8th Grade Learning Objectives & Outcomes

8^th Grade Learning Expectations and Outcomes

S.M.I. General Expectations:

· show respect to teachers, students, and others at all times

· show respect for the property of others

· be prepared for class

· participate in class discussions

· take responsibility for your actions

· do your best

· demonstrate reverence during prayer and liturgy

8^th Grade Literature & ELA:

· Students will be required to read all texts assigned in and out of the classroom in order to participate in group discussions and complete supplemental assignments

· Students will take notes with their readings in order to increase comprehension and show accountability

· Students will learn grammatical skills and be able to apply them correctly in sentence.

· Students will be able to identify literary terms in any piece of literature; including setting, plot, characterization, symbolism, climax, rising action, falling action, imagery, personification, and more.

· Students will be able to use text-based evidence from the literature to support their claims in their writing

· Students will be able to determine a central theme or idea and develop it over the course of a text

8B Math (Content Specific):

· Understand the concept of an irrational number

· Use rational approximations of irrational numbers to compare and locate them on a number line

· Know and apply the properties of integer exponents

· Use square root and cube root symbols to represent solutions

· Use the powers of ten to estimate very large or very small quantities

· Perform operations with numbers expressed in scientific notations

· Graph proportional relationships interpreting the unit rate as the slope

· Use similar triangles to explain why the slope is the same between any two distinct points on a non-vertical line, and derive the equation y = mx + b

· Give examples of linear equations in one variable with one, infinite, no solutions

· Solve linear equations with rational number coefficients

· Understand that solutions of a system of two linear equations is the point of intersection

· Solve a system of equations algebraically and estimate solutions by graphing

· Solve real-world problems using systems of equations

· Understand that a function is a rule that assigns to each input exactly one output

· Compare properties of two functions, each represented a different way

· Interpret the equation y = mx + b as defining a linear function

· Construct a function to model a linear relationship between two quantities

· Describe qualitatively the functional relationship between two quantities by analyzing a graph

· Explain a proof of the Pythagorean Theorem and its converse

· Apply the Pythagorean Theorem to find an unknown side

· Apply the Pythagorean Theorem to find the distance between two points in the coordinate system

· Verify experimentally the properties of reflections, rotations and translations

· Verify congruence of lines and angles

· Understand that a two-dimensional figure is congruent to its translation, rotation, and reflection

· Determine the rules for a set of coordinate points undergoing a transformation

· Understand that a figure is similar to the figure that has undergone the transformation

· Use informal arguments to establish facts about the angle sum and exterior angles of triangles

· Use informal arguments to establish facts about angles created when parallel lines are cut by a transversal

· Use informal arguments to establish facts about the angle-angle criteria for similarity of triangles

· Know and use the formulas for the volumes of cones, cylinders and spheres to solve real-world problems

· Construct and interpret scatter plots

· Know that straight lines are used to model relationships between two variables

· Use the equation of a line to solve problems by interpreting the slope and y-intercept

· Construct and interpret a two way table

8^th Grade Common Core (Algebra I Specific):

· Translate between Verbal and Algebraic Expressions

· Evaluate Algebraic Expressions

· Recognize Properties of Numbers (Commutative, Associative, Identity, Equality)

· Use the Distributive Property to evaluate and simplify expressions

· Checking solutions in Equations

· Represent Relations

· Interpret Graphs of Relations

· Determine whether a Relation is a Function

· Using function notation

· Interpret Graphs of Functions

· Define variables to write equations

· Translate between sentences and algebraic equations or formulas

· Solve and check equations

· Write and solve consecutive integer problems

· Evaluate absolute value expressions

· Solve absolute value equations

· Solve literal equations

· Use dimensional analysis to change units

· Graph Linear Equations and Identify Intercepts and Zeros

· Solve Linear Equations by Graphing

· Use rate of change (slope) to solve problems

· Identify Arithmetic Sequences

· Write functions to represent arithmetic sequences

· Distinguish between proportional and non-proportional relationships

· Write equations for proportional and non-proportional relationships

· Graph linear equations in slope-intercept form

· Write linear equations in slope-intercept form

· Create and Evaluate Scatter plots

· Compute an Equation for Line of Best Fit

· Analyze an Equation for Line of Best Fit (using N-spire)

· Determine and analyze the correlation coefficient

· Input data and determine the residual values

· Create residual plots

· Solve Linear Inequalities

· Solve and Graph compound inequalities

· Solve and Graph absolute value inequalities

· Graph linear inequalities

· Solve inequalities by graphing

· Determine the number of solutions for a system of linear equations

· Solve a system of linear equations – graphically

· Solve a system of linear equations – algebraically (substitution & elimination)

