Paducah Independent School District Exit Criteria School ___________________________ Student ___________________________ Grade 8 Year _____ - _____ Teacher _________________________

READING Big Idea: Forming a Foundation (Reading)EL-8-FF-S-1Students will apply context and self-correction strategies while readingstrategyEL-8-FF-S-2Students will make predictions while readingEL-8-FF-S-3Students will read grade-appropriate material -- orally and silently- with automaticity (accuracy and fluency, phrasing, expression, and attention to text featuresEL-8-FF-S-4Students will use a variety of reading strategies to understand vocabulary and texts:

a) Formulate questions to guide reading (before, during and after reading)b) Apply word recognition strategies to determine pronunciations or meanings of words in passagesc) Apply knowledge of synonyms, antonyms, homonyms/homophones, shades of meaning, or analogies to assist comprehensiond) Interpret the meaning of jargon, dialect, or specialized vocabulary used in a passagee) Interpret and explain literal and non-literal meanings of words or phrases, analogies, idioms and allusions, based on use in contextf) Apply knowledge of synonyms, antonyms, word parts (e.g., roots, affixes, cognates)g) Explain and organize words in terms of categories (e.g., water is a liquid), functions (e.g., water is for drinking), or features (e.g., water flows)h) Scan to find specific key information; skim to get the general meaning of a passage

EL-8-FF-S-5Students will use print and electronic resources (general and specialized dictionaries, thesauruses, glossaries) to determine the definition, pronunciation, etymology, spelling, usage of words, multiple meanings of words, content-specific meanings of words, or meanings of derivational rootsRD-O8-1.0.1Students will apply knowledge of synonyms or antonyms to comprehend a passage. Synonym, antonym, analogiesRD-08-1.0.2 DOK 2 Students will select, based on context, the appropriate meaning for a word that has multiple meanings. Analogies, idioms, allusions, literal, nonliteral, context, context cluesRD-08-1.0.3 Students will apply the meanings of word parts (prefixes, suffixes, roots) to comprehend unfamiliar words in a passage.Read and understand:

Regular, irregular plurals Abbreviations Possessives Inflectional endings Comparatives/superlatives Syllables prefixes, suffixes, roots

RD-O8-1.0.4Students will formulate questions to guide reading.RD-O8-1.0.5Students will scan to find key information. ScanRD-O8-1.0.6Students will skim to get the general meaning of a passage.SkimRD-O8-1.0.7 DOK 2 Students will interpret literal and non-literal meanings of words or phrases, based on context. Procedure, document, formatRD-O8-1.0.8 DOK 2Students will interpret the meaning of jargon, dialect or specialized vocabulary used in a passage.Jargon, dialect, specialized vocabulary

Big Idea: Developing an Initial Understanding (Reading)RD-O8-2.0.1 DOK 3Students will explain the main idea of a passage.Main ideaRD-O8-2.0.2 DOK 2Students will identify and explain the characteristics of short stories, novels, poetry or plays.

Genre Fiction (e.g. science fiction, historical fiction, mysteries, legends, fables, folk tales, fairy tales, tall tales, proverb, myths, parables) Non-fiction (e.g. autobiography, biography, editorial, essay, articles) Short Story Novel Poetry (e.g. free verse, haiku, ballad, lyric, couplets, riddles, limericks, concrete poems, narrative poems, nursery rhymes) Drama – dialogue, stage direction, script

RD-O8-2.0.3 DOK 3Students will identify or explain the use of literary elements (e.g., characterization, setting, plot, theme, point of view) in a passage. RD-08-2.0.4 DOK 1Students will locate key ideas or information in a passage.RD-O8-2.0.5 DOK 2Students will paraphrase information from a paragraph, a section of a passage or the entire passage. Paraphrase, summary, informationRD-O8-2.0.6

Students will apply the information contained in a passage to accomplish a task/procedure or answer questions about a passage.Document, procedure, formatRD-O8-2.0.7 DOK 3Students will make predictions, draw conclusions, make generalizations or make inferences based on what is read.Prediction, inference, conclusion, generalizationRD-O8-2.0.8 DOK 2Students will interpret the meaning of concrete and abstract terms, based on the context from a passage (e.g., “loaded” words, connotation and denotation).Concrete terms, abstract terms, loaded words, connotation, denotationEL-8-DIU-S-1Students will use comprehension strategies (e.g., using prior knowledge, predicting, generating clarifying, literal and inferential questions, constructing sensory images, locating and using text features) while reading, listening to, or viewing literary and informational textsEL-8-DIU-S-2Students will use text structure cues (e.g., chronology, cause/effect, compare/contrast, description, classification, logical/sequential), to aid in comprehensionEL-8-DIU-S-3Students will explain the meaning of concrete or abstract terms, based on the context (e.g., “loaded” words, connotation, denotation)EL-8-DIU-S-4Students will paraphrase and summarize information from texts of various lengthsEL-8-DIU-S-5Students will make text-based inferences; draw conclusions based on what is read EL-8-DIU-S-6Students will demonstrate understanding of literary elements and literary passages/texts:

