Curriculum

6th Grade	7th Grade	8th Grade
*Science*	*Science*	*Science*
*Math*	*Math*	*Math*
*Social Studies*	*Social Studies*	*Social Studies*
*Language Arts*	*Language Arts*	*Language Arts*

* Michigan Grade Level Content Expections

6th Grade
*Science*	Understand the processes of science: observing; questioning; inferring; predicting; defining; modeling; communicating; measuring; collecting data; organizing, presenting and interpreting data; hypothesizing; experimenting; controlling variables Understand the processes of science: observing; questioning; inferring; predicting; defining; modeling; communicating; measuring; collecting data; organizing, presenting and interpreting data; hypothesizing; experimenting; controlling variables. Understand the critical attributes of plant and animal cells: types; structure; function Understand the critical attributes of invertebrate animals: classification; worms; insects; reproduction; life cycles. Understand the critical attributes of vertebrate animals: classification; life processes; life cycles. Understand the critical attributes of the relationships between plants and animals in an ecosystem: environment; food chain/web; predator-prey; survival. Understand the critical attributes of succession of plants and animals in an ecosystem: change; balance; population; stages. Understand the critical attributes of the relationships between humans and ecosystems: air, water, and land pollution; resource development; reduce; reuse; recycle. Understand the critical attributes of the measurement of matter: mass; volume; temperature; density; metric units. Understand how matter is classified: elements; compounds; Periodic Table. Understand how matter is classified: elements; compounds; Periodic Table. Understand how matter is classified: elements; compounds; Periodic Table. Begin to understand the structure of matter: atoms; molecules; energy of matter states; motion. Begin to understand the structure of matter: atoms; molecules; energy of matter states; motion. Understand the critical attributes of Earth’s surface features: landforms; maps; erosion; weathering; deposition; glaciers. Understand the critical attributes Earth’s interior: layers; plate tectonics; earthquakes; volcanoes; rocks and minerals; rock cycle; fossils. Understand how technology has affected the Earth: dams; ground water; mining, landfills; pollution.
*Math*	Work with number is essentially completed by the end of sixth grade, where students’ knowledge of whole numbers and fractions (ratios of whole numbers with non-zero denominators) should be introduced to integers and rational numbers. All of the number emphasis is intended to lay a foundation for the algebra expectations that are included in grade six. Students should use variables, write simple expressions and equations, and graph linear relationships. In geometry, students continue to expand their repertoire about shapes and their properties. Multiply and divide fractions Represent rational numbers as fractions or decimals Add and subtract integers and rational numbers Find equivalent ratios Solve decimal, percentage and rational number problems Use exponents Understand rational numbers and their location on the number line Calculate rates Understand the coordinate plane Use variables, write expressions and equations, and combine like terms Represent linear functions using tables, equations, and graphs Solve equations Convert within measurement systems Find volume and surface area Understand and apply basic properties Understand the concept of congruence and basic transformations Construct geometric shapes Understand the concept of probability and solve problems
*Social Studies*	KNOWLEDGE: 1. Use vocabulary, which represents comprehension of major social studies concepts in discussion and writing; 2. Apply the five fundamental themes of geography (location, place, human/environmental relationships, movement and region) to the Western Hemisphere and Western Europe; 3. Examine the interrelationships of people in the Western Hemisphere and Western Europe and indicate how they may be global in scope; 4. Examine the geographic relationships between human society and natural environment; 5. Explore ways that various groups function, resolve conflict, and interact with each other; 6. Analyze major national and international news events; 7. Distinguish between economies of the various countries in the Western Hemisphere and Western Europe; 8. Analyze the similarities and differences of the aspects of government in the Western Hemisphere and Western Europe; 9. Identify causes of change in cultures including historical current issues facing the peoples of the Western Hemisphere and Western Europe; 10. Examine cultural similarities and differences, both past and present, in the Western Hemisphere and Western Europe; 11. Explain the chronology and describe the influence of major events and key figures in the Western Hemisphere and Western Europe; SKILLS: 1. Gather, interpret, analyze, summarize and evaluate data in oral and written form 2. Explain various interpretations of an event; 3. Locate and utilize data using written, graphic, oral, media and technological resources. 4. Construct, interpret and use visual aids such as maps, globes, graphs, tables and charts; 5. Participate cooperatively in group discussions and activities by listening attentively, presenting ideas clearly, and responding thoughtfully to the ideas of others; 6. Explain the relationship of social studies learning to experiences in students’ daily lives; DEMOCRATIC VALUES: 1. Apply democratic values in their consideration of global issues; 2. Examine issues related to their own personal worth and dignity of all human beings regardless of their ability, gender, or cultural, racial, ethnic, social, or religious heritage; 3. Investigate global developments relating to human life, ownership of property, individual liberty, authority, equality and loyalty; 4. Examine issues related to the development and conservation of the environment; 5. Demonstrate the use of peaceful means for resolving conflict; CIVIC PARTICIPATION: 1. Work individually and/or with others to decide on and pursue appropriate courses of action; 2. Apply individual and group problem solving and decision making to resolving social studies issues.
