Science Kits: 6-8th Grade

CIBL rents kits on a 9-week basis. The rental period covers an academic quarter on either the traditional or year-round calendar.

The middle school kits serve 125 students.

For kit descriptions and teacher resources, simply click on the Kit Name.

6th Grade

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

6.L.1 Understand the structures, processes, and behaviors of plants that enable them to survive and reproduce.

  • 6.L.1.1 Summarize the basic structures and functions of flowering plants required for survival, reproduction and defense. (WITH MODIFICATION)
  • 6.L.1.2 Explain the significance of the processes of photosynthesis, respiration, and transpiration to the survival of green plants and other organisms. (WITH MODIFICATION)

6.L.2 Understand the flow of energy through ecosystems and the responses of populations to the biotic and abiotic factors in their
environment.

  • 6.L.2.1 Summarize how energy derived from the sun is used by plants to produce sugars (photosynthesis) and is transferred within food chains and food webs (terrestrial and aquatic) from producers to consumers to decomposers. (WITH MODIFICATION)
  • 6.L.2.2 Explain how plants respond to external stimuli (including dormancy and forms of tropism) to enhance survival in an environment. (WITH MODIFICATION)

8.L.3 Understand how organisms interact with and respond to the biotic and abiotic components of their environment.

  • 8.L.3.1 Explain how factors such as food, water, shelter and space affect populations in an ecosystem.
  • 8.L.3.3 Explain how the flow of energy within food webs is interconnected with the cycling of matter (including water, nitrogen, carbon dioxide and oxygen).

8.L.4 Understand the evolution of organisms and landforms based on evidence, theories and processes that impact the Earth over time.

  • 8.L.4.2 Explain the relationship between genetic variation and an organism’s ability to adapt to its environment.

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

6.E.2 Understand the structure of the earth and how interactions of constructive and destructive forces have resulted in changes in the surface of the Earth over time and the effects of the lithosphere on humans.

  • 6.E.2.1 Summarize the structure of the earth, including the layers, the mantle and core based on the relative position, composition and density. 
  • 6.E.2.2 Explain how crustal plates and ocean basins are formed, move and interact using earthquakes, heat flow and volcanoes to reflect forces within the earth. 
  • 6.E.2.3 Explain how the formation of soil is related to the parent rock type and the environment in which it develops.

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

6.P.1 Understand the properties of waves and the wavelike property of energy in earthquakes, light and sound.

  • 6.P.1.1 Compare the properties of waves to the wavelike property of energy in earthquakes, light and sound. 
  • 6.P.1.2 Explain the relationship among visible light, the electromagnetic spectrum, and sight. 
  • 6.P.1.3 Explain the relationship among the rate of vibration, the medium through which vibrations travel, sound and hearing

6.P.3 Understand characteristics of energy transfer and interactions of matter and energy.

  • 6.P.3.1 Illustrate the transfer of heat energy from warmer objects to cooler ones using examples of conduction, radiation and convection and the effects that may result. 
  • 6.P.3.2 Explain the effects of electromagnetic waves on various materials to include absorption, scattering, and change in temperature. 
  • 6.P.3.3 Explain the suitability of materials for use in technological design based on a response to heat (to include conduction, expansion, and contraction) and electrical energy (conductors and insulators).

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

6.E.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)

7th Grade

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

7.E.1 Understand how the cycling of matter (water and gases) in and out of the atmosphere relates to Earth’s atmosphere, weather and climate and the effects of the atmosphere on humans.

  • 7.E.1.1 Compare the composition, properties and structure of Earth’s atmosphere to include: mixtures of gases and differences in temperature and pressure within layers. 
  • 7.E.1.2 Explain how the cycling of water in and out of the atmosphere and atmospheric conditions relate to the weather patterns on Earth. (WITH MODIFICATION)
  • 7.E.1.3 Explain the relationship between the movement of air masses, high and low pressure systems, and frontal boundaries to storms (including thunderstorms, hurricanes, and tornadoes) and other weather conditions that may result.
  •  7.E.1.4 Predict weather conditions and patterns based on information obtained from: • Weather data collected from direct observations and measurement (wind speed and direction, air temperature, humidity and air pressure) • Weather maps, satellites and radar • Cloud shapes and types and associated elevation 
  • 7.E.1.5 Explain the influence of convection, global winds and the jet stream on weather and climatic conditions. 
  • 7.E.1.6 Conclude that the good health of humans requires: monitoring the atmosphere, maintaining air quality and stewardship.

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

7.L.1 Understand the processes, structures, and functions of living organisms that enable them to survive, reproduce and carry out the basic functions of life.

  • 7.L.1.4 Summarize the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, and excretion) and ways that these systems interact with each other to sustain life. (WITH MODIFICATION)

8.L.5 Understand the composition of various substances as it relates to their ability to serve as a source of energy and building materials for the growth and repair of organisms.

  • 8.L.5.1 Summarize how food provides the energy and the molecules required for building materials, growth and survival of all organisms (to include plants). 
  • 8.L.5.2 Explain the relationship among a healthy diet, exercise, and the general health of the body (emphasis on the relationship between respiration and digestion).

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

7.L.1 Understand the processes, structures, and functions of living organisms that enable them to survive, reproduce and carry out the basic functions of life.