a) Identify characteristics of different types of literary texts (e.g., stories, poems, plays, folktales, historical fiction, realistic fiction, mysteries, science fiction, myths, legends)

b) Explain the main idea of a passageEL-8-DIU-S-7Students will demonstrate understanding of informational passages/texts:

a) Locate key ideas, information, facts or detailsb) Use information from text to state and support central/main ideac) Use information from text to accomplish a specific task or answer questionsd) Use text features and visual information (e.g., maps, charts, graphs, time lines, visual organizers) to understand texts

Big Idea: Interpreting Text (Reading)EL-8-IT-S-1Students will use comprehension strategies while reading, listening to, or viewing literary and informational texts.EL-8-IT-S-2Students will use text structure cues (e.g., chronology, cause/effect, compare/contrast, proposition and support description, logical/sequential) to aid comprehension.EL-8-IT-S-3Students will use text references to explain author’s purpose, author’s message or theme and supporting evidence.RD-O8-3.0.1 DOK 3Students will analyze the relationship between a speaker’s or character’s behavior in a passage, as revealed by the delemmas.First person narration/narrator, third person narration/narrator, interrelationship, motivationRD-O8-3.0.2 DOK 2 Students will identify an author’s purpose in a passage. Author’s purposeRD-O8-3.0.3 DOK 3Students will explain or analyze how a conflict in a passage is resolved. Conflict, resolutionRD-O8-3.0.4 DOK3Students will analyze the use of details that support the main idea or explain their importance in a passage.Details, main ideaRD-O8-3.0.7Students will identify or explain an author’s position based on evidence in a passage.opinionRD-O8-3.0.8 DOK 3 Students will explain an author’s argument or identify evidence from the passage to support the author’s argument. Argument, fact, opinionRD-O8-3.0.9Students will identify persuasive techniques (e.g., expert opinion, logical/emotional/ ethical appeal, repetition, rhetorical question, allusion) or propaganda techniques (e.g., testimonial, bandwagon, personal attack) or explain how each is used. DOK 2Persuade, expert opinion, logical/emotional/ethical appeal, repetition, rhetorical question, allusion) and propaganda techniques (e.g., testimonial, bandwagon, transfer, personal attack)EL-8-IT-S-4Students will organize ideas to show understanding of central ideas and interrelationships (e.g., charting, mapping, graphic organizer, outlining, note taking)EL-8-IT-S-5Students will demonstrate understanding of literary elements and literary passages/texts:

a) Analyze how external or internal conflicts are resolved b) Explain author’s craft (e.g., stanzas, rhythm, foreshadowing, flashbacks, symbolism) as appropriate to genrec) Analyze the relationship between a speaker’s or character’s motivation and behavior in a passage, as revealed by the dilemmasd) Analyze the use of details that support the main idea and explain their importance in a passage

EL-8-IT-S-6Students will demonstrate understanding of informational passages/texts:

a) Identify and explain use of persuasive techniques (e.g., logical/emotional/ethical appeal, repetition, rhetorical question, allusion) and propaganda techniques (e.g., testimonial, bandwagon, transfer, personal attack)

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b) Use evidence/references from the text to state central/main idea and details that support them; or analyze the importance of details used in a passage

c) Understand cause-effect inferencesd) Identify an author’s arguments and identify evidence from the passage to support the author’s argumente) Distinguish between facts and opinions found in textsf) Explain the purposes of text features in different types of informational texts

Information passage, persuasive passage

Big Idea: Reflecting and Responding to Text (Reading)RD-O8-4.0.1Students will connect information from a passage to students’ lives (text-to-self), real world issues (text-to-world) and other texts (text-to-text - e.g., novel, short story, song, film, website, etc.).Text-to-self, text-to-text, text-to-worldRD-O8-4.0.2Students will use evidence from a passage to formulate opinions in response to a reading passage.Argument, fact, opinionEL-8-RRT-S-1Students will use comprehension strategies while reading, listening to, or viewing literary and informational texts to make connectionsEL-8-RRT-S-2Students will self select texts based on personal interestsEL-8-RRT-S-3Students will use evidence from text(s) to generate a personal response to what is read or viewed:

a) Relate texts to prior knowledge, personal experiences, other texts or ideasb) Provide text references/evidence to support connections (text-to-self, text-to-text, text-to world)