*Language Arts*	Word Study, Students will… • use word structure, sentence structure, and prediction to aid in decoding and understanding the meanings of words encountered in context • use structural, syntactic, and semantic analysis to recognize unfamiliar words in context (e.g., origins and meanings of foreign words, words with multiple meanings, knowledge of major word chunks/rimes, syllabication) • recognize frequently encountered words automatically • know the meaning of frequently encountered words in written and oral contexts (research to support specific words) • apply strategies to construct meaning and identify unknown words • read fluently sixth grade level texts (increasingly demanding texts read with fluency as the year proceeds) • use strategies (e.g., connotation, denotation) and authentic content-related resources to determine the meaning of words and phrases in context (e.g., regional idioms, content area vocabulary, technical terms) Narrative Text, Students will… • describe how characters in classic and contemporary literature recognized for quality and literary merit form opinions about one another in ways that can be fair and unfair • analyze elements and style of narrative genres (e.g.,folktales, fantasy, adventure, action) • analyze the role of dialogue, plot, characters, themes, major and minor characters, and climax • analyze how authors use dialogue, imagery, and understatement to develop plot Informational Text, Students will… • analyze elements and style of informational genre (e.g., research report, how-to-articles, essays) • analyze organizational patterns • explain how authors use text features to enhance the understanding of central, key, and supporting ideas (e.g., footnotes, bibliographies, introductions, summaries, conclusions, appendices) Comprehension, Students will… • connect personal knowledge, experience, and understanding of the world to themes and perspectives in the text • read, retell and summarize grade level appropriate narrative and informational texts of grade level appropriate informational text • state global themes, universal truths, and principles within and across texts to create a deeper understanding • apply significant knowledge from what has been read in grade level appropriate science and social studies texts Metacognition, Students will… • independently self-monitor comprehension when reading or listening to text by automatically using and discussing the strategies used by mature readers to increase comprehension and engage in interpretative discussions (e.g., predicting, constructing mental images representing ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, summarizing) • plan, monitor, regulate, and evaluate skills, strategies, and processes for their own reading comprehension by applying appropriate metacognitive skills (e.g. SQ3R, pattern guides, process of reading guides) Critical Standards, Students will… • compare the appropriateness of shared, individual, and expert standards based on purpose, context, and audience in order to assess their own work and work of others Reading Attitude, Students will… • be enthusiastic about reading and do substantial reading on their own Writing Genres, Students will… • write a cohesive narrative piece (e.g., personal narrative, adventure, tall tale, folk tale, fantasy) that includes elements of characterization for major and minor characters, internal and/or external conflict, and address issues of plot, theme, and imagery • write an essay (e.g., personal, persuasive, or comparative) for authentic audiences that includes organizational patterns that support key ideas • formulate research questions using multiple resources and perspectives that allow them to organize, analyze, and explore problems and pose solutions that culminate in a presented, final project. Writing Process, Students will… • set a purpose, consider audience, and replicate authors’ styles and patterns when writing narrative or informational text • apply a variety of pre-writing strategies for both narrative (e.g., graphic organizers such as story maps or webs designed to develop a plot that includes major and minor characters, builds climax, and uses dialogue to enhance a theme) and informational text (e.g., problem/ solution, and sequence) • review and revise their drafts with audience and purpose in mind regarding consistent voice and genre characteristics • write for a specific purpose by using multiple paragraphs, sentence variety, and voice to meet the needs of an audience (e.g. word choice, level of formality, example) • edit their writing using proofreaders’ checklists both individually and in peer editing groups Personal Style, Students will… • exhibit individual style to enhance the written message (e.g., in narrative text: personification, humor, element of surprise; in informational text: emotional appeal, strong opinion, credible support) Grammar and Usage, Students will… • in the context of their writing, use style conventions (e.g., MLA) and a variety of grammatical structures in their writing including indefinite and predicate pronouns, transitive and intransitive verbs, adjective and adverb phrases, adjective and adverb subordinate clauses, comparative adverbs and adjectives, superlatives, conjunctions, compound sentences, appositives, independent and dependent clauses, introductory phrases, periods, commas, quotation marks, and the uses of underlining and italics for specific purposes Spelling, Students will… • spell frequently misspelled words correctly (e.g., their, there, they’re) in the context of their own writing Handwriting, Students’ handwriting will… • be legible in their compositions Writing Attitude, Students will… • be enthusiastic about writing Conventions, Students will… • ask and respond to questions and remarks to engage the audience when presenting texts (3.MS.3, 3.MS.4) • use rhyme, rhythm, cadence, and word play for effect when presenting (3.MS.3, 3.MS.2, 3.MS.4) • present their work in standard American English if it is their first language (students whose second language is English will present their work in their developing version of standard American English) Discourse, Students will… • engage in interactive, extended discourse to socially construct meaning (e.g., book clubs, literature circles, partnerships, or other conversation protocols) • discuss multiple text types in order to compare/contrast ideas, form, and style to evaluate quality and to identify personally with a universal theme • discuss their written narratives that include a variety of literary and plot devices (e.g., established context plot, point of view, sensory details, dialogue, suspense) • plan a focused and coherent oral presentation using an informational text pattern (e.g., problem/solution sequence), select a focus question to address, and organize the message to ensure that it matches the intent and the audience to which it will be delivered Conventions, Students will… • respond to, evaluate, and analyze speeches and presentations delivered by peers • demonstrate the appropriate social skills of audience behavior (e.g., eye contact, quiet and still, attentive, supportive) during speeches and presentations Response, Students will… • summarize, take notes on key points, and ask clarifying questions • respond thoughtfully to both classic and contemporary texts recognized for quality and literary merit • identify a speaker’s affective communications expressed through tone, mood, and emotional cues • relate a speaker’s verbal communications (e.g., tone of voice) to the non-verbal message communication (e.g., eye contact, posture, gestures) • respond to multiple texts when listened to or viewed by speaking, illustrating, and/or writing in order to compare/contrast similarities and differences in idea, form, and style to evaluate quality and to identify personal and universal themes • respond to, evaluate, and analyze the credibility of a speaker who uses persuasion to affirm his/her point of view in a speech or presentation • identify persuasive and propaganda techniques used in television, and identify false and misleading information

7th Grade
*Science*	Understand the processes of science: observing; questioning; inferring; predicting; defining; modeling; communicating; measuring; collecting data; organizing, presenting and interpreting data; hypothesizing; experimenting; controlling variables. Understand the critical attributes of the classification of organisms: six kingdoms; representative organisms; Eubacteria; Archaebacteria; Viruses; Protists; Fungi; life cycles; needs. Understand the critical attributes of plants: types; structure and function; cells; growth; reproduction; adaptation. Understand the process of photosynthesis: reactants; products; importance; conservation. Understand the critical attributes of electricity: static; current; series & parallel circuits; fluid model; sources; electro-magnet; safety. Understand the critical attributes of waves and sound: sources; frequency; amplitude; speed; Doppler effect; uses. Understand the critical attributes of light: waves, sources; frequency; amplitude; reflection; refraction; diffraction; electro-magnetic spectrum; color; uses. Understand the critical attributes of the hydrosphere: oceans; fresh water; watershed; pollution; water cycle. Understand the critical attributes of the atmosphere; layers; composition; highs/lows; wind; pollution. Understand the critical attributes of the weather: weather conditions; weather instruments; maps; fronts; forecasting. Understand the critical attributes of the Solar System: seasons; the moon; tides; orbits; planets; moons; comets; asteroids; meteors; life. Begin to understand the critical attributes of the cosmos: sun; stars; constellations; galaxies; origin. Understand the impact of space technology: rockets; satellites; moon missions; space shuttle; space station; space probes.
