Grade 8 Curriculum Overview - Emirates National …ens.sch.ae/wp-content/uploads/2013/10/G8-Curriculum...GRADE 8 CURRICULUM OVERVIEW 2 HOW TO SUPPORT YOUR CHILD AT HOME 2 THE MIDDLE

Grade 8 Curriculum Overview

2013-2014

Emirates Nationals Schools are accredited by AdvancED

Copyright © 2013 AdvancED All Rights Reserved

1 | P a g e Grade 8 Curriculum Guide June 2013

Table of Contents GRADE 8 CURRICULUM OVERVIEW .............................................................................................................. 2

HOW TO SUPPORT YOUR CHILD AT HOME ............................................................................................... 2

THE MIDDLE YEARS PROGRAMME (MYP): ................................................................................................ 7

WHY ARE ACADEMIC CORE SUBJECTS IMPORTANT? ............................................................................. 10

ENGLISH/LITERACY .............................................................................................................................. 11

ISLAMIC STUDIES ................................................................................................................................. 12

ARABIC ................................................................................................................................................ 12

MATHEMATICS .................................................................................................................................... 12

LEARNING AT HOME ............................................................................................................................... 14

ENGLISH LANGUAGE and LITERATURE .................................................................................................... 14

MATHEMATICS .................................................................................................................................... 14

CONTENT STANDARDS ............................................................................................................................ 15

ENGLISH LANGUAGE and LITERATURE ................................................................................................ 15

ISLAMIC STUDIES ................................................................................................................................. 20

ARABIC ................................................................................................................................................ 21

MATHEMATICS .................................................................................................................................... 24

SCIENCE STANDARDS .......................................................................................................................... 29


GRADE 8 CURRICULUM OVERVIEW In Grade 8 which is the third year of the Middle Years Programme, students are focused on learning the skills that will prepare them for the future rigor and depth of the courses that face them in grades 9-12. The skills students will have to master in grades 6 – 10 are thinking skills, social skills, communication skills, self-management skills, and research skills. In addition to the development of skills and content knowledge, the curriculum also provides students with opportunities to become inquirers, knowledgeable, thinkers, communicators, principled, open minded, caring, risk-takers, balanced and reflective individuals. These skills and learner profile attributes will allow students to successfully meet the standards to assure that they have foundational knowledge and understanding of content concepts that will be covered later in their educational career. This foundation is important for students to access rigorous content in the upper grades as well as deepen their conceptual understanding of the curriculum through the promotion of creative and critical thinking.

School success doesn't just happen. In order for a child to achieve school success both the child and his parents must be committed to making the most of the school year, developing good study habits, and troubleshooting problems positively as they happen. If your goal is to help your child achieve success in school, here's what you need to do in order to help your child master self-management skills.

HOW TO SUPPORT YOUR CHILD AT HOME Create a Study Space

School success requires a good study space at home. Make sure your child's home study space suits his study style and fosters learning. Some children need a quiet, private place to study and finish homework. Other children may do better tackling assignments at the kitchen table, or where there's a little more commotion going on. Your child should never approach homework in front of the television, but it's alright to allow some background music, if it doesn't distract your child from his studies.

It's also important to stock a cabinet or drawer with any supplies your child might need to complete his homework throughout the year. Supplies needed include lined paper, pencils, pens, highlighters, markers, paper clips, a stapler, pair of scissors, a calculator, poster board, glue sticks, erasers, and page protectors.

Help Your Child Stay Organized

Keeping your child organized is another key factor to achieving school success. If your child's school doesn't provide a daily agenda, purchase one yourself so that your child can keep track of daily homework assignments by subject, as well as after school activities, school events, and other commitments. Show your child how to organize his school binder by subject, and offer tips on keeping study guides, graded tests, and other papers organized and easily accessed when needed.

At home, keep a family calendar posted in a visible spot and use the calendar to keep track of major school projects or research reports, as well as other important school functions. Be sure you budget time on the calendar for projects so that your child doesn't find himself frantically trying to finish a project the night before it's due. In addition, track your child's social commitments; so that he knows how much time he spends on non-school activities.


Nourishment

Your child's body and brain are growing rapidly, and neither can grow properly without good nutrition. Be sure your child eats a healthy breakfast each morning before school, and that you continue to offer healthy snacks and meals throughout the day.

Consider Your Child's Schedule

Middle Years students are busy people, there's no doubt about it. Many children are eager to participate in after-school activities, sports, student government, music lessons, and other wonderful opportunities. While it's great to encourage your child to develop hobbies and passions, it's also important to make sure that your child still has time to do nothing. Childs need down time in order to hang out with their friends, spend time alone and with family, and re-energize themselves for school and all their other responsibilities.

It can be difficult to know if your child's calendar is overbooked, but if your child complains that he's always busy, or never has time to do what he wants to do, it might be time to reevaluate his commitments. Also, if your child loses interest in certain sports or activities, it may be time to take a break.

Show Your Support and Enthusiasm

Your child may be growing, but your opinion still matters to him. Be sure you take an interest in your child's school life by asking questions about his day and his studies. Show your support and enthusiasm for his success and be sure you listen to him when he shares stories about his teachers, classmates, and everyday happenings. Ask your child if he'd like you to show up one day for lunch or to sit in on band practice. Your positive attitude about his education will rub off on him and help you achieve your goal to your child's school success.

Homework

If your child is struggling with homework, or just can't seem to keep himself organized, a homework contract can help. A well-written contract not only points out your child's homework responsibilities point by point, but also helps him understand how you can help guide him, and work with him in order to keep his assignments under control. Just remember that a homework contract isn't about punishing a child for failing to complete assignments. Rather, it's a tool that both you and your child can use to stay organized. It's also a reminder to you both that your child's school experience and success depends on both of you.

To ensure your goal to help your child achieve success in school is met, here's what you need to do in order to help your child master communication skills. Your child will always know what’s going on at school and it’s excellent practice, if you are an active member of the school community, to have conversations about school events with your child.

Stay Connected for School Success

Children don't always want their parents involved in their school lives, but even if your child doesn't want you to attend field trips anymore, it's important to stay connected to his school. Be sure you attend any school open houses or parent information nights. Keep informed of what's happening in the classroom by reading all the materials and newsletters your child brings home from school. In addition, the school website can provide detailed information about lesson plans, school philosophy, and more.


You can also maintain an open line of communication with your child's teachers by communicating through email, or by touching base by phone when needed. Parent-teacher conferences are another wonderful way to meet your child's teachers and develop a relationship with them. It's especially important to make contact with teachers as soon as you realize your child is struggle with a certain subject, loses interest in school, or complains that he's falling behind or doesn't understand a certain concept that's being taught in the classroom. PowerSchool allows parents to monitor grades.

Accessing Grades: Before you can log in to Emirates National Schools Parent Portal, you will need to create your account and associate students to it. You should have received a letter from the school with your students Access ID and Access Password. These values are needed to attach a student to your account. If you do not have this information or have questions, contact the Parent’s Care Officer in your Child’s School.

The Access ID and Access Password for your student should be protected. Only provide this information to individuals who need to monitor your student’s progress.

If you have not accessed PowerSchool before you must click Create Account to setup your account and get started. If you have already created an account, enter your user name and password and click Sign In. Creating an account requires 2 steps: creating the actual account and linking student to the account.

Step 1: Create Account. To create your account, enter the following information: First Name, Last Name, Unique Email account, Unique login name and Password.

Step 2: Link Students. You'll need the student's access ID and access Password to link them and enter the following details: Student's name, Access ID, Access Password and Your relationship.

To ensure your goal to help your child achieve success in school is met, here's what you need to do in order to help your child master research skills.

The primary goal of teaching research skills at Emirates National Schools is to ensure academic honesty and allow students to develop information processing skills that will allow them to critically sieve through the sea of data they are exposed to every day. It is very important that use of technology is appropriately monitored.