· Determine the best method for solving a system of linear equations

· Write a system of equations and solve

· Solve systems of linear inequalities by graphing

· Simplify expressions using the multiplication properties of exponents

· Simplify expressions containing negative and zero exponents

· Solve equations involving expressions with rational exponents

· Graph exponential functions

· Solve problems involving exponential growth and decay

· Identify Geometric Sequences

· Write recursive formulas for arithmetic and geometric sequences

· Write explicit formulas for arithmetic and geometric sequences

· Use a recursive formula to find the terms of a sequence

· Add and Subtract Polynomials

· Multiply Polynomials

· Find squares of sums and differences

· Find the product of a sum and difference

· Solve Quadratic Equations in the form: ax2 + bx = 0

· Factor and Solve Trinomials when a = 1

· Factor and Solve Trinomials when a > 1

· Factor Binomials that are the difference of squares

· Factor Perfect Square Trinomials

· Graph and Analyze Quadratic Functions

· Solve Quadratic Equations by Graphing

· Apply Translations of Quadratic Functions

· Solve Quadratics by Completing the Square

· Solve Quadratics using the Quadratic Formula

· Simplify radical expressions

· Identify complex roots

· Identify Linear, Quadratic, and Exponential Functions from data

· Solve and graph linear-quadratic systems

· Understand representations of data

· Create a box and whisker plot

· Create dot plots

· Create histograms

· Determine the effect that transformations of data have on measures of central

· tendency

· Analyze data from a two-way frequency table

· Create scatterplots

· Create residual plots

· Graph linear functions

· Graph inequalities

· Graph systems

· Graph exponential functions

· Graph quadratics

· Graph absolute value

· Graph piece-wise defined

· Graph square root

· Graph cube root

· Graph cubics

· Graph step

· Write equations from graphs (linear, quadratic, exponential)

· Analyze transformations of graphs

8^th Grade Social Studies:

A. Gathering, Interpreting and Using Evidence

· Students will identify, effectively select, and analyze different forms of evidence used to make meaning in social studies (including primary and secondary sources such as art and photographs, artifacts, oral histories, maps, and graphs).

· Students will analyze evidence in terms of historical and/or social context, content, authorship, point of view, purpose, and format; identify bias; explain the role of bias, context and audience in presenting arguments or evidence.

· Students will describe the arguments of others.

· Students will define and frame questions about the United States that can be answered by gathering, interpreting, and using evidence.

· Students will make inferences and draw conclusions from evidence.

· Students will describe and analyze arguments of others, with support.

B. Chronological Reasoning

· Students will articulate how events are related chronologically to one another in time, and explain the ways in which earlier ideas and events may influence subsequent ideas and events.

· Students will distinguish between long-term and immediate causes and effects of an event from current events or history.

· Students will identify and analyze the relationship between multiple causes and multiple effects.

· Students will relate patterns of continuity and change to larger historical processes and themes.

C. Comparison and Contextualization

· Students will identify a region in the Western Hemisphere by describing a characteristic that places within it have in common, and then compare it to other regions.

· Students will describe historical developments in the history of the Western Hemisphere, with specific references to circumstances of time and place and to connections to broader regional or global processes.

· Students will identify and categorize multiple perspectives on a given historical experience.

· Students will identify how the relationship between geography, economics, and history helps to define a context for events in the study of the United States.

· Students will analyze case studies in United States history in a comparative framework, attending to the role of chronology and sequence, as well as categories of comparison or socio-political components.

D. Geographic Reasoning

· Students will use location terms and geographic representations such as maps, photographs, satellite images, and models to describe where places in the Western Hemisphere are in relation to each other, to describe connections between places, and to evaluate the benefits of particular places for purposeful activities.

· Students will identify and analyze how environments affect human activities and how human activities affect physical environments in the United States.

· Students will recognize and analyze how characteristics (cultural, economic, and physical-environmental) of regions affect the history of the United States.

· Students will characterize and analyze changing interconnections between places and regions.

· Students will describe the spatial organization of place, considering the historical, social, political, and economic implication of that organization. Identify and describe examples of how boundaries and definition of location are historically constructed.

E. Economics and Economic Systems

· Students will explain how scarcity necessitates decision making; employ examples from the Western Hemisphere to illustrate the role of scarcity historically and in current events; compare through historical examples the costs and benefits of economic decisions.