*Math*	Understand derived quantities such as density, velocity, and weighted averages. Solve problems involving derived quantities. Understand and solve problems involving rates, ratios, and proportions Convert ratio quantities between different systems of units such as feet per second to miles per hour. Solve simple proportion problems using such methods as unit rate, scaling, finding equivalent fractions, and solving the proportion equation a/b = c/d; know how to see patterns about proportional situations in tables. Understand the concept of square root and cube root, and estimate using calculators. Compute with rational numbers Solve problems involving operations with integers. Add, subtract, multiply and divide negative rational numbers. Estimate results of computations with rational numbers. Understand and apply directly proportional relationships and relate to linear relationships Recognize when information given in a table, graph, or formula suggests a proportional or linear relationship. Represent directly proportional and linear relationships using verbal descriptions, tables, graphs, and formulas, and translate among these representations. Given a directly proportional or linear situation, graph and interpret the slope and intercept(s) in terms of the original situation; evaluate y = kx for specific x values, given k, e.g., weight vs. volume of water, base cost plus cost per unit. For directly proportional or linear situations, solve applied problems using graphs and equations, e.g., the heights and volume of a container with uniform cross-section, height of water in a tank being filled at a constant rate, degrees Celsius and degrees Fahrenheit, distance and time under constant speed. Understand and use directly proportional relationships of the form y = mx, and distinguish from linear relationships of the form y = mx + b, b non-zero; understand that in a directly proportional relationship between two quantities one quantity is a constant multiple of the other quantity. Calculate the slope from the graph of a linear function as the ratio of “rise/run” for a pair of points on the graph, and express the answer as a fraction and a decimal; understand that linear functions have slope that is a constant rate of change. Represent linear functions in the form y = x + b, y = mx, and y = mx + b, and graph, interpreting slope and y-intercept. Know that the solution to a linear equation corresponds to the point at which its graph crosses the x-axis. Understand and solve problems about inversely proportional relationships Recognize inversely proportional relationships in contextual situations; know that quantities are inversely proportional if their product is constant, e.g., the length and width of a rectangle with fixed area and that an inversely proportional relationship is of the form y = k/x where k is some non-zero number. Know that the graph of y = k/x is not a line; know its shape; and know that it crosses neither the x nor the y-axis. Apply basic properties of real numbers in algebraic contexts Understand and use basic properties of real numbers: additive and multiplicative identities, additive and multiplicative inverses, commutativity, associativity, and the distributive property of multiplication over addition. Combine algebraic expressions and solve equations Add, subtract, and multiply simple algebraic expressions of the first degree, e.g., (92x + 8y) – 5x + y, or – 2x (5x – 4), and justify using properties of real numbers. From applied situations, generate and solve linear equations of the form ax + b = c and ax + b = cx + d, and interpret solutions. Draw and construct geometric objects Use a ruler and other tools to draw squares, rectangles, triangles and parallelograms with specified dimensions. Use compass and straightedge to perform basic geometric constructions: the perpendicular bisector of a segment, an equilateral triangle, and the bisector of an angle; understand informal justifications. Understand the concept of similar polygons, and solve related problems Understand that in similar polygons, corresponding angles are congruent and the ratios of corresponding sides are equal; understand the concepts of similar figures and scale factor. Solve problems about similar figures and scale drawings. Show that two triangles are similar using the criteria: corresponding angles are congruent (AAA similarity); the ratios of two pairs of corresponding sides are equal and the included angles are congruent (SAS similarity); ratios of all pairs of corresponding sides are equal (SSS similarity); use these criteria to solve problems and to justify arguments. Understand and use the fact that when two triangles are similar with scale factor of r, their areas are related by a factor of r2. Represent and interpret data using circle graphs, stem and leaf plots, histograms, and box-and-whisker plots and select appropriate representation to address specific questions. Create and interpret scatter plots and use an estimated line of best fit to answer questions about the data. Compute statistics about datasets Calculate and interpret relative frequencies and cumulative frequencies for given data sets. Find and interpret the median, quartiles, and interquartile range of a given set of data.