An authentic piece of work is one that is based on the candidate’s individual and original ideas with the ideas and work of others fully acknowledged. Therefore, all assignments for assessment, regardless of their format, must wholly and authentically use the student’s own language, expression and ideas. Where the ideas or work of another person are represented within a candidate’s work, whether in the form of direct quotation or paraphrase, the source(s) of those ideas or the work must be fully and appropriately acknowledged in MLA format. In addition, to being open about what’s going on at school, it’s also extremely important that responsibilities are clearly communicated. Student Responsibilities: Being Principled and Caring I will keep track of my homework assignments every day and write them in an agenda or my

binder before leaving each class. I will bring home all books and workbooks needed to finish my homework assignments.


If I don't understand a homework assignment, I will ask my teacher for more information. I will make sure I know when my assignment is due. I will obey classroom and school rules, and follow along when the teacher is teaching. I will let my parents know when I need school supplies that will help me complete assignments,

such as pencils, pens, paper, graph paper, poster board, glue, markers, calculators, etc. I will find a quiet location to finish my assignments, so that I'm not distracted by the television,

computer, or my cell phone. I will complete my assignments before I watch television, text my friends, or play on the

computer. I will let my parents know if I do not understand an assignment, or am having trouble keeping up

in class. I will allow my parents to quiz me, tutor me or help me understand material I am struggling

with. In order to ensure I am being academically honest, I will ensure that the final version of my work

is authentic. I will bear the consequences if I submit any work for assessment that is not my own, regardless of whether the plagiarism was deliberate or the result of poor research skills leading to academic infringement. The same principle applies to collusion. I must ensure that they have fully and correctly acknowledged the work and ideas of others. I will use http://turnitin.com/ , the global leader in plagiarism prevention to assist and ensure that academic malpractice is avoided.

Parent Responsibilities: Being Open Minded and Caring

I will provide my child with a quiet place to study that's free from distractions. I will stay up-to-date on my child's progress in school. I will provide a calendar for my child to keep track of assignments, projects and other school

demands. We will display this calendar in a visible spot, such as the kitchen or family room. I will make sure that my child has the supplies he needs to finish his assignments. If my child is struggling with a homework assignment, I will offer suggestions and advice, but will

not complete the assignment for him. I will be patient with my child when he does not understand an assignment, and I will keep my

emotions in check. I will contact my child's teacher if he is struggling with a particular subject. If necessary, I will find a tutor for my child, or enlist him in an after-school tutoring program. I will encourage my child to read every day. I will encourage my child to do his homework when he's the most alert (such as in the afternoon

or early evening). I will not over-schedule my child with so many extra-curricular activities that he cannot keep up

with his homework assignments. I will monitor my child's television time, computer time, and time spent texting so that he has

ample time to complete his assignments. I will talk with my child everyday about his school experience. I will offer my child positive encouragement and will acknowledge his efforts. I will adjust this homework contract as necessary to meet my child's school needs.

http://turnitin.com/


I will ensure that my child understands the importance of academic honesty as well as support my child in identifying potential malpractice. In addition, if my child is proven to have an issue with academic honesty or academic infringement, I will support the school by understanding the situation and encouraging my child to ensure they meet the requirements and not repeat the same mistake.

At all times, it is important that students be taught the social skills needed for success. Skills such as mindfulness, perseverance, emotional management, self-motivation and resilience need to be reinforced everyday if we are to educate the whole child.


THE MIDDLE YEARS PROGRAMME (MYP): The Middle Years Programme prepares students to be successful in school and to be active, lifelong learners. According to the latest statistics on student achievement, students MYP is designed for students in grades 6 to 10. It provides a framework of learning which encourages students to become creative, critical and reflective thinkers. MYP emphasizes intellectual challenge, while encouraging students to make connections between their studies in traditional subjects and to the real world. MYP fosters the development of skills for communication, intercultural understanding and global engagement. These are qualities that are essential for life in the 21st century.

The Curriculum: The IB Middle Years Programme consists of eight subject groups integrated through five interactive areas providing global contexts for learning. Students are required to study two at least two languages (as part of their multilingual profile), humanities, sciences, mathematics, arts, physical education and technology. In their final year [Grade 10], students will also undertake an independent ‘personal project’ to demonstrate the development of their skills and understanding. Further, the Personal Project helps to develop the necessary skills necessary to successfully approach the IB Diploma Programme in Grades 11 and 12. Simply put, the standards answer the question: “What is my child learning this year?”, and the Middle Years Programme answers the question: “How is my child learning this year?” Although all eight subject groups are of equal importance in providing differentiation and equal opportunities for success, this document focuses on the core academic subjects of English: Language and Literature, Arabic: Language and Literature, Mathematics and Science. Supporting documents for other subject areas are available and can be requested from subject coordinators or Principals.


MATERIALS TO SUPPORT LEARNING: In Grade 8, students are using many materials that support International Baccalaureate Middle Years Programme (MYP) in the classroom. The skills students will have to master in grades 6 – 10 are thinking skills, social skills, communication skills, self-management skills, and research skills. In addition to the development of skills and content knowledge, the curriculum also provides students with opportunities to become inquirers, knowledgeable, thinkers, communicators, principled, open minded, caring, risk-takers, balanced and reflective individuals. These skills and learner profile attributes will allow students to successfully meet the standards to assure that they have foundational knowledge and understanding of content concepts that will be covered later in their educational career. This foundation is important for students to access rigorous content in the upper grades as well as deepen their conceptual understanding of the curriculum through the promotion of creative and critical thinking. This is a detailed explanation of the primary resource materials used to instruct students. 1. English: Print Classroom Resources for English Language Arts are Elements of Literature; Course 1

and Write Source grade 8. Both of these texts are used in print in class. Students also have access to e-Books of both texts. These texts and resources support all aspects of English Language Arts to include the development of reading, writing, vocabulary and English spoken language skills. These resources also provide teachers with rich materials and resources for standards-aligned coverage of English Language Arts. The materials are connected to very specific academic outcomes as related to the English Language Arts Common Core Standards to assure reading, speaking and written English fluency. There are also electronic resources to support the aims as well as to assure academic honesty.

2. Mathematics: Holt Mathematics Course 3 is the text that supports the development of mathematical understanding. Students will have access to an e-Book for home use. Grade 8 students may also take Algebra1 and the text is Holt Algebra 1 which is available in the classroom and the student will receive a CD-ROM e-Book.

3. Science: iScience Course 3 is the in-class reference text for grade 8. This program is supported via rich teaching materials that allow teachers to address science content within the MYP framework. The science program and materials are connected to very specific academic outcomes as related to the Science standards to assure understanding in the areas of science, technology, engineering and mathematics. A minimum of 60% of class time will be dedicated to hands-on laboratories to assure that students deeply understand scientific concepts.

4. Social Studies: Print Text to be Issued to Students: Heinmann Humanities 2, Essential Humanities 2, World Geography, World History

5. Ministry Courses: [Islamic, UAE Social Studies and Arabic]: Ministry textbooks are issued to students.

The materials that follow are available to students in school and at home to support instruction. The electronic materials can be accessed over the Summer and during the school year at the PowerSchool e-Learning Portal. The details of logging in are shown below.

Web Address: http://ensps.sch.ae/public/

http://ensps.sch.ae/public/


Login Information: User Name: Student ID Number (contact the school if you need this number) and Password: ens

On the left is a menu. Click the e-Learning Portal link for access to the electronic materials.