· Students will explain how economic decisions affect the well-being of individuals, businesses, and society; evaluate alternative approaches or solutions to economic issues in terms of benefits and costs for different groups of people.

F. Civic Participation

· Students will identify and explain different types of political systems and ideologies used at various times in United States history and explain the roles of individuals and key groups in those political and social systems.

· Students will demonstrate respect for the rights of others in discussions and classroom debates; respectfully disagree with other viewpoints. Use techniques and strategies to be an active and engaged member of class discussions of fellow classmates’ views and statements, with teacher support.

· Students will participate in activities that focus on a classroom, school, community, state, or national issue or problem.

· Students will identify situations in which social actions are required and determine an appropriate course of action.

8^th Grade Spanish:

· Students will comprehend messages and short conversations when listening to peers, familiar adults, and providers of public services either in face-to-face interactions or on the telephone.

· Students will understand the main idea and some discrete information in television, radio, or live presentations.

· Students will initiate and sustain conversations, face to face or on the phone, with native-speaking or more fluent individuals.

· Students will select vocabulary appropriate to a range of topics, employ simple and complex sentences in present, past, and future time frames, and express details and nuances by using appropriate modifiers.

· Students will exhibit spontaneity in their interactions, particularly when the topic is familiar, but often rely on familiar utterances.

· Students will use repetition and circumlocution as well as gestures and other nonverbal cues to sustain conversation. exhibit more comprehensive knowledge of cultural traits and patterns

· Students will draw comparisons between societies.

· Students will recognize that there are important linguistic and cultural variations among groups that speak the same target language.

· Students will understand how words, body language, rituals, and social interactions influence communication.

7^th & 8^th Grade Physical Science:

· develop models to describe the atomic composition of simple molecules and extended structures

· gather and make sense of information to describe that synthetic materials come from natural resources and impact society

· develop a model that predicts and describes changes in particle motion, temperature, and phase of a substance when thermal energy is added or removed

· use evidence to illustrate that density is a property that can be used to identify samples of matter

· plan and conduct an investigation to demonstrate that mixtures are combinations of substances

· analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred

· develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved

· undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy during a chemical and/or physical process

· apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects

· plan and conduct an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object

· ask questions about data to determine the factors that affect the strength of electric and magnetic forces

· construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects and the distance between them

· conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact

· construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object

· develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system

· apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer

· plan and conduct an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in temperature of the sample of matter

· construct, use, and present an argument to support the claim that when work is done on or by a system, the energy of the system changes as energy is transferred to or from the system

· make observations to provide evidence that energy can be transferred by electric currents

· develop a model and use mathematical representations to describe waves that includes frequency, wavelength, and how the amplitude of a wave is related to the energy in a wave

· develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials

· integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals

8^th Grade Life Science:

· plan and conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells

· develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function

· construct an explanation supported by evidence for how the body is composed of interacting systems consisting of cells, tissues, and organs working together to maintain homeostasis

· gather and synthesize information that sensory receptors respond to stimuli, resulting in immediate behavior and/or storage as memories

· construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms

· develop a model to describe how food molecules are rearranged through chemical reactions to release energy during cellular respiration and/or form new molecules that support growth as this matter moves through an organism

· analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem

· develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem

· construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations

· construct an explanation that predicts patterns of interactions among organisms in a variety of ecosystems

· evaluate competing design solutions for maintaining biodiversity and protecting ecosystem stability

· use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants, respectively

· construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms

· develop and use a model to explain why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism

· develop and use a model to describe how asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation

· gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms

· analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past

· apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships

· analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy

· construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.

· use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time

8th Grade Religion:

· Students will demonstrate their role as a disciple of Jesus

· Students will read through and discuss the Gospels and the New Testament

· Students will learn the significance of liturgy

· Students will identify the seven sacraments

· Students will recite mass responses and prayers so that they are able to properly participate in mass

· Students will lead each other every day in prayer and in the passages from the Bible

· Students will understand that God can reveal his will for us through our natural reasoning powers and through God’s gifts to us by nature.

· Students will understand God’s creation of the Old Law and the New Law.

· Students will understand the meaning of each basic Precept of the Church and will apply the Precepts to their own lives.

· Students will understand the role of scripture in bringing God’s will to humanity.

· Students will understand the role of sacred tradition in bringing God’s will to humanity.

· Students will understand that Biblical writers revealed heavenly truths through the power of God’s spirit.

· Students will understand the role of the Catholic Church in doing God’s work on earth.