*Social Studies*	KNOWLEDGE: 1. Use vocabulary which represents comprehension of major social studies concepts in discussion and writing; 2. Apply the five fundamental themes of geography (location, place, human-environmental relationships, movement, and region) to the Eastern Hemisphere; 3. Examine the interrelationships of people in the Eastern Hemisphere and indicate how they may be global in scope; 4. Examine the geographic relationships between human society and the natural environment; 5. Explore ways that various groups function, resolve conflict, and interact with each other; 6. Analyze major national and international news events; 7. Distinguish between economies of the various countries in the Eastern Hemisphere and the effect of the economy on political and/or social issues; 8. Analyze the similarities and differences of the aspects of government in the Eastern Hemisphere; 9. Identify causes of change in cultures including historical and current issues facing the peoples of the Eastern Hemisphere; 10. Examine cultural similarities and differences, both past and present, in the Eastern Hemisphere; 11. Explain the chronology and describe the influence of major events and key figures in the Eastern Hemisphere; SKILLS: 1. Gather, interpret, analyze, summarize and evaluate data in oral and written form; 2. Explain various interpretations of an event; 3. Locate and utilize data using written, graphic, oral, media and technological resources; 4. Construct, interpret and use visual aids such as maps, globes, graphs, time lines, tables and charts; 5. Participate cooperatively in group discussions and activities by listening attentively, presenting ideas clearly, and responding thoughtfully to the ideas of others; 6. Explain the relationship of social studies learning to experiences in students’ daily lives; 7. Develop and express informed and reasoned positions on issues orally and in writing; DEMOCRATIC VALUES: 1. Apply democratic values in their consideration of global issues; 2. Examine issues related to their own personal worth and the dignity of all human beings regardless of their ability, gender, or cultural, racial, ethnic, social, or religious heritage; 3. Investigate global developments relating to human life, ownership of property, individual liberty, authority, equality and loyalty; 4. Examine issues related to the development and conservation of the environment; 5. Demonstrate the use of peaceful means for resolving conflict; CIVIC PARTICIPATION: 1. Work individually and/or with others to decide on and pursue appropriate courses of action; 2. Apply individual and group problem solving and decision making to resolving social studies issues.
*Language Arts*	Word Study Students will… • use word structure, sentence structure, and prediction to aid in decoding and understanding the meanings of words encountered in context • use structural, syntactic, and semantic analysis to recognize unfamiliar words in context (e.g., idioms, analogies, metaphors, similes, knowledge of roots and affixes, major word chunks/rimes, syllabication) • recognize frequently encountered words automatically (“automatically” should be defined in the glossary) • know the meaning of frequently encountered words in written and oral contexts (research to support specific words) • apply strategies to construct meaning and identify unknown words • read fluently seventh grade level texts (increasingly demanding texts read with fluency as the year proceeds) • use strategies and authentic content-related resources to determine the meaning of words and phrases in context (e.g., literary terms, cross-cultural words and phrases, mathematical expressions, scientific procedures) Narrative Text Students will… • identify and discuss how the tensions among characters, communities, themes, and issues in classic and contemporary literature recognized for quality and literary merit are related to their own experiences • analyze elements and style of narrative genres (e.g., mystery, poetry, memoir, drama, myths, legends) • analyze the role of antagonists, protagonists, internal and external conflicts, and abstract themes • analyze author’s craft (e.g., theme, antagonists, protagonists, over and understatement, exaggeration) Informational Text Students will… • analyze elements and style of informational genre (e.g., persuasive essay, research report, brochure, personal correspondence, autobiography/biography) • analyze organizational patterns (e.g., compare/contrast, cause and effect, sequence ) • explain how authors use writer’s craft and text features to enhance the understanding of central, key, and supporting ideas (e.g., metaphors, similes, captions, diagrams, appendices) Comprehension Students will… • connect personal knowledge, experience, and understanding of the world to themes and perspectives in the text • read, retell, and summarize grade level appropriate narrative and informational texts • state global themes, universal truths, and principles within and across texts to create a deeper understanding • apply significant knowledge from what has been read in grade level appropriate science and social studies texts Metacognition Students will… • independently self-monitor comprehension when reading or listening to text by automatically using and discussing the strategies used by mature readers to increase comprehension and engage in interpretative discussions (e.g., predicting, constructing mental images representing ideas in text questioning, rereading or listening again if uncertain about meaning, inferring, summarizing) • plan, monitor, regulate, and evaluate skills, strategies, and processes for their own reading comprehension by applying appropriate metacognitive skills (e.g., SQP3R, pattern guides) Critical Standards Students will… • analyze the appropriateness of shared, individual, and expert standards based on purpose, context, and audience in order to assess their own work and work of others Reading Attitude Students will… • be enthusiastic about reading and do substantial reading on their own Writing Genres Students will… • write a cohesive narrative piece that includes appropriate conventions to the genre (e.g., memoir, drama, legend, mystery, poetry, myth) and employ literary and plot devices (e.g., internal and/or external conflicts, antagonists/ protagonists, personification) • write a research report (e.g., I-search, website, traditional) for an authentic audience that includes appropriate organizational