Grades Subject Print Materials Electronic Materials Additional Materials

8 English

Elements of Literature: Course 1 and DVD Text for Student and Write Source for grade 8 as in-class use text and e-text for home use

Children's Library, TumbleBooks and Tumble Clouds, Etisalat Library, Visual Thesaurus

Novel Sets and In-Class libraries

8 Arabic Ministry Materials Texts available with free app download from iTunes

8 Mathematics

Holt Mathematics Course 3 and student DVD text or Holt Algebra 1and DVD Text

Math Visual Dictionary and Data Inspire on school computers Hands on materials

8 Science iScience Course 3 print text for in-class use

In School presentation materials, textbooks, animations, videos, books, writing exemplars, and Science Visual Dictionary

Laboratory Materials [60% of class time, hands-on, inquiry-based laboratories], Probeware, LoggerPro Software

8 Social Studies World History and World Geography Smithsonian Education for primary source documents

8 UAE Social Studies/Islamic Ministry Materials

Texts available with free app download from iTunes

8 Technology None

Software: Audacity, Microsoft Photostory, MovieMaker, Camtasia, Serif Suite [video, web design, photography], Audacity, App Inventor, Scratch, Google Sketch Up

8 All Subjects

Britannica, Annenberg Learner, PBS Resources, Neo K12, Discovery Education, Khan Academy, Smithsonian Education, BrianPop Jr. and BrainPop ESL, and on school computers: KidSpiration and KidPix TurnItIn


WHY ARE ACADEMIC CORE SUBJECTS IMPORTANT? [Source: National PTA EveryChild, One Voice © 2011 PTA All rights reserved.] Academic standards are important because they help ensure that all students, no matter where they live, are prepared for success in college and the workforce. They help set clear and consistent expectations for students, parents, and teachers; build your child’s knowledge and skills; and help set high goals for all students. Of course, high standards are not the only thing needed for our children’s success. But standards provide an important first step — a clear roadmap for learning for teachers, parents, and students. Having clearly defined goals helps families and teachers work together to ensure that students succeed. Standards help parents and teachers know when students need extra assistance or when they need to be challenged even more. They also will help your child develop critical thinking skills that will prepare him or her for college and career. How Can I Help My Child? You should use this guide to help build a relationship with your child’s teacher. You can do this by talking to his or her teacher regularly about how your child is doing — beyond parent-teacher conferences. You can also ensure that you are present at the end of year student led conference which encourages students to accept personal responsibility for their academic performance, teaches students the process of self-evaluation and reflection and encourages students, parents, and teachers to engage in open and honest dialogue. At home, you can play an important role in setting high expectations and supporting your child in meeting them. If your child needs a little extra help or wants to learn more about a subject, work with his or her teacher to identify opportunities for tutoring, to get involved in clubs after school, or to find other resources. You can also support student inquiry by encouraging students to ask questions as well as become creative problem solvers. OVERVIEW of English: Language and Literature, Arabic: Language and Literature and Mathematics Below is an overview of some of the key things your child will learn in English/Literacy, Arabic and Mathematics in sixth grade to include ideas for activities to help your child learn at home, topics of discussion for talking to your child’s teacher about his or her academic progress will learn in these subjects, which will build a strong foundation for success in the other subjects he or she studies throughout the school year. This guide is based on the new Common Core state standards or the Ministry standards. These K–12 standards are informed by the highest state standards from across the world. If your child is meeting the expectations outlined in these standards, he or she will be well prepared for 9th grade. Academic standards are important because they help ensure that all students, no matter where they live, are prepared for success in college and the workforce. They help set clear and consistent expectations for students, parents, and teachers; build your child’s knowledge and skills; and help set high goals for all students.


ENGLISH/LITERACY To prepare for bigger challenges in high school, 8th grade students must grapple with major works of fiction and nonfiction that extend across cultures and centuries. As they work diligently to understand precisely what an author or speaker is saying, students also must learn to question an author’s or speaker’s assumptions and assess the accuracy of his or her claims. They also must be able to report findings from their own research and analysis of sources in a clear manner. A Sample of What Your Child Will Be Working on in Eighth Grade English: Language and Literature Citing the evidence that most strongly supports an analysis of what is explicitly stated and/or

implied from a book, article, poem, or play Analyzing where materials on the same topic disagree on matters of fact, interpretation, or

point of view Learning how authors support their ideas through word choice, sentence and paragraph

structure, and other methods Building writing around strong central ideas or points of view; supporting the ideas with sound

reasoning and evidence, precise word choices, smooth transitions, and different sentence structures

Planning and conducting research projects that include several steps and use many credible and documented print and digital sources

Analyzing the purpose of information presented in diverse media (e.g., print, TV, web) and evaluating its social, political, or commercial motives

Presenting findings and claims to others, emphasizing key points with relevant evidence and sound reasoning, adapting speech to the audience and the formality of the setting, and responding to questions and comments with relevant observations and ideas

Using strong, active verbs to create a clear picture for the reader (e.g., walk, skip, meander, lurch, limp)

Interpreting figures of speech (e.g., irony, puns) and developing a large vocabulary of general academic words and phrases

Talking to the Teacher When you talk to the teacher, do not worry about covering everything. Instead, keep the conversation focused on the most important topics. In 8th grade, these include: Reading closely and drawing evidence from grade-level fiction and nonfiction works that most

strongly supports an analysis of the material Developing a rich vocabulary of complex and sophisticated words and using them to speak and

write more precisely and coherently Ask to see a sample of your child’s work. Ask the teacher questions such as: Is this piece of work satisfactory? How could it be better? Is my child on track? How can I help my child improve or excel in this area? If my child needs extra support or wants to learn more about a subject, are there resources to help his or her learning outside the classroom? Task sheets which are given before every performance task have clear expectations outlined for each task and is accompanied with a task specific rubric so you can see what needs to be done to get the highest achievement levels in each task. In addition to teacher comments, these rubrics will be your first point of reference.


ISLAMIC STUDIES

اإلسالمية التربية

، "ألسس اإلسالم"صياغة شخصية مسلمة قوامها استيعاب عقلي واستشعار وجداني وتصديق سلوكي يهدف برنامج التربية اإلسالمية إلى م بما يتمثل في تنمية حب هللا وحب رسوله صلى هللا عليه وسلم حباً يتغلغل في حنايا النفس وجنبات الوجدان، وتوثيق الصلة بالقرآن الكري

ريف واكتساب اآلداب اإلسالمية، ولهذا صمم البرنامج باالستناد إلى مجموعة من المصادر المرتبطة بالكتاب المدرسي وبالحديث الش والمستندة إلى صحيفة التفكر بما يوفر للطالب تجربة تعليمية غنية ومتنوعة مرتبطة بممارسات الواقع ارتباطاً وثيقاً، وبما يمد الطالب

.والسلوكيات اإلسالمية ضمن وسط تربوي تفاعلي بالمعارف والمواقف والقيم

ARABIC

اللغة العربية والكتابة القراءة مهارات بناء خالل من الذات عن والتعبير للتفكير كأداة اللغة استخدام من الطالب تمكين إلى العربية اللغة منهج يسعى

الستخدام الالزمة والمهارات بالمعرفة يزودهم وبما الطلبة، نفوس في العريبة اللغة تجاه اإليجابية االتجاهات ينمي بما والمحادثة، واالستماع .والعشرين الحادي القرن متطلبات تلبي بكفاءة العربية اللغة

MATHEMATICS In 8th grade, your child will learn a number of skills and ideas that he or she must know and understand to be ready for college and career. Your child will continue to learn how to write and reason with algebraic expressions. Your child also will make a thorough study of linear equations with one and two variables. Building on previous work with relationships between quantities, your child will be introduced to the idea of a mathematical function. And your child will prepare for high school geometry by understanding congruence (same shape and size) and similarity of geometric figures. A Sample of What Your Child Will Be Working on in Eighth Grade Mathematics Understanding slope, and relating linear equations in two variables to lines in the coordinate

plane Solving linear equations (e.g., -x + 5(x + 1?3) = 2x - 8); solving pairs of linear equations (e.g., x + 6y = -1 and 2x - 2y = 12); and writing equations to solve related word problems Understanding functions as rules that assign a unique output number to each input number;

using linear functions to model relationships Analyzing statistical relationships by using a best- fit line (a straight line that models an

association between two quantities) Working with positive and negative exponents, square root and cube root symbols, and

scientific notation (e.g., evaluating ?36 + 64; estimating world population as 7 x 109) Understanding congruence and similarity using physical models, transparencies, or geometry

software (e.g., given two congruent figures, show how to obtain one from the other by a sequence of rotations, translations, and/or reflections)

Understanding and applying the Pythagorean Theorem (a2 + b2 = c2) to solve problems


Talking to the Teacher When you talk to the teacher, do not worry about covering everything. Instead, keep the conversation focused on the most important topics. In 8th grade, these include: Linear equations with one and two variables Functions Congruence and similarity of geometric figures

Ask to see a sample of your child's work. Ask the teacher questions such as: Is this piece of work satisfactory? How could it be better? Is my child on track? How can I help my child improve or excel in this area? If my child needs extra support or wants to learn more about a subject, are there resources to help his or her learning outside the classroom? Task sheets which are given before every performance task have clear expectations outlined for each task and is accompanied with a task specific rubric so you can see what needs to be done to get the highest achievement levels in each task. In addition to teacher comments, these rubrics will be your first point of reference.