  • 7.L.1.1 Compare the structures and life functions of single-celled organisms that carry out all of the basic functions of life including: • Euglena • Amoeba • Paramecium • Volvox 
  • 7.L.1.2 Compare the structures and functions of plant and animal cells, including major organelles (cell membrane, cell wall, nucleus, chloroplasts, mitochondria, and vacuoles). 
  • 7.L.1.3 Summarize the hierarchical organization of multicellular organisms from cells to tissues to organs to systems to organisms.
  •  7.L.1.4 Summarize the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, and excretion) and ways that these systems interact with each other to sustain life.

7.L.2 Understand the relationship of the mechanisms of cellular reproduction, patterns of inheritance, and external factors to potential variation and survival among offspring.

  • 7.L.2.1 Explain why offspring that result from sexual reproduction (fertilization and meiosis) have greater variation than offspring that result from asexual reproduction (budding and mitosis). 
  • 7.L.2.2 Infer patterns of heredity using information from Punnett squares and pedigree analysis. 
  • 7.L.2.3 Explain the impact of the environment and lifestyle choices on biological inheritance (to include common genetic diseases) and survival.

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

7.P.1 Understand motion, the effects of forces on motion, and the graphical representations of motion.

  • 7.P.1.1 Explain how the motion of an object can be described by its position, direction of motion, and speed with respect to some other object.
  • 7.P.1.2 Explain the effects of balanced and unbalanced forces acting on an object (including friction, gravity and magnets). 
  • 7.P.1.3 Illustrate the motion of an object using a graph to show a change in position over a period of time.
  • 7.P.1.4 Interpret distance versus time graphs for constant speed and variable motion.

7.P.2 Understand forms of energy, energy transfer, and transformation and conservation in mechanical systems.

  • 7.P.2.1 Explain how kinetic and potential energy contribute to the mechanical energy of an object.
  • 7.P.2.2 Explain how energy can be transformed from one form to another (specifically potential energy and kinetic energy) using a model or diagram of a moving object (roller coaster, pendulum, or cars on ramps as examples). 
  • 7.P.2.3 Recognize that energy can be transferred from one system to another when two objects push or pull on each other over a distance (work) and electrical circuits require a complete loop through which an electrical current can pass. 
  • 7.P.2.4 Explain how simple machines such as inclined planes, pulleys, levers and wheel and axles are used to create mechanical advantage and increase efficiency.

8th Grade

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.

Topics include: fossils, time capsules, time lines, and geological formations and their origins.

North Carolina State Standards

8.E.2 Understand the history of Earth and its life forms based on evidence of change recorded in fossil records and landforms.

  • 8.E.2.1 Infer the age of Earth and relative age of rocks and fossils from index fossils and ordering of rock layers (relative dating and radioactive dating). 
  • 8.E.2.2 Explain the use of fossils, ice cores, composition of sedimentary rocks, faults, and igneous rock formations found in rock layers as evidence of the history of the Earth and its changing life forms.

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

8.P.1 Understand the properties of matter and changes that occur when matter interacts in an open and closed container.

  • 8.P.1.1 Classify matter as elements, compounds, or mixtures based on how the atoms are packed together in arrangements. 
  • 8.P.1.2 Explain how the physical properties of elements and their reactivity have been used to produce the current model of the Periodic Table of elements. 
  • 8.P.1.3 Compare physical changes such as size, shape and state to chemical changes that are the result of a chemical reaction to include changes in temperature, color, formation of a gas or precipitate.
  •  8.P.1.4 Explain how the idea of atoms and a balanced chemical equation support the law of conservation of mass

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, movement in ocean currents due to convection, and a home water use study.

North Carolina State Standards

8.E.1 Understand the hydrosphere and the impact of humans on local systems and the effects of the hydrosphere on humans.

  • 8.E.1.3 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 • Bio-indicators 
  • 8.E.1.4 Conclude that the good health of humans requires: • Monitoring of the hydrosphere • Water quality standards • Methods of water treatment • Maintaining safe water quality • Stewardship

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

8.L.1 Understand the hazards caused by agents of diseases that affect living organisms.

  • 8.L.1.1 Summarize the basic characteristics of viruses, bacteria, fungi and parasites relating to the spread, treatment and prevention of disease. 
  • 8.L.1.2 Explain the difference between epidemic and pandemic as it relates to the spread, treatment and prevention of disease.

8.L.2 Understand how biotechnology is used to affect living organisms.

  • 8.L.2.1 Summarize aspects of biotechnology including: • Specific genetic information available • Careers • Economic benefits to North Carolina • Ethical issues • Implications for agriculture

8.L.3 Understand how organisms interact with and respond to the biotic and abiotic components of their environment.

  • 8.L.3.1 Explain how factors such as food, water, shelter and space affect populations in an ecosystem. 
  • 8.L.3.2 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 • Mutualism

8.L.4 Understand the evolution of organisms and landforms based on evidence, theories, and processes that impact the Earth over time.

  • 8.L.4.1 Summarize the use of evidence drawn from geology, fossils, and comparative anatomy to form the basis for biological classification systems and the theory of evolution. 
  • 8.L.4.2 Explain the relationship between genetic variation and an organism’s ability to adapt to its environment.

8.L.5 Understand the composition of various substances as it relates to their ability to serve as a source of energy and building materials for the growth and repair of organisms.

  • 8.L.5.1 Summarize how food provides the energy and the molecules required for building materials, growth and survival of all organisms (to include plants). 
  • 8.L.5.2 Explain the relationship among a healthy diet, exercise, and the general health of the body (emphasis on the relationship between respiration and digestion).