patterns (e.g., problem statement and solution, position statement and supporting evidence, compare and contrast), descriptive language, and text features • formulate research questions using multiple resources, perspectives, and arguments/ counterarguments to develop a thesis statement that culminates in a presented, final project Writing Process Students will… • set a purpose, consider audience, and replicate authors’ styles and patterns when writing narrative or informational text • apply a variety of pre-writing strategies for narrative (e.g., story maps that are designed to depict roles of antagonist and protagonist, internal and external conflict) and informational text (e.g., position statement and supporting evidence, problem statement and solution,, compare/contrast) • revise their writing to reflect different perspectives for multiple purposes • select and use titles, leads, and endings to achieve a specific purpose for specific audiences. (revise writing to ensure that content, structure, elements of style and voice, literary devices, and textual features are consistent) • edit their writing using proofreaders’ checklists both individually and in peer editing groups Personal Style Students will… • exhibit individual style to enhance the written message (e.g., in narrative text: personification, humor, element of surprise; in informational text: emotional appeal, strong opinion, credible support) Grammar and Usage Students will… • in the context of their writing, use style conventions (e.g., MLA) and a variety of grammatical structures in their writing including par ticipial phrases, adverbial subordinate clauses, superlative adjectives and adverbs, present/past/future, continuous verb tenses, parentheses, singular and plural possessive forms, and indefinite pronouns Spelling Students will… • correctly spell the derivatives of bases and affixes in the context of their own writing Handwriting Students’ handwriting will… • be legible in their compositions Writing Attitude Students will… • be enthusiastic about writing Conventions Students will… • use specialized language related to a topic and select words carefully to achieve precise meaning when presenting (3.MS.3, 3.MS.4, 4.MS.5) • use slang, dialect, and colloquial language suitably to create interest and drama when presenting (3.MS.3, 3.MS.2, 3.MS.5, 4.MS.5) • present their work in standard American English if it is their first language (students whose second language is English will present their work in their developing version of standard American English) Discourse Students will… • engage in interactive, extended discourse to socially construct meaning (e.g., book clubs, literature circles. partnerships, or other conversation protocols) • discuss multiple text types in order to anticipate and answer questions, offer opinions and solutions, and to identify personally with a universal theme • discuss their written narratives with a variety of literary and plot devices (e.g., clearly described setting, sequenced events, complex major and minor characters, dialogue, suspense, specific narrative actions such as gestures, movements, and expressions) • plan and deliver a focused, coherent informational presentation that incorporates persuasive, non-verbal techniques (e.g., modulation of voice, inflection, tempo, enunciation, eye contact), is organized by a specific text pattern (e.g., theory and evidence, persuasion, sequence), and provides supporting details, explanations, and descriptions supportive of the focus of the presentation and the backgrounds/interests of the audience. L I S T E N I N G & VIEWING Conventions Students will… • distinguish facts from opinions and question their validity during speeches and presentations delivered by peers • demonstrate the appropriate social skills of audience behavior (e.g., eye contact, quiet and still, attentive, supportive) during speeches and presentations Response Students will… • identify, state, and react to a speaker’s point of view and bias • respond thoughtfully to both classic and contemporary texts recognized for quality and literary merit • identify a speaker’s attitude toward a subject • ask probing questions of speakers, focusing on claims and conclusions presented • respond to multiple texts when listened to or viewed by speaking, illustrating, and/or writing in order to anticipate and answer questions, to determine personal and universal themes, and to offer opinions or solutions • evaluate the credibility of a speaker by determining whether the speaker’s point of view is biased or not • identify persuasive and propaganda techniques and analyze the effect on the view of images, text, and sound in the electronic media (e.g., television, movies), and they will determine if the techniques used achieved their intended effects

8th Grade
*Science*	Understand the processes of science: observing; questioning; inferring; predicting; defining; modeling; communicating; measuring; collecting data; organizing, presenting and interpreting data; hypothesizing; experimenting; controlling variables. Understand the critical attributes of plant and animal cells: structures; functions; differences; cell reproduction; DNA. Understand the concept of genetics: asexual and sexual reproduction; meiosis; DNA; genes; chromosomes; Punnent square; genetic engineering. Understand how organisms change over time: heredity; adaptations; evolution; fossils; extinction.. Understand the critical attributes of motion: speed; velocity; force; Newton’s Laws; gravity; acceleration; weight; work; friction. Understand the critical attributes of machines: types; mechanical advantage; efficiency; power; uses. Understand the critical attributes of energy: K.E.; P.E.; Law of Conservation of Energy; transformations; E=Mc2. Understand the critical attributes of matter; measurement; density; elements; Periodic Table; atoms. Understand the critical attributes of physical change: freezing/ melting; evaporation; condensation; temperature; heat; calories; solutions; mixtures. Understand the critical attributes of chemical change: compounds; products; reactants; catalysts; energy requirements; exothermic; endothermic; fire Understand the internal structure of the Earth: layers; composition; size; mass; gravity; magnetic field. Understand how the Earth's interior moves: plate tectonics; continental drift; sea floor. Understand the effects of the Earth’s internal movement on the Earth’s surface: volcanoes; earthquakes; tsunami.