LEARNING AT HOME Learning does not end in the classroom. Children need help and support at home to succeed in their studies. Try to create a quiet place for your child to study, and carve out time every day when your child can concentrate on reading, writing, and math uninterrupted by friends, brothers or sisters, or other distractions. You should also try and sit down with your child at least once a week for 15 to 30 minutes while he or she works on homework. This will keep you informed about what your child is working on, and it will help you be the first to know if your child needs help with specific topics. By taking these small steps, you will be helping your child become successful both in and outside the classroom.

ENGLISH LANGUAGE and LITERATURE

• Make time in everyone's busy schedule for family discussions about things going on around the world. Weekends can be a chance for everyone to catch up.

• Visit the campus of a local college with your teen. • Begin talking about college early. What does he or she expect from college? What high school

courses will your child need to pass to prepare for college? • Make sure to keep books and magazines around the house that your child will enjoy reading and

learning from. For a list of book recommendations, visit www.corestandards.org/assets/Appendix_B.pdf

MATHEMATICS Ask your child to share with you any work he or she is doing in math class that strikes him or her as interesting. Some possibilities might include:

Solving interesting problems involving cylinders and spheres, such as figuring out how much water fits inside a garden hose, or how many earths would fit inside the sun.

Analyzing data with a scatterplot, for example to decide whether exercise and obesity are related.

Solving "just for fun" algebra puzzles, such as: "I'm thinking of two numbers. The difference between the numbers is 40. Twice the smaller number is 20 more than the larger number. What are my numbers?"

http://www.corestandards.org/assets/Appendix_B.pdf


CONTENT STANDARDS The specific elements of content and the processes with which these elements can be addressed are outlined in the standards below. Each set of standards lists what the student will know and be able to do in the Standards section. The Assessments section lists the evidence outcome that will be assessed to assure that students have an understanding of the content. Some content areas also list Process standards that outline how the students need to be working on the content. Examples of Process standards in science require that students are asked to think and work like scientists, mathematicians or engineers. This means that they will hypothesize, test, model, gather data, research and make conclusions based upon their explorations and tests. Another example is that students are required to think as writers. This means that they plan, draft, edit, re-edit and write in many different formats [ex. argumentative, informative, narrative, technical, etc.].

ENGLISH LANGUAGE and LITERATURE These Standards set requirements in literacy not only for English Language Arts (ELA) but also for literacy in social studies, science, and technical subjects. Just as students must learn to read, write, speak, listen, and use language effectively in a variety of content areas, so too must the Standards specify the literacy skills and understandings that endure and develop over the years of schooling to assure required readiness for college and career in multiple disciplines. Reading Literature These standards focus instruction for each year and help ensure that students gain adequate exposure to a range of texts and tasks. There is a strong cultural component to this standard and it must be ensured that students also have access to local cultural literary sources. Assessments Developmentally appropriate grade specific evidence of learning.

o Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

o Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. Analyze how particular lines of dialogue or incidents in a story or drama propel

the action, reveal aspects of a character, or provoke a decision. Determine the meaning of words and phrases as they are used in a text,

including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

o Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

o Analyze full-length novels, short stories, poems and other genres by authors who represent diverse world cultures.


o Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

o Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

o By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently.

Reading Informational Text These standards focus instruction for each year and help ensure that students gain adequate exposure to a range of texts and tasks. The purpose of this standard is to develop critical reading skills. Assessments Developmentally appropriate grade specific evidence of learning.

o Cite the textual evidence that most strongly supports an analysis of what the text says

explicitly as well as inferences drawn from the text. o Determine a central idea of a text and analyze its development over the course of the

text, including its relationship to supporting ideas; provide an objective summary of the text.

• Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

• Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

• Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

• Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

o Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

o Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

o Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

o By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.

Standards for Writing These standards help to ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources.


Assessments Developmentally appropriate grade specific evidence of learning.

o Write arguments to support claims with clear reasons and relevant evidence. • Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or

opposing claims, and organize the reasons and evidence logically. • Support claim(s) with logical reasoning and relevant evidence, using accurate,

credible sources and demonstrating an understanding of the topic or text. • Use words, phrases, and clauses to create cohesion and clarify the relationships

among claim(s), counterclaims, reasons, and evidence. • Establish and maintain a formal style. • Provide a concluding statement or section that follows from and supports the

argument presented. o Write informative/explanatory texts to examine a topic and convey ideas, concepts, and

information through the selection, organization, and analysis of relevant content. • Write informative/explanatory texts to examine a topic and convey ideas, concepts,

and information through the selection, organization, and analysis of relevant content.

• Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

• Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

• Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

• Use precise language and domain-specific vocabulary to inform about or explain the topic.

• Establish and maintain a formal style. • Provide a concluding statement or section that follows from and supports the

information or explanation presented. o Write narratives to develop real or imagined experiences or events using effective technique,

relevant descriptive details, and well-structured event sequences. • Engage and orient the reader by establishing a context and point of view and

introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

• Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.

• Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.

• Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

• Provide a conclusion that follows from and reflects on the narrated experiences or events.


o Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

• Produce text (print or non-print) that explores a variety of cultures and persectives • With some guidance and support from peers and adults, develop and strengthen

writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

• Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

o Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

• Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

• Draw evidence from literary or informational texts to support analysis, reflection, and research.

o Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works, including describing how the material is rendered new”).

o Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).

o Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Speaking and Listening These standards help to assure that students learn, practice and apply the skills of critically and actively listening to others and the delivery of oral presentations with fluency as aligned with the audience. Assessments Developmentally appropriate grade specific evidence of learning.

o Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.

o Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

o Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

o Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas.

o Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.


o Seek to understand other perspectives and cultures and communicate effectively with audiences or individuals from varied backgrounds.

o Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

o Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

o Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

o Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

o Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Language These standards focus instruction for each year and help ensure that students gain an understanding of grammar and can apply grammar appropriately and accurately for written and spoken language. Assessments Developmentally appropriate grade specific evidence of learning.

o Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

• Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

• Form and use verbs in the active and passive voice. • Form and use verbs in the indicative, imperative, interrogative, conditional, and

subjunctive mood. • Recognize and correct inappropriate shifts in verb voice and mood.*

o Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

• Use punctuation (comma, ellipsis, dash) to indicate a pause or break. • Use an ellipsis to indicate an omission. • Spell correctly.

o Use knowledge of language and its conventions when writing, speaking, reading, or listening. • Use verbs in the active and passive voice and in the conditional and subjunctive

mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).

o Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

• Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

• Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).


• Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

• Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

o Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

• Interpret figures of speech (e.g. verbal irony, puns) in context. • Use the relationship between particular words to better understand each of the

words. • Distinguish among the connotations (associations) of words with similar denotations

(definitions) (e.g., bullheaded, willful, firm, persistent, resolute). • Acquire and use accurately grade-appropriate general academic and domain-

specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

ISLAMIC STUDIES

اإلسالمية التربية

:اإللهي الوحي

الطالب يحافظ كما الواقع، في بممارساته اآليات إليه ترشد ما وربط ،الكلمات معاني تفسير مع ق، سورة الثامن الصف في الطالب يحفظ . الكريم القرآن تالوة أثناء باآلداب التزامه على

إليه ترشد ما يستنتج كما فيها، الواردة المفردات معاني ويشرح المقررة، الشريفة األحاديث الطالب يسّمع الشريف؛ الحديث جانب وفي .الواقع في بممارساته فيها جاء ما ويربط األحاديث،

:واإليمان اإلسالم أسس

.العمرة أحكام ويتعلم الضحى، وبصالة واالستخارة االستسقاء بصالة المتعلقة األحكام يدرس كما ر،والقد بالقضاء اإليمان الطالب يتعلم

:والشخصيات النبوية السيرة

الغفاري ذر أبي سيرة على يتعرف كما وجداً، أباً والسالم الصالة عليه بسيرته يتعلق ما وسلم عليه هللا صلى النبي سيرة من الطالب يتعلم .عنها هللا رضي العدوية هللا عبد بنت الشفاء وسيرة ه،عن هللا رضي