EL-8-RRT-S-4Students will read a wide range of texts, including texts by the same author, about the same subject or theme, or from the same genre in order to respond and make connections (text-to-self, text-to-text, text to-world)EL-8-RRT-S-5Students will demonstrate participation in a literate community by sharing and responding to ideas and connections with others through writing and in-depth discussions about texts

Big Idea: Demonstrating a Critical Stance (Reading)RD-O8-5.0.1Students will explain the interrelationships (themes, ideas, concepts) that are developed in more than one literary work.RD-O8-5.0.2 DOK 3Students will interpret the use of literary elements (e.g., characterization, setting, plot, theme, point of view) in a passage.

Setting Characters – character traits, characterization Plot Conflict of a passage – internal, external Resolution Point of view

Theme Climax, rising action, falling action Style/tone Structure Mood/atmosphere

RD-O8-5.0.3 DOK 3Students will identify and explain literary devices (e.g., symbolism, irony, analogies, imagery, foreshadowing, figurative language).Also

Satire Suspense Foreshadowing Flashback Sub-plot Mood Irony

Figurative language Similes Metaphors Personification Hyperbole Idioms Stanza, meter, rhyme Repetition Onomatopoeia Alliteration Oxymoron

RD-O8-5.0.4Students will analyze the author’s use of literary devices in a passage (e.g., symbolism, irony, analogies, imagery, figurative language).Analogy, imagery, symbolismRD-O8-5.0.5 DOK 3Students will evaluate the author’s word choice, style, content, or use of literary elements.Word choice, style, contentRD-O8-5.0.6Students will compare and contrast elements, views, ideas, or events presented in one or more passages.RD-O8-5.0.7Students will evaluate the effectiveness of organization or format in fulfilling the purpose of a passage.Sequence, cause/effect, compare/contrastRD-O8-5.0.8 DOK 3Students will explain or analyze how the use of text features (e.g., subheadings, bullets, fonts, white space, layout, charts, diagrams, labels, pictures and captions) enhances the reader’s understanding of a passage.Text feature, format, subheading, bullet, font, layout, chart, diagram, caption, label, white space RD-O8-5.0.9Students will analyze organizational patterns (cause and effect, comparison or contrast, sequence, generalizations) in a passage.Cause and effect, comparison or contrast, sequence, generalizationsEL-8-DCS-S-1Students will analyze how text features organize information for clarity or for usefulness

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EL-8-DCS-S-2Students will identify the organizational pattern used (e.g., description, sequence, cause/effect, compare/contrast, logical/sequential, problem/solution, proposition/support) and explain how it helps in understanding the passage and meeting the author’s purpose.EL-8-DCS-S-3Students will evaluate what is read based on the author’s purpose, message, word choice, sentence variety, content, tone, style or use of literary elements.EL-8-DCS-S-4Students will form and support judgments/opinions about central ideas.EL-8-DCS-S-5Students will interpret the interactions among literary elements within and across a variety of texts.EL-8-DCS-S-6Students will analyze the effectiveness of literary devices or figurative language in evoking what the author intended (e.g., picturing a setting, predicting a consequence, establishing a mood or feeling)EL-8-DCS-S-7Students will make comparisons and synthesize information within and across texts (e.g., comparing themes, ideas, concept development, literary elements, events)EL-8-DCS-S-8Students will evaluate arguments, interpret and analyze information from multiple sources by synthesizing arguments or claims to discover the relationship between the partsEL-8-DCS-S-9Students will evaluate the quality of evidence used to support or oppose an argumentEL-8-DCS-S-10Students will evaluate the use of persuasive or propaganda techniques

SPEAKING, OBSERVING, LISTENINGBig Idea: Speaking, Listening and ObservingIn formal speaking situationsAccording to 404 KAR 3:303, the Program of Studies outlines the minimum content standards for all students across grade levels and content areas. Although this content is not tested in the Commonwealth Accountability Testing System, it is required instruction in order for the course to meet the guidelines of 404 KAR 3:303.Grade 8 Skills and Concepts / In formal speaking situationsEL-8-SLO-S-1Students will create oral presentations that

a) are appropriate for the purpose (e.g., to inform, persuade, entertain), audience, context and occasionb) support ideas with sound evidence and appropriate detailsc) maintain a consistent focusd) organize ideas in a coherent, meaningful way including an introduction and a conclusion that are appropriate to audience and purposee) choose language for its effect on the audience (e.g., strong nouns, active verbs, concrete and sensory details, and figurative language, use of