*Math*	Understand real number concepts Understand the meaning of a square root of a number and its connection to the square whose area is the number; understand the meaning of a cube root and its connection to the volume of a cube. Understand meanings for zero and negative integer exponents. Understand that in decimal form, rational numbers either terminate or eventually repeat and that calculators truncate or round repeating decimals; locate rational numbers on the number line; know fraction forms of common repeating decimals, e.g., 0.¯1 = ; 0.¯3= . Understand that irrational numbers are those that cannot be expressed as the quotient of two integers, and cannot be represented by terminating or repeating decimals; approximate the position of familiar irrational numbers, e.g., 2 , 3 , p on the number line. Estimate and solve problems with square roots and cube roots using calculators. Find square roots of perfect squares and approximate the square roots of non-perfect squares by locating between consecutive integers, e.g., is between 11 and 12. Solve problems Understand percent increase and percent decrease in both sum and product form, e.g., 3% increase of a quantity x is x + .03x = 1.03x. Solve problems involving percent increases and decreases. Solve problems involving compounded interest or multiple discounts. Calculate weighted averages such as course grades, consumer price indices, and sports ratings. Solve problems involving ratio units such as miles per hour, dollars per pound, or persons per square mile. Understand the concept of non-linear functions using basic examples Identify and represent the graphs of linear functions, quadratic functions, and other simple functions including inverse functions: y = k/x, cubics (y = ax3) roots (y = ), and exponentials (y = ax , a > 0), using tables, graphs, and equations. For basic functions, e.g., simple quadratics, direct and indirect variation, and population growth, describe how changes in one variable affect the others. Recognize basic functions in problem context; e.g., area of a circle is p r2, volume of a sphere is pr3, and represent them using tables, graphs, and formulas. Use the vertical line test to determine if a graph represents a function in one variable. Understand and represent quadratic functions Relate quadratic functions in factored form and ver tex form to their graphs and vice versa; in particular, note that solutions of a quadratic equation are the x-intercepts of the corresponding quadratic function. Graph factorable quadratic functions, finding where the graph intersects the x axis and the coordinates of the vertex; use words “parabola” and “roots”; include functions in vertex form and those with leading coefficient –1, e.g., y = x2 – 36, y = (x – 2)2 – 9; y = – x2; y = – (x – 3)2. Recognize, represent, and apply common formulas Recognize and apply the common formulas; (a + b)2 = a2 + 2 ab + b2, (a – b)2 = a2 – 2 ab + b2, (a + b) (a – b) = a2 – b2,and represent these geometrically. Factor simple quadratic expressions with integer coefficients, e.g., x2 + 6x + 9, x2 + 2x – 3 and x2 – 4; solve simple quadratic quations, e.g., x2 = 16 or x2 = 5 (by taking square roots); x2 – x – 6 = 0, x2 – 2x = 15 (by factoring); verify solutions by evaluation. Solve applied problems involving simple quadratic equations. Understand solutions and solve equations, simultaneous equations, and linear inequalities Understand that to solve the equation f(x) = g(x) means to find all values of x for which the equation is true, e.g., determine whether a given value, or values from a given set, is a solution of an equation (0 is a solution of 3x2 + 2 = 4x + 2, but 1 is not a solution). Solve simultaneous linear equations in two variables by graphing, by substitution, and by linear combination; estimate solutions using graphs; include examples with no solutions and infinitely many solutions. Solve linear inequalities in one and two variables, and graph the solution sets. Set up and solve applied problems involving simultaneous linear equations and linear inequalities. Understand at least one proof of the Pythagorean Theorem; use the Pythagorean Theorem and its converse to solve applied problems including perimeter, area, and volume problems. Find the distance between two points on the coordinate plane using the distance formula; recognize that the distance formula is an application of the Pythagorean Theorem. Solve problems about geometric figures Understand the definition of a circle; know and use the formulas for circumference and area of a circle to solve problems. Find area and perimeter of complex figures by sub-dividing them into basic shapes (quadrilaterals, triangles, circles). Solve applied problems involving areas of triangles, quadrilaterals, and circles. Understand concepts of volume and surface area,and apply formulas Know the volume formulas for generalized cylinders ((area of base) x height), generalized cones and pyramids ( (area of base) x height) and spheres ( p (radius) 3 ) and apply them to solve problems. Understand the concept of surface area, and find the surface area of prisms, cones,spheres, pyramids, and cylinders. Sketch a variety of two-dimensional representations of three-dimensional solids including orthogonal views (top, front, and side), picture views (projective or isometric), and nets, use such two-dimensional representations to help solve problems. Understand and apply concepts of transformation and symmetry Understand the definition of a dilation from a point in the plane, and relate it to the definition of similar polygons. Understand and use reflective and rotational symmetries of two-dimensional shapes, and relate them to transformations to solve problems. Determine which measure of central tendency (mean, median, mode) best represents a data set, e.g., salaries, home prices for answering certain questions; justify the choice made. Recognize practices of collecting and displaying data which may bias the presentation or analysis. Compute relative frequencies from a table of experimental results for a repeated event, and be able to answer questions about the result, using relationship of probability to relative frequency. Apply the Basic Counting Principle to find total number of outcomes possible for independent and dependent events, and calculate the probabilities using organized lists or tree diagrams. Understand the relationship of probability to relative frequency. Understand the difference between independent and dependent events, and recognize common misconceptions involving probability, e.g., Alice rolls a 6 on a die three times in a row; she is just as likely to roll a 6 on the fourth roll as she was on any previous roll. Compute relative frequencies from a table of experimental results for a repeated event; understand the relationship of experimental probability to relative frequency; answer questions regarding the results.