:واآلداب القيم

اإلسالمي الدين تعاليم على والتعرف المسلم، حياة في القراءة وأهمية العلم، مجالس وفضل العلم طلب قيمة تعلم على واآلداب القيم تشتمل المريض عيادة آداب يطبق كما والصداقة، واإلخاء اإلخالص آداب الطالب ويكتسب ،جميعاً الناس رب تعالى هللا وأن األمم، بتعارف المتعلقة . السفر وآداب الضيافة وآداب

الحضاري التداول وسنة األجل وسنة التدرج كسنة الكريم، القرآن في االجتماعية السنن على الطالب يتعرف المنهجية العقلية مجال وفي حث التي التسامح قيم وعلى اإلسالم في اإلنسان حقوق على البشرية الكرامة مجال في يتعرفو السابقة، باألمم واالعتبار التسخير وسنة .اإلسالمي الدين عليها


ARABIC

العربية اللغة

الصف (الصفية حلةللمر مفّصلة أداء مؤشرات هنالك معيار كلّ وتحت، معرفته الطالب على ما لتوضيح عامة أطراً العشرة المعايير تشكل .للوصول إلى التمّكن من المعايير الثامن؛ وهي توّضح ما على الطالب عمله وتحقيقه من مهارات وكفايات في الصف )الثامن

والطالقة الكلمات وتمييز الصوتي الوعي معيار -1

المالئمين التعبيرو الصوت نبرة مستخدما الطالب فيقرأ القراءة في دقّة مع طالقة اكتسب قد الطالب يكون أن يتوقع المرحلة هذه في أن الطالب من يتوقع كما. البصرية الكلمات من اكتسبه الذي المخزون هذا في يساعده أكبر بسرعة المرحلة هذه في الطالب يقرأ. للموضوع

. يفّضله الذي القراءة نوع المستقلة/الصامتة القراءة وتصبح تعقيدا أكثر مواضيع بيسر يقرأ المفردات اكتساب معيار -2 .المبطنة والمعاني الظاهرة للمعاني تحليله وموظّفا والفقرات الجمل سياق مستخدما المفردات معاني يكتشف -أ

.أصيلة أم العربية اللغة على دخيلة كانت إذا ما وتحليل واشتقاقاتها وأصولها جذورها تحليل خالل من الكلمات معاني يكتشف -ب .العربية اللغة على) ودينية وعلمية واجتماعية وتقنية عسكرية أو سياسية أم كانت يةثقاف( المختلفة األحداث تأثير يناقش -ج . يقرأه الذي للنص العميق والمعنى الظاهر المعنى يكتشف -د .الصعبة الكلمات معاني إلى للتعّرف) الحاسوب خالل من( اآللي أو الورقي القاموس يستخدم -ه الذاتية والمراقبة الفهمو القراءة تواستراتيجيا النص مفهوم معيار -3 .واالستنتاج واالستدالل والتلخيص واالستذكار والمقارنة كالتنبؤ والفهم القراءة واستراتيجيات مهارات يوظّف -أ

.الشخصيات ونوعية األحداث سير وكيفية كالعناوين النص مفاتيح خالل من يقرأها التي القصة أو الكتاب مضمون تنبؤ يستطيع -ب اللغة مادة في قرأها التي النصوص بين الكاتب وأسلوب والشخصيات القصة مزاج حيث من العميقة واالختالف الشبه أوجه يحّدد -ج

.المواد من غيرها وفي العربية .الصحيح ترتيبها في قرأها التي والتفاصيل الرئيسة األفكار ويضع النصوص يلّخص -د .للنص فهمه على كدليل المعلومات وشبكات فن مكرس والرسومات الجداول يستخدم -ه .مباشر وغير مباشر بشكل بالنص تتعلّق أسئلة يجيب يسأل -و الذاتي والتصحيح المسحية والقراءة الصعبة، الجمل بعض قراءة وإعادة قراءته، سرعة مدى مراعاة عبر للنص فهمه مدى من يتحقّق -ز

.واألفكار المالحظات وتدوين ).الخ, معلومات عن البحث المتعة،( مختلفة وألهداف مستقلة قراءة اختياره من كتبا يقرأ -ح .المستقلة القراءة من ويكثر) األدب لعيون المدّرسة تقرأها التي تلك( الجهرية القراءة إلى يصغي -ط والمعرفية والتقنية االقناعية النصوص قراءة معيار -4 .النصوص فهم على ولمساعدته يحتاجها التي المعلومات إلى للوصول والحواشي الفصول وعناوين الفهارس يستخدم -أ

.عنها ويجيب) ماذا كيف، متى، أين، من، لماذا،( ةالمقروء بالنصوص تتعلق مهمة أسئلة يطرح -ب .الزمني والتسلسل والنتيجة والسبب كالمقارنة اإلقناع ألساليب الكاتب استخدام يحلّل -ج والمجالت والكتب كالجرائد يقرأها التي المختلفة المصادر في المهمة التفاصيل ويجد المعرفية النصوص في الرئيسة راألفكا يلّخص -د

.االلكترونية والمطبوعات وضعول للتحيز الكاتب من محاوالت أية ويرصد الكتابة لهدف ومالءمتها وصحتها دقّتها حيث من الكاتب استخدمها التي اإلقناع آليات يقيّم -ه

. قوالب في اآلخرين .سابقا قرأها قد كان نصوص بأساليب يقرأه الذي النص أسلوب يقارن -و .للقارئ فكرته يوصل كي استخدمها التي واألساليب الكتابة من األديب هدف ويفهم يحّدد -ز األدبية النصوص قراءة معيار -5


ونفسه اإلنسان بين أحيانا تحصل التي والنزاعات النص في) مثال جبران خليل نجبرا( والطبيعة المجتمع بين أو المختلفة الحوارات يشرح -أ .المختلفة القصة شخصيات بين أو تثبت التي التعابير ويحّدد شعبي أم خطابي رسمي أهو الغائب، أم المتكلم صوت أهو: القصة في الكاتب يستخدمه الذي" الصوت" يحلّل -ب

. الصوت ذلك .األحداث مجريات على منها كلّ وتأثير صةالق شخصيات يحلّل -ج .والسيرة الحكمة أو األخالقية والقصة الفصول ذات والقصص واألسطورة والمسرحية والشعر للقصة المختلفة السمات بين يميز -د حسن السخرية، المدح، معرض في والذم الذم معرض في المدح( والبديعية البالغية والتعابير للمفردات المختلفين الكتّاب اختيار يالحظ -ه

.للقصة العام الجوّ على االختيار هذا تأثير ومدى) وهكذا التصريع التعليل، .القصص من والمبطّن الواضح المغزى يحدد -و ).البالغية التعابير واستخدام الصور نوع( القارئ مشاعر في التأثير في الكتّاب أساليب يصف -ز .فيها أهميتها مبيّنا القصص يف والزمان المكان خصائص يشرح -ح .اإلسالمي للفن كإطار الكلمات استخدام أسباب وفهم قراءتها ويحاول العربي الخط من لوحات إلى يتعّرف -ط الكتابية العملية معيار -6 .قراءاته خالل ومن الصف في النقاش خالل من أفكارا يولّد -أ

.الموضوع عن بكثافة يقرأ أن بعد وذلك للموضوع األساسية الفكرة يحدد -ب .الهدف ذلك يناسب ما مستخدما ويكتب يخاطبه الذي والجمهور الكتابة من الهدف يحدد -ج .بالكتابة البدء قبل والشبكات واللوائح األفكار توليد من التخطيط استراتيجيات يستخدم -د .معنى ذات تفاصيل مع ونهاية صلبا بداية، تتضمن أن يجب التي كتابته لينظم المسودة يستخدم -ه .ومعنوي لغوي تعقيد ذات وبالغية وتعجبية واستفهامية بيانية جمال كتاباته في يستخدم -و .عادة يقرأها التي الكتب لغة مقلّدا يكتب كما يتكلمها التي العامية عن تختلف أنها معها يدرك فصيحة لغة مستخدما يكتب -ز ).بالحاسو( للطباعة التكنولوجيا يستخدم -ح .للتنقيح كتب ما قراءة يعيد -ط .المفيد غير الحشو ويتجنب والتفاصيل الوصفية الكلمات يضيف -ي .المفردات الختيار المصور والقاموس المفردات كحائط المصادر يستخدم -ك .واإلمالء الترقيم عالمات مراعيا كتب ما يراجع -ل .عمله جودة لضمان الذاتي التقييم كاستمارات الكتابة تقييم أدوات يستخدم -م .واآلخرين زمالئه على نتاجه ويعرض رسومات ومضيفاً للطباعة الحاسوب مستخدما الكتابة يعيد -ن الكتابية العملية في" مقال مقام" لكل" معيار -7 التعابير إليها ويضيف لألحداث منطقي ترتيب يحكمها وتفاصيل وحوارات وصفات وخاتمة وصلب مقدمة فيها أدبية مقاالت يكتب -أ