rhetorical devices)EL-8-SLO-S-2Students will apply delivery techniques

a) both verbal (e.g., tone, volume, rate, articulation, inflection, pacing) and nonverbal (e.g., gestures, facial expressions, eye contact)b) avoid distracting delivery behaviors (e.g. excessive verbal pauses, fidgeting)c) use language appropriate to audience; use specialized content vocabulary as neededd) adhere to standard guidelines for grammar, usage, mechanics or use non-standard language for effect when appropriate (e.g., word plays,

common figures of speech)EL-8-SLO-S-3Students will use visual aids, media and tools of technology to support oral communicationEL-8-SLO-S-4Students will document ideas from outside sources (e.g., citing authors, titles, websites)Grade 8 Skills and Concepts / In informal speaking situations EL-8-SLO-S-5Students will give spoken instructions to perform specific tasksHigh achieving, responsible students mentor special education students on classroom assignmentsEL-8-SLO-S-6Students will ask and respond to questions as a way to enrich class discussionsEL-8-SLO-S-7Students will play a variety of roles in group discussions (e.g., discussion leader, facilitator, responder)Grade 8 Skills and Concepts / When listening EL-8-SLO-S-8 Students will follow spoken instructions to perform specific tasksEL-8-SLO-S-9Students will identify the controlling idea of a speech and key ideas that support itEL-8-SLO-S-10Students will respond critically (analyze the style of a speech, including the speaker’s choice of language to evoke a response, evaluate conclusions, credibility of information presented)EL-8-SLO-S-11Students will respond to information in a variety of ways by summarizing, taking useful notes, organizing, analyzing or recording that which is meaningful and usefulEL-8-SLO-S12Students will respond appropriately/respectfully (e.g., ask questions, respond with civility/respect)EL-8-SLO-S-13Students will follow the organization of a presentation and recognize the speaker’s use of transitions EL-8-SLO-S-14Students will interpret and evaluate the effectiveness of verbal and nonverbal delivery techniques, including visual cuesEL-8-SLO-S-15Students will build on the ideas of others and contribute appropriate information or ideas

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EL-8-SLO-S-16Students will use self-evaluations and feedback from teachers and peers to improve presentations Grade 8 Skills and Concepts / When observing EL-8-SLO-S-17 Students will use a variety of criteria (e.g., clarity, accuracy, effectiveness, relevance of facts) to evaluate mediaEL-8-SLO-S-18Students will evaluate the role of media in focusing attention and in forming opinionEL-8-SLO-S-19Students will interpret a variety of techniques used in advertisingEL-8-SLO-S-20Students will identify the effective use of visual and auditory cues (e.g., cutaway, close-up or long shot, voiceover, sound effects) to enhance the message or understand context

WRITINGBig Idea: Writing ContentPurpose/Audience: Teachers should refer to the Kentucky Marker Papers document for appropriate writing development in all four types of: Reflective, Personal, Literary and Transactive.Engage in daily

Writing to learn Writing to demonstrate learning and/or Publication of writing through authentic tasks: various types of journals, learning logs, exit/admit slips, reflections, 4 types of writing, open

response, on demand, etc.EL-8-WC-S-1Students will write to learn by applying strategies effectively (e.g., learning logs, reflections)EL-8-WC-S-2Students will write to demonstrate learning and understanding of content knowledge (e.g., journals, open responses, lab reports, research reports)WR-M-1.1.0 DOK 4 Purpose/Audience: Students will establish and maintain a focused purpose to communicate with an authentic audience by

Narrowing the topic to create a specific purpose for writing Establishing a controlling idea, theme, or conclusion about the topic Choosing a perspective authentic to the writer Analyzing and addressing the needs of the intended audience Adhering to the characteristics of the form Applying a suitable tone Allowing voice to emerge when appropriate

Produce a Best Pieces Portfolio with the required 3 entries:1. Reflective Writing: Writer’s growth through literacy development2. Personal Expressive Writing: Narrative/Memoir/ Essay

OrLiterary Writing: Short Story, Poem, or Script

3. Transactive Writing: Various Real World FormsMaintain a working writing folder containing the following: Works in progress Completed pieces Evidence of writing process, writing to learn, writing to demonstrate learning, publishing Lists of vocabulary, spelling words Open response items On demand writing Conferencing records/tips: teacher, peer, self editing Organizers for writing Other.EL-8-WC-S-3Students will write for a variety of authentic purposes and audiences:

Communicate about the significance of personal experiences and relationships Communicate through authentic literary forms to make meaning about the human condition Communicate through authentic transactive purposes for writing (e.g. informing, describing, explaining, