions of life.

• LS.7.1.4 Construct an explanation to summarize how the major systems of the human body interact with each other to support life (including digestion, respiration, reproduction, circulation, excretion, nervous). (WITH MODIFICATION)

Click Here for Genetics, Cells, and Systems Teacher Resources

Overview

Developed by The Center for Inquiry-Based Learning program staff, this textbook supplement provides inquiry-based activities designed to supplement textbooks adopted by school districts in North Carolina.

Topics include Mendelian genetics, alleles, dominant and recessive traits, incomplete dominance, independent assortment and recombination, genes and chromosomes, pedigrees, genetics and medical conditions, single-celled organisms, cellular structure, body systems.

Publisher: CIBL (Center for Inquiry-Based Learning)

North Carolina State Standards

LS.7.1 Understand the processes, structures and functions of living organisms that enable them to survive, reproduce and carry out the basic functions of life.

• LS.7.1.1 Construct an explanation to conclude how the structures of single-celled organisms carry out all of the basic functions
  of life including: Euglena, Amoeba, Paramecium, Volvox.
• LS.7.1.2 Use models to explain how the relevant structures within cells (including cell membrane, cell wall, nucleus, mitochondria,
  chloroplasts, and vacuoles) function to support the life of plant, animal, and bacterial cells.
• LS.7.1.3 Use models to explain how the hierarchical organization of multicellular organisms from cells to tissues to organs to
  systems to organisms functions to support life.
• LS.7.1.4 Construct an explanation to summarize how the major systems of the human body interact with each other to support life (including digestion, respiration, reproduction, circulation, excretion, nervous).

LS.7.2 Understand the relationship of the mechanisms of reproduction, patterns of inheritance, and potential variation among offspring.

• LS.7.2.1 Construct an explanation supported with scientific evidence to summarize the role of genes on chromosomes as inherited
  cellular structures which contribute to an organism’s traits (not to include the structure of DNA).
• LS.7.2.2 Use models to explain how asexual reproduction results in offspring with identical genetic information while sexual reproduction results in offspring with genetic variation (not to include specific phases of mitosis and meiosis).
• LS.7.2.3 Use models (Punnett squares) to infer and predict patterns of the inheritance of single genetic traits from parent to offspring
  (including dominant and recessive traits).

Click Here for Machines, Energy, Forces, and Motion Teacher Resources

Overview

Developed by Center for Inquiry-Based Learning program staff, this textbook supplement provides inquiry-based activities designed to supplement textbooks adopted by school districts in North Carolina.

Topics include: potential and kinetic energy; balanced and unbalanced forces; motion and graphing; simple machines; levers; electrical circuits.

Publisher: CIBL (Center for Inquiry-Based Learning)

North Carolina State Standards

PS.7.1 Understand motion, the effects of forces on motion, and the graphical representations of motion.

• PS.7.1.1 Construct an explanation to summarize the motion of an object by its position, direction of motion, and speed in respect to some other object.
• PS.7.1.2 Use models to illustrate the effects of balanced and unbalanced forces acting on an object (including friction, gravity, and
  magnetism).
• PS.7.1.3 Analyze and interpret graphical data to summarize the motion of an object to show a change in position over a period of time.
• PS.7.1.4 Analyze and interpret graphical data to summarize the motion of an object to show a change in distance over a period of time for constant speed and variable motion.

PS.7.2 Understand forms of energy, energy transfer and transformation, and conservation in mechanical systems.

• PS.7.2.1 Construct an explanation to summarize how kinetic and potential energy contribute to the mechanical energy of an object.
• PS.7.2.2 Engage in argument from evidence to explain how energy can be transformed from one form to another, specifically potential energy and kinetic energy (models could include roller coasters, pendulums, or cars on ramps as examples).
• PS.7.2.3 Carry out investigations to conclude that energy can be transferred from one system to another when two objects push or
  pull on each other over a distance (work) in a mechanical system using qualitative data.
• PS.7.2.4 Carry out investigations to compare the efficiency of simple machines in relation to their advantages for particular purposes (to include inclined planes, pulleys, levers and wheel and axles) using qualitative data.

Click Here for Change Through Time Teacher Resources

Overview

Developed by Center for Inquiry-Based Learning program staff, this textbook supplement provides inquiry-based activities designed to supplement textbooks adopted by school districts in North Carolina.

This kit highlights both biological and geological change through time. Topics include: fossils, time capsules, time lines, geological formations and their origins, classification, evolution, and natural selection.

North Carolina State Standards

ESS.8.1 Understand the history of Earth and its life forms based on evidence of change recorded in fossil records and landforms.

• ESS.8.1.1 Analyze and interpret data to conclude the relative age of Earth and relative age of Earth and relative age of rocks and fossils from index fossils and ordering of rock layers.
• ESS.8.1.2 Engage in argument from evidence to explain the use of fossils, composition of sedimentary rocks, faults, and igneous rock formations found in rock layers as evidence of the history of the Earth and its life forms.

LS.8.3 Understand the evolution of organisms over time based on evidence and processes.

• LS.8.3.1 Analyze and interpret data to infer evolutionary relationships by using evidence drawn from fossils and comparative anatomy.
• LS.8.3.2 Use models to explain the process of natural selection, in which genetic variations in a population affect individuals’ likelihood of surviving and reproducing in its environment.

Click Here for Chemistry Teacher Resources

Overview

Developed by Center for Inquiry-Based Learning program staff, this textbook supplement provides inquiry-based activities designed to supplement textbooks adopted by school districts in North Carolina.

Topics include: the periodic table, chemical bonds, chemical change, reaction rates, conservation of matter, acid-base titration, and qualitative analysis.

Publisher: CIBL (Center for Inquiry-Based Learning)

North Carolina State Standards

PS.8.1 Understand the properties of matter and changes that occur when matter interacts in open and closed systems.

• PS.8.1.1 Construct an explanation to classify matter as elements, compounds, or mixtures based on how the atoms are arranged in various substances.
• PS.8.1.2 Use models to illustrate the structure of atoms in terms of the protons, electrons, and neutrons (using the location, charges, and comparative size of these subatomic particles), without consideration of isotopes, ions, and energy levels.
• PS.8.1.3 Analyze and interpret data to explain how the physical properties of elements and their reactivity have been used to produce the current model of the periodic table of elements.
• PS.8.1.4 Construct an explanation to classify changes in matter as physical changes (including changes in size, shape, and state) or chemical changes that are the result of a chemical reaction (including changes in energy, color, formation of a gas or precipitate).
• PS.8.1.5 Use models to illustrate how atoms are rearranged during a chemical reaction so that balanced chemical equations support the Law of Conservation of Mass (in both open and closed systems).

Click Here for Hydrology Teacher Resources

Overview

Developed by Center for Inquiry-Based Learning program staff, this textbook supplement provides inquiry-based activities designed to supplement textbooks adopted by school districts in North Carolina.

Topics include: properties of water (cohesion, adhesion, and polarity), testing for pollution in quantities of parts per million, technologies for water testing, groundwater, and movement in ocean currents due to convection.

North Carolina State Standards

ESS.8.2 Understand the hydrosphere including freshwater, estuarine, and ocean systems.

• ESS.8.2.1 Use models to explain the structure of the hydrosphere including: water distribution on earth, local river basins, estuaries, and water availability
• ESS.8.2.2 Use models to explain how temperature and salinity drive major ocean currents and how these currents impact climate, ecosystems, and the distribution of nutrients, minerals, dissolved gases, and life forms.

ESS.8.3 Understand the reciprocal relationship between the hydrosphere and humans.

• ESS.8.3.1 Analyze and interpret data to predict the safety and potability of water supplies in North Carolina based on physical and biological factors, including: temperature, dissolved oxygen, pH, nitrates and phosphates, turbidity, and bioindicators.
• ESS.8.3.2 Engage in argument from evidence to explain that the good health of humans and the environment requires: monitoring of the hydrosphere, water quality standards, methods of water treatment, maintaining safe water quality, and stewardship.

Click Here for Life Science Teacher Resources

Overview

Developed by Center for Inquiry-Based Learning program staff, this textbook supplement provides inquiry-based activities designed to supplement textbooks adopted by school districts in North Carolina.

Topics include: nutrition, biotechnology, evolution, classification, population dynamics, viruses and bacteria.

Publisher: CIBL (Center for Inquiry-Based Learning)

North Carolina State Standards

LS.8.1 Understand the hazards caused by agents of diseases that affect living organisms.

• LS.8.1.1 Construct an explanation to compare the basic characteristics of viruses, bacteria, fungi, and parasites relating to the spread, treatment, and prevention of disease.
• LS.8.1.2 Analyze and interpret data to explain the difference between epidemic and pandemic as it relates to the spread, treatment, and prevention of disease.

LS.8.2 Understand how organisms interact with and respond to the biotic and abiotic factors in their environment.

• LS.8.2.1 Carry out investigations to explain how changing biotic and abiotic factors such as food, water, shelter, and space affect populations in an ecosystem.
• LS.8.2.2 Construct an explanation to summarize the relationships among producers, consumers, and decomposers including the positive and negative consequences of such interactions including: coexistence and cooperation, competition (predator/prey),
  parasitism, and mutualism.
• LS.8.2.3 Construct an explanation to summarize how food provides the energy and the building materials required for all growth and survival of all organisms (to include plants).
• LS.8.2.4 Use models to explain how the flow of energy within food webs is interconnected with the cycling of matter (water and carbon).