.والتوتّر اإلثارة وعاملي.) الخ تسجيع، تشابيه،( البالغية . معانيها في ويتفّكر أحداثها وينقد فيها يحلّل قرأها قد مسرحية أو قصيدة أو قصة أو بكتاب تتعلق أسئلة يجيب -ب .اليومية شبه أو اليومية المذكرات إلى إضافة وأشعارا ورسائل قصصا يكتب -ج .أجراها قد كان بحوث إلى تستند دقيقة ومعلومات تفاصيل فيه يضع معلوماتية تقارير يكتب -د .الموقف ذلك تدعم وأمثلة وأرقام وتفاصيل وبراهين واضح موقف على تحتوي اقناعية مقاالت يكتب -ه .استخدمها التي المصادر يوثّق -و الكتابة في اللغوية السالمة معيار -8 .الكلمات بين المناسبة المسافات ومراعيا النسخ خط مستخدما وجميل واضح بخطّ يكتب -أ

.صحيح بشكل الكلمات يكتب -ب ).والهمزة التاء كتابة( اإلمالئية القواعد مراعيا الكلمات يكتب -ج .كتاباته في الصحيح تصريفها مع واألمر والمستقبل والمضارع الماضي صيغة يستخدم -د


.تراضيةاالع الجمل يستخدم -ه .والمزدوجين القوسين إلى إضافة االستفهام وعالمة التعجب وعالمة والفاصلة كالنقطة الترقيم عالمات يستخدم -و .األخرى والكتب والقاموس والمدّرسة المفردات حائط مثل الكتابة على لمساعدته المتوفرة المصادر يستخدم -ز) أهالً شكراً،( المطلق والمفعول) وحيداً جلس( والحال واإلضافة والصفات واألسماء ومةوالمجز والمنصوبة المرفوعة األفعال يستخدم -ح

الموصولة واألسماء اإلشارة وأسماء واالسمية الفعلية والجمل المثنى وصيغة المختلفة الجموع وأنواع) كتاباً خمسين اشتريت( والتمييز في ألجله والمفعول المطلق والمفعول للمجهول والمبني المثنى وصيغة ختلفةالم الجموع وأنواع والمكان الزمان وظرفي النفي وأدوات .كتاباته

العلمي البحث معيار -9 .اهتماماته من موضوعا أو المدّرسة تقترحها الئحة من فيه للبحث موضوعا يختار -أ

وحيادها، علميتها مدى المصادر هذه في ويراعي والحاسوب الصف في الموجودة والكتب كالمكتبة المختلفة البحث مصادر يستخدم -ب .فيها المستخدمة واللغة نشرها تاريخ

.وجدها التي المعلومات أهم يلّخص -ج .وغيرها بوينت الباور االلكترونية العرض طرق مستخدما وصوريا وكتابيا شفهيا والمدّرسين زمالئه على بحثه نتائج يعرض -د .العالمية المعايير وحسب معلوماته هامن استقى التي المصادر ويوثّق يدّون -ه

واالستماع الشفهي والتعبير التواصل معيار -10 .معنى ذات أسئلة ويطرح يقال لما باهتمام يصغي -أ

،الدين الترهيب، الوعظ، البّراقة، واللغة الخطابية النبرة األرقام، الوقائع،: المتحّدث اعتمدها التي االقناعية واألساليب الطرق يحدد -ب .عليها بناء المتحّدث ذلك مصداقية مدى ويقيّم المشاعر،وغيرها

.وهكذا الجمهور، من قريب جاف، رسمي، جمهوره، إلى ينظر المفتاحية، التعابير يكّرر: الخطابي المتحّدث أسلوب يحّدد -ج .اسبةمن ووتيرة وسرعة صوت وانثناءات ونبرة الفصيحة العربية اللغة مستخدماً بوضوح يتحّدث -د المعلومات بعض ويعطي للموضوع فهمه عن فيها يبرهن المدروسة المواضيع من موضوع عن) اقناعية( شفهية تقديمات يعطي -ه

. بالموضوع رأيه ويعطي) ونهاية بداية هناك( منظّمة يعطيها التي المعلومات وتكون بالموضوع المرتبطة والتفاصيل يتضمن يطرحه، الذي الموضوع من موقفه بوضوح يحّدد: بأن وذلك نظره بوجهة إليه المستمع قنعي أن خالله من يتوقع موضوعا يقّدم -و

.إقناعا أقلّ تكون قد أخرى بمواقف موقفه مقارنة أو ونتائج أسباب كإعطاء موقفه صّحة تثبت براهين حديثه .الالفتتين والخاتمة المقدمة لىع ويرّكز المستمع تجذب وصوتية صوريّة محّسنات الشفهية تقديماته في يستخدم -ز .ويوثّقها مصادر عّدة يستخدم -ح


MATHEMATICS In Grade 8, instructional time should focus on three critical areas: (1) formulating and reasoning about expressions and equations, including modeling an association in bivariate data with a linear equation, and solving linear equations and systems of linear equations; (2) grasping the concept of a function and using functions to describe quantitative relationships; (3) analyzing two- and three-dimensional space and figures using distance, angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem. Students use linear equations and systems of linear equations to represent, analyze, and solve a variety of problems. Students recognize equations for proportions (y/x = m or y = mx) as special linear equations (y = mx + b), understanding that the constant of proportionality (m) is the slope, and the graphs are lines through the origin. They understand that the slope (m) of a line is a constant rate of change, so that if the input or x-coordinate changes by an amount A, the output or y-coordinate changes by the amount m·A. Students also use a linear equation to describe the association between two quantities in bivariate data (such as arm span vs. height for students in a classroom). At this grade, fitting the model, and assessing its fit to the data are done informally. Interpreting the model in the context of the data requires students to express a relationship between the two quantities in question and to interpret components of the relationship (such as slope and y-intercept) in terms of the situation. Students strategically choose and efficiently implement procedures to solve linear equations in one variable, understanding that when they use the properties of equality and the concept of logical equivalence, they maintain the solutions of the original equation. Students solve systems of two linear equations in two variables and relate the systems to pairs of lines in the plane; these intersect, are parallel, or are the same line. Students use linear equations, systems of linear equations, linear functions, and their understanding of slope of a line to analyze situations and solve problems. Students grasp the concept of a function as a rule that assigns to each input exactly one output. They understand that functions describe situations where one quantity determines another. They can translate among representations and partial representations of functions (noting that tabular and graphical representations may be partial representations), and they describe how aspects of the function are reflected in the different representations. Students use ideas about distance and angles, how they behave under translations, rotations, reflections, and dilations, and ideas about congruence and similarity to describe and analyze two-dimensional figures and to solve problems. Students show that the sum of the angles in a triangle is the angle formed by a straight line, and that various configurations of lines give rise to similar triangles because of the angles created when a transversal cuts parallel lines. Students understand the statement of the Pythagorean Theorem and its converse, and can explain why the Pythagorean Theorem holds, for example, by decomposing a square in two different ways. They apply the Pythagorean Theorem to find distances between points on the coordinate plane, find lengths, and analyze polygons. Students complete work on volume by solving problems involving cones, cylinders, and spheres.

Mathematical Practices, thinking and working like mathematicians and engineers, are shown below.


Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.

1. Number Systems Evidence Outcomes/Assessments Developmentally appropriate, grade specific evidence of learning. Students who have content understanding can demonstrate the following.

• Know that there are numbers that are not rational, and approximate them by rational numbers.

o Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number.

o Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., π2). For example, by truncating the decimal expansion of √2, show that √2 is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations.