*Social Studies*	Historical Perspective Construct and interpret timelines of people and events from the history of Michigan and the United States through the era of Reconstruction and from the history of other regions of the world Describe major factors that characterize the following eras in United States history: The meeting of Three Worlds (beginning to 1620), Colonization and settlement (1585-1763), Revolution and the New Nation (1754-1815), Expansion and Reform (1801 – 1861) and Civil War and Reconstruction (1850 – 1877). Select a contemporar6y condition in Africa, Asia, Canada, Europe and Latin America and trace some of the major historical origins of each Use narratives and graphic data to describe the settings of significant events that shaped the development of Michigan as a state and the United States as a nation during the eras prior to Reconstruction. Identify and explain how individuals in history demonstrated good character and personal virtue. Select conditions in various parts of the world and describe how they have been shaped by events from the past. Use historical biographies to explain how events form the pas affected the lives of individuals and how some individuals influenced the course of history. Use primary and secondary records to analyze significant events that shaped the development of Michigan as a state and the United States as a nation prior to the end of the era of Reconstruction. Analyze interpretations of major events selected from African, Asian, Canadian, European and Latin American history to reveal the perspectives of the authors. Show that historical knowledge is tentative and subject to change by describing interpretations of the past that have been revised when new information was uncovered. Compose narratives of events from the history of Michigan and of the United States prior to the era of Reconstruction. Identify major decisions in Michigan and the United States history prior to the end of the era of Reconstruction analyze contemporary factors contributing to the decisions and consider alternative courses of action. Identify major decisions in the history of Africa, Asia, Canada, Europe and Latin America, Analyze contemporary factors contributing to the decisions and consider alternative courses of action. Identify the responses of individuals to historic violations of human dignity involving discrimination, persecution and crimes against humanity. Select historic decisions and evaluate them in light of core democratic values and resulting costs and benefits as viewed from a variety of perspectives. Geographic Perspective Locate and describe the diverse places, cultures, and communities of major world regions. Describe and compare characteristics of major world cultures including language, religion, belief systems, gender roles and traditions. Explain why people live and work as they do in different regions. Locate, describe, and compare the ecosystems, resources, and human environment interactions of major world regions. Locate major ecosystems, describe their characteristics, and explain the process that created them. Explain the importance of different kinds of ecosystems to people. Explain how humans modify the environment and describe some of the possible consequences of those modifications. Describe the consequences of human/environment interactions in several different types of environment. Locate and describe major economic activities and occupations of major world regions and explain the reasons for their locations. Explain how governments have divided land and sea areas into different regions. Describe how and why people, goods and services, and information move within world regions and between regions. Describe the major economic and political connections between the United States and different world regions and explain their causes and consequences. Draw a sketch map of the world from memory Locate and describe major cultural, economic, political and environmental features of Africa, Europe, Asia, Australia and North and South America and the processes that created them. Describe major patterns of world population, physical features, ecosystems, cultures and explain some of the factors causing them. Compare major world regions with respect to cultures, economy, government systems, environment, and communications. Describe how social and scientific changes in regions may have global consequences. Describe the geographic aspects of events taking place in different world regions. Explain how elements of the physical geography, culture, and history of the region may be influencing current events. Civic Perspective Describe how the federal government in the United States serves the purposes set forth in the Preamble to the Constitution. Distinguish between representative democracy in the United States and other forms of government. Explain how the rule of law protects individual rights and serves the common good. Explain the importance of limited government to protect political and economic freedom. Identify the essential ideas expressed in the Declaration of Independence and the origins of those ideas, and explain how they se5t the foundation for civic life, politics and government in the United States. Describe provisions of the U.S. Constitution, which delegate to government the powers necessary to fulfill the purposes for which it was established. Explain means for limiting the powers of government established by the U.S. Constitution. Distinguish between civil and criminal procedure. Identify disparities between American ideals and realities and propose ways to reduce them. Evaluate information and arguments from various sources in order to evaluate candidates for public office. Explain how the Constitution is maintained as the supreme law of the land. Describe the purposes and functions of major international government organizations. Describe means used by the United States to resolve international conflicts. Economic Perspective Use economic reasoning when comparing price, quality and features of goods and services. Evaluate employment and career opportunities in light of economic trends. Analyze the reliability of information when making economic decisions. Using a real example, describe how business practices, profit, and a willingness to take risks enabled an entrepreneur to operate. Compare various methods for the production and distribution of goods and services. Describe the effects of a current public policy on businesses. Examine the historical and contemporary role an industry has played and continues to play in a community. Distinguish between public and private goods using contemporary examples. Identify and describe different forms of economic measurement. Use case studies to assess the role of government in the economy. Distinguish different forms of taxation and describe their effects. Compare the historical record of market economies in solving the problem of scarcity. Describe the roles of the various economic institutions, which comprise the American, economic system such as governments, business firms, labor unions, banks, and households. Use case studies to exemplify how supply and demand, prices, incentives, and profits, determine what is produced and distributed in the American Economy. Use case studies to exemplify how supply and demand, prices, incentives, and profits, determine what is produced and distributed in the American Economy. Identify the current and potential contributions of national and world regions to trade. Examine the role of the United States government in regulating commerce as stated in the United States Constitution. Describe the historical development of the different means of payment such as barter, precious metals, or currency to facilitate exchange. Inquiry Locate and interpret information about natural environments and cultures of countries using a variety of primary and secondary sources and electronic technologies, including computers and telecommunications where appropriate. Use traditional and electronic means to organize social science information and to make maps, graphs, and tables. Interpret social science information about the natural environment and cultures of countries from a variety of primary and secondary sources. Pose a social science question about a culture, world region, or international problem. Gather and analyze information using appropriate information technologies to answer the question posed. Construct an answer to the question posed and support their answer with evidence. Report the results of their investigation including procedures followed and possible alternative conclusions. Public Discourse and Decision Making State public policy issues and their related ethical, definitional, and factual issues as questions. Trace the origins of a public issue. Explain how culture and experiences shape positions that people take on an issue. Engage each other in conversations, which attempt to clarify and resolve national and international policy issues. Compose essays expressing decisions on national and international policy issues. Citizen Involvement Use laws and other ethical rules to evaluate their own conduct and the conduct of others. Engage in activities intended to contribute to solving a national or international problem they have studied.
*Language Arts*	Word Study Students will… • use word structure, sentence structure, and prediction to aid in decoding and understanding the meanings of words encountered in context • use structural, syntactic, and semantic analysis to recognize unfamiliar words in context (e.g., idioms, analogies, metaphors, and similes to infer, history of the English language, common word origins, syllabication) • recognize frequently encountered words automatically (“automatically” should be defined in the glossary) • know the meaning of frequently encountered words in written and oral contexts (research to support specific words) • apply strategies to construct meaning and identify unknown words • read fluently eighth grade level texts (increasingly demanding texts read with fluency as the year proceeds) • use strategies (e.g., prior knowledge, text features, structures) and authentic contentrelated resources to determine the meaning of words and phrases in context (e.g., historical terms, content area vocabulary, literary terms) Narrative Text Students will… • investigate through classic and contemporary literature recognized for quality and literary merit various examples of distortion and stereotypes such as those associated with gender, race, culture, age, class, religion, and other individual differences • analyze elements and style of narrative genres (e.g., historical fiction, science fiction, realistic fiction) • analyze the role of rising and falling actions, minor characters in relation to conflict, and credibility of the narrator • analyze how authors use symbolism, imagery, and consistency to develop credible narrators, rising and falling actions and minor characters Informational Text Students will… • analyze elements and style of informational genre (e.g., comparative essays, newspaper writing, technical writing, persuasive essays) • analyze organizational patterns (e.g., theory, evidence, sequence) • explain how authors use text features to enhance the understanding of central, key, and supporting ideas (e.g., illustrations, author’s pages, prefaces, marginal notes) Comprehension Students will… • connect personal knowledge, experience, and understanding of the world to themes and perspectives in the text • read, retell, and summarize grade level appropriate narrative and informational texts • state global themes, universal truths, and principles within and across texts to create a deeper understanding • apply significant knowledge from what has been read in grade level appropriate science and social studies texts Metacognition Students will… • independently self-monitor comprehension when reading or listening to text by automatically using and discussing the strategies used by mature readers to increase comprehension and engage in interpretative discussions (e.g., predicting, constructing mental images representing ideas in text questioning, rereading or listening again if uncertain about meaning, inferring, summarizing) • plan, monitor, regulate, and evaluate skills, strategies, and processes for their own reading comprehension by applying appropriate metacognitive skills Critical Standards Students will… • evaluate the appropriateness of shared, individual, and expert standards based on purpose, context, and audience in order to assess their own work and work of others Reading Attitude Students will… • be enthusiastic about reading and do substantial reading on their own Writing Genres Students will… • write a cohesive, narrative piece that includes appropriate conventions to the genre (e.g., historical fiction, science fiction, realistic fiction) and employ literary and plot devices (e.g., narrator credibility, rising and falling actions, and/or conflict, transitional language, and imagery) • write an historical expository piece (e.g., journal, biography, simulated memoir) that includes appropriate organization, illustrations, marginal notes, and/or annotations • formulate research questions that demonstrate critical evaluation of multiple resources and perspectives and arguments/counterarguments that culminate in a presented, final project Writing Process Students will… • set a purpose, consider audience, and replicate authors’ styles and patterns when writing narrative or informational text • apply a variety of pre-writing strategies for narrative text (e.g., story maps designed to depict rising and falling actions, roles of minor characters, credibility of narrator) and informational text (e.g., compare/contrast, cause and effect, sequential text patterns) • experiment with various ways of sequencing information (e.g., ordering arguments, sequencing ideas chronologically or by importance) • review and revise their compositions for coherence and consistency regarding word choice, cause and effect, and style, and they will read their own work from another reader’s perspective in the interest of clarity • edit their writing using proofreaders’ checklists both individually and in peer editing group Personal Style Students will… • exhibit individual style to enhance the written message (e.g., in narrative text: personification, humor, element of surprise; in informational text: emotional appeal, strong opinion, credible support) Grammar and Usage Students will… • in the context of their writing, use style conventions (e.g., MLA) and a variety of grammatical structures in their writing including infinitives, gerunds, par ticipial phrases, and dashes or ellipses Spelling Students will… • use correct spelling conventions in the context of their own writing Handwriting Students’ handwriting will… • be legible in their compositions Writing Attitude Students will… • be enthusiastic about writing S P E A K I N G Conventions Students will… • use enunciation and stress to emphasize key ideas and concepts when presenting • use body language (e.g., gestures, posture, facial expressions), tone of voice, and pace of speaking to enhance meaning and influence interpretation when presenting (3.MS.3, 3.MS.2, 3.MS.4, 4.MS.5) • present their work in standard American English if it is their first language (students whose second language is English will present their work in their developing version of standard American English) Discourse Students will… • engage in interactive, extended discourse to socially construct meaning (e.g., book clubs, literature circles, partnerships or other conversation protocols) • discuss multiple text types in order to explore problems and pose solutions, take a stand on an issue and support it, and identify personally with a universal theme • discuss their written narratives (e.g., biographies and autobiographies) with a variety of literary and plot devices (e.g., description of relevant situations, well-chosen details, relevant dialogue, specific action, physical description of characters) • plan (e.g., outline including introduction, points to be made, a summary, effective conclusion) and deliver an informational presentation that incorporates precise, interesting, vivid language in the active voice, is organized logically to convey the message, includes persuasive non-verbal techniques (e.g., voice modulation, expression, tone, appropriate pace), makes use of rhetorical strategies (e.g., supportive narratives, key information, vivid descriptions) to support the purpose of the presentation and to positively impact the intended audience L I S T E N I N G& V I E W I N G Conventions Students will… • listen to and view a variety of peer speeches and presentations to analyze for key factors (e.g., main idea, significant details), fact and opinion, bias, propaganda, argumentation, or support • demonstrate the appropriate social skills of audience behavior and critically examine the verbal and non-verbal strategies in the communication process Response Students will… • react to a speaker’s intent and apply a speaker’s reasoning to other situations and topics • respond thoughtfully to both classic and contemporary texts recognized for quality and literary merit • paraphrase a speaker’s main ideas, purpose, and point of view, and they will ask relevant questions about the content, delivery, and purpose of the presentation • analyze oral interpretations of literature (e.g., language choice, delivery) and the effect of the interpretations on the listener • respond to multiple texts when listened to or viewed by speaking, illustrating, and/or writing in order to anticipate and answer questions, to determine personal and universal themes, and to offer opinions or solutions • evaluate the credibility of a speaker by determining whether the speaker may have hidden agendas or be otherwise biased • interpret and analyze the various ways in which visual imagemakers (e.g., graphic artists, illustrators) communicate information and affect impressions and opinions

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