2. Expressions and Equations Evidence Outcomes/Assessments Developmentally appropriate, grade specific evidence of learning. Students who have content understanding can demonstrate the following.

• Work with radicals and integer exponents. o Know and apply the properties of integer exponents to generate equivalent

numerical expressions. For example, 32 × 3-5 = 3-3 = 1/33 = 1/27. o Use square root and cube root symbols to represent solutions to equations of the

form x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational.

o Use numbers expressed in the form of a single digit times a whole-number power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. For example, estimate the population of the United


States as 3 times 108 and the population of the world as 7 times 109, and determine that the world population is more than 20 times larger.

o Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology.

• Understand the connections between proportional relationships, lines, and linear equations. o Graph proportional relationships, interpreting the unit rate as the slope of the

graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed.

o Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.

• Analyze and solve linear equations and pairs of simultaneous linear equations. o Solve linear equations in one variable. o Give examples of linear equations in one variable with one solution, infinitely many

solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers).

o Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.

• Analyze and solve pairs of simultaneous linear equations. o Understand that solutions to a system of two linear equations in two variables

correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously.

o Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6.

o Solve real-world and mathematical problems leading to two linear equations in two variables. For example, given coordinates for two pairs of points, determine whether the line through the first pair of points intersects the line through the second pair.

3. Functions [Function notation is not required in grade 8]


Evidence Outcomes/Assessments Developmentally appropriate, grade specific evidence of learning. Students who have content understanding can demonstrate the following.

• Define, evaluate and compare functions. o Understand that a function is a rule that assigns to each input exactly one output.

The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.1

o Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.

o Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.

• Use functions to model relationships between quantities. o Construct a function to model a linear relationship between two quantities.

Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.

o Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

4. Geometry Evidence Outcomes/Assessments Developmentally appropriate, grade specific evidence of learning. Students who have content understanding can demonstrate the following.

• Understand congruence and similarity using physical models, transparencies, or geometry software.

o Verify experimentally the properties of rotations, reflections, and translations: Lines are taken to lines, and line segments to line segments of the same

length. Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines.


• Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.

• Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.

• Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.

• Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so.

• Understand and apply the Pythagorean Theorem. o Explain a proof of the Pythagorean Theorem and its converse. o Apply the Pythagorean Theorem to determine unknown side lengths in right

triangles in real-world and mathematical problems in two and three dimensions. o Apply the Pythagorean Theorem to find the distance between two points in a

coordinate system. • Solve real-world and mathematical problems involving volume of cylinders, cones, and

spheres. o Know the formulas for the volumes of cones, cylinders, and spheres and use them to

solve real-world and mathematical problems.

5. Probability and Statistics

Evidence Outcomes/Assessments Developmentally appropriate, grade specific evidence of learning. Students who have content understanding can demonstrate the following.

• Investigate patterns of association in bivariate data. o Construct and interpret scatter plots for bivariate measurement data to investigate

patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.

o Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.


o Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height.

o Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. For example, collect data from students in your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores?

SCIENCE STANDARDS These Science Standards define what students should understand and be able to do in their study of science. The hallmark of science is the use and understanding of the inquiry process. Engineering design is similar to scientific inquiry; however, there are significant differences. For example, scientific inquiry involves the formulation of a question that can be answered through investigation, while engineering design involves the formulation of a problem that can be solved through design. Strengthening the engineering aspects will clarify for students the relevance of science, technology, engineering and mathematics (the four STEM fields) to everyday life. Using scientific practices while learning science allows students to deepen their understanding of how to approach scientific problems thus supporting deeper knowledge and application across a wide variety of academic and career paths [ex. engineer, mathematician, researcher, and scientist]. The practices describe behaviors that scientists engage in as they investigate and build models and theories about the natural world and the key set of engineering practices that engineers use as they design and build models and systems. The term practices is used instead of a term like “skills” to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice. Part of the intent is to better explain and extend what is meant by “inquiry” in science and the range of cognitive, social, and physical practices that it requires. The Interactive Science program and laboratory materials support the development of scientific content understanding and provide students practice with the scientific practices. The scientific practices are shown below. Asking questions (for science) and defining problems (for engineering) Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations (for science) and designing solutions (for engineering) Engaging in argument from evidence


Obtaining, evaluating, and communicating information LS2.C, LS4.D STANDARD: Ecosystem Dynamics, Functioning and Resilience; Biodiversity and Humans

Related Engineering and Scientific Practice Standards Statements that describe how students should be working in the classroom to learn science and be prepared for their future

• Engaging in Argument from Evidence: Engaging in argument from evidence in 6–8 builds on K–5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world(s).

o Evaluate competing design solutions based on jointly developed and agreed-upon design criteria. (MS-LS2-5)


o Construct an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. (MS-LS2-4)

• Developing and Using Models: Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems.

o Develop a model to generate data to test ideas about designed systems, including those representing inputs and outputs. (MS-ETS1-4)

• Analyzing and Interpreting Data

o Analyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.

o Analyze and interpret data to determine similarities and differences in findings. (MS-ETS1-3)

• Engaging in Argument from Evidence

o Engaging in argument from evidence in 6–8 builds on K–5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world.

o Evaluate competing design solutions based on jointly developed and agreed-upon design criteria. (MS-ETS1-2)

Evidence Outcomes: Developmentally appropriate, grade specific evidence of learning. Students who have content understanding can demonstrate the following.

• MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.* [Clarification Statement: Examples of ecosystem services could include water purification, nutrient recycling, and prevention of soil erosion. Examples of design solution constraints could include scientific, economic, and social considerations.]


• MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. [Clarification Statement: Emphasis is on recognizing patterns in data and making warranted inferences about changes in populations, and on evaluating empirical evidence supporting arguments about changes to ecosystems.]

• MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

• MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

• MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

LS4 STANDARD: Natural Selection and Adaptations


• Analyzing and Interpreting Data: Analyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.

o Analyze displays of data to identify linear and nonlinear relationships. (MS-LS4-3)

o Analyze and interpret data to determine similarities and differences in findings. (MS-LS4-1)

• Using Mathematics and Computational Thinking: Mathematical and computational thinking in 6–8 builds on K–5 experiences and progresses to identifying patterns in large data sets and using mathematical concepts to support explanations and arguments.

o Use mathematical representations to support scientific conclusions and design solutions. MS-LS4-6)

• Constructing Explanations and Designing Solutions: Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories.

o Apply scientific ideas to construct an explanation for real-world phenomena, examples, or events. (MS-LS4- 2)

o Construct an explanation that includes qualitative or quantitative relationships between variables that describe phenomena. (MS-LS4-4)

• Scientific Knowledge is Based on Empirical Evidence

o Science knowledge is based upon logical and conceptual connections between evidence and explanations. (MS-LS4-1)

• Obtaining, Evaluating, and Communicating Information: Obtaining, evaluating, and communicating


information in 6–8 builds on K–5 experiences and progresses to evaluating the merit and validity of ideas and methods.

o Gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication and methods used, and describe how they are supported or not supported by evidence. (MS-LS4-5)


• MS-LS4-1. 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. [Clarification Statement: Emphasis is on finding patterns of changes in the level of complexity of anatomical structures in organisms and the chronological order of fossil appearance in the rock layers.] [Assessment Boundary: Assessment does notinclude the names of individual species or geological eras in the fossil record.]

• MS-LS4-2. 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. [Clarification Statement: Emphasis is on explanations of the evolutionary relationships among organisms in terms of similarity or differences of the gross appearance of anatomical structures.]

• MS-LS4-3. 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. [Clarification Statement: Emphasis is on inferring general patterns of relatedness among embryos of different organisms by comparing the macroscopic appearance of diagrams or pictures.] [Assessment Boundary: Assessment of comparisons is limited to gross appearance of anatomical structures in embryological development.]

• MS-LS4-4. 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. [Clarification Statement: Emphasis is on using simple probability statements and proportional reasoning to construct explanations

• MS-LS4-5. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. [Clarification Statement: Emphasis is on synthesizing information from reliable sources about the influence of humans on genetic outcomes in artificial selection (such as genetic modification, animal husbandry, gene therapy); and, on the impacts these technologies have on society as well as the technologies leading to these scientific discoveries.]

• MS-LS4-6. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. [Clarification Statement: Emphasis is on using mathematical models, probability statements, and proportional reasoning to support explanations of trends in changes to populations over time.] [Assessment Boundary: Assessment does not include Hardy Weinberg calculations.]

LS1.D STANDARD: Information Processing



• Obtaining, Evaluating, and Communicating Information: Obtaining, evaluating, and communicating information in 6-8 builds on K-5 experiences and progresses to evaluating the merit and validity of ideas and methods.

o Gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication and methods used, and describe how they are supported or not supported by evidence. (MS-LS1-8)


o Develop a model to generate data to test ideas about designed systems, including those representing inputs and outputs. (MS-ETS1-4)

• Analyzing and Interpreting Data: Analyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.

o Analyze and interpret data to determine similarities and differences in findings. (MS-ETS1-3)


• MS-LS1-8. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. [Assessment Boundary: Assessment does not include mechanisms for the transmission of this information.]

• MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

• MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

LS4.A, LS4-B, LS4-C STANDARD: Evidence of Common Ancestry and Diversity, Natural Selection, and Adaptation


• Analyzing and Interpreting Data: Analyzing data in 6-8 builds on K-5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.

o Analyze displays of data to identify linear and nonlinear relationships. (MS-LS4-3)

o Analyze and interpret data to determine similarities and differences in findings. (MS-LS4-1)

• Using Mathematics and Computational Thinking: Mathematical and computational thinking in 6-8 builds on K-5 experiences and progresses to identifying patterns in large data sets and using mathematical concepts to support explanations and arguments.

o Use mathematical representations to support scientific conclusions and design solutions. (MS-LS4-6)


• Constructing Explanations and Designing Solutions: Constructing explanations and designing solutions in 6-8 builds on K-5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories.

o Apply scientific ideas to construct an explanation for real-world phenomena, examples, or events. (MS-LS4- 2)

o Construct an explanation that includes qualitative or quantitative relationships between variables that describe phenomena. (MS-LS4-4)

• Scientific Knowledge is Based on Empirical Evidence

o Science knowledge is based upon logical and conceptual connections between evidence and

explanations. (MS-LS4-1)


• MS-LS4-1. 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. [Clarification Statement: Emphasis is on finding patterns of changes in the level of complexity of anatomical structures in organisms and the chronological order of fossil appearance in the rock layers.] [Assessment Boundary: Assessment does not include the names of individual species or geological eras in the fossil record.]

• MS-LS4-2. Applyscientificideastoconstructanexplanationfortheanatomicalsimilaritiesanddifferencesamong modern organisms and between modern and fossil organisms to infer evolutionary relationships. [Clarification Statement: Emphasis is on explanations of the evolutionary relationships among organisms in terms of similarity or differences of the gross appearance of anatomical structures.]

• MS-LS4-3. Analyzedisplaysofpictorialdatatocomparepatternsofsimilaritiesintheembryologicaldevelopmentacrossmultiplespeciestoidentifyrelationshipsnotevidentinthefullyformedanatomy.[ClarificationStatement:Emphasisisoninferringgeneralpatternsofrelatednessamongembryosofdifferentorganismsbycomparingthemacroscopicappearanceofdiagramsorpictures.][AssessmentBoundary:Assessmentofcomparisonsislimitedtogrossappearanceofanatomicalstructuresinembryologicaldevelopment.]

• MS-LS4-4. 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. [Clarification Statement: Emphasis is on using simple probability statements and proportional reasoning to construct explanations.]

• MS-LS4-6. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.[Clarification Statement: Emphasis is on using mathematical models, probability statements, and proportional


reasoning to support explanations of trends in changes to populations over time.] [Assessment Boundary: Assessment does not include Hardy Weinberg calculations.]

ESS1.C STANDARD: The History of Planet Earth


• Analyzing and Interpreting Data: Analyzing data in 6-8 builds on K-5 and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.

o Analyze and interpret data to provide evidence for phenomena. (MS-ESS2-3)

• Scientific Knowledge is Open to Revision in Light of New Evidence

o Science findings are frequently revised and/or reinterpreted based on new evidence. (MS-ESS2-3)


• MS-ESS1-4. Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6-billion-year-old history. [Clarification Statement: Emphasis is on how analyses of rock formations and the fossils they contain are used to establish relative ages of major events in Earth’s history. Examples of Earth’s major events could range from being very recent (such as the last Ice Age or the earliest fossils of homo sapiens) to very old (such as the formation of Earth or the earliest evidence of life). Examples can include the formation of mountain chains and ocean basins, the evolution or extinction of particular living organisms, or significant volcanic eruptions.] [Assessment Boundary: Assessment does not include recalling the names of specific periods or epochs and events within them.]

• MS-ESS2-3. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. [Clarification Statement: Examples of data include similarities of rock and fossil types on different continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches).] [Assessment Boundary: Paleomagnetic anomalies in oceanic and continental crust are not assessed.]

ESS3.C, ESS3.D STANDARD: Weather, Climate and Global Climate Change


• Asking Questions and Defining Problems: Asking questions and defining problems in 6–8 builds on K–5 experiences and progresses to specifying relationships between variables, clarify arguments and models.

o Ask questions to identify and clarify evidence of an argument. (MS-ESS3-5)


o Develop and use a model to describe phenomena. (MS-ESS2-6)


• Planning and Carrying Out Investigations: Planning and carrying out investigations in 6-8 builds on K-5 experiences and progresses to include investigations that use multiple variables and provide evidence to support explanations or solutions.

o Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions. (MS-ESS2-5)

• Constructing Explanations and Designing Solutions: Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories.

o Apply scientific principles to design an object, tool, process or system. (MS-ESS3-3)


o Construct an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. (MS-ESS3-4)

• Asking Questions and Defining Problems: Asking questions and defining problems in grades 6–8 builds on grades K–5 experiences and progresses to specifying relationships between variables, clarify arguments and models.

o Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions. (MS-ETS1-1)


• MS-ESS2-5. Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions. [Clarification Statement: Emphasis is on how air masses flow from regions of high pressure to low pressure, causing weather (defined by temperature, pressure, humidity, precipitation, and wind) at a fixed location to change over time, and how sudden changes in weather can result when different air masses collide. Emphasis is on how weather can be predicted within probabilistic ranges. Examples of data can be provided to students (such as weather maps, diagrams, and visualizations) or obtained through laboratory experiments (such as with condensation).] [Assessment Boundary: Assessment does not include recalling the names of cloud types or weather symbols used on weather maps or the reported diagrams from weather stations.]

• MS-ESS2-6. Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. [Clarification Statement: Emphasis is on how patterns vary by latitude, altitude, and geographic land distribution. Emphasis of atmospheric circulation is on the sunlight-driven latitudinal banding, the Coriolis effect, and resulting prevailing winds; emphasis of ocean circulation is on the transfer of heat by the global ocean convection cycle, which is constrained by the Coriolis effect and the outlines of continents. Examples of models can be diagrams, maps and globes, or digital


representations.] [Assessment Boundary: Assessment does not include the dynamics of the Coriolis effect.]

• MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. [Clarification Statement: Examples of factors include human activities (such as fossil fuel combustion, cement production, and agricultural activity) and natural processes (such as changes in incoming solar radiation or volcanic activity). Examples of evidence can include tables, graphs, and maps of global and regional temperatures, atmospheric levels of gases such as carbon dioxide and methane, and the rates of human activities. Emphasis is on the major role that human activities play in causing the rise in global temperatures.]

• MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.* [Clarification Statement: Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts can include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), land usage (such as urban development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land).]

• MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems. [Clarification Statement: Examples of evidence include grade-appropriate databases on human populations and the rates of consumption of food and natural resources (such as freshwater, mineral, and energy). Examples of impacts can include changes to the appearance, composition, and structure of Earth’s systems as well as the rates at which they change. The consequences of increases in human populations and consumption of natural resources are described by science, but science does not make the decisions for the actions society takes.]

• MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

More detailed information on the standards that are utilized to guide instruction in Emirates National Schools can be found on the Emirates National Schools Website Curriculum link: http://www.ens.sch.ae/en/

http://www.ens.sch.ae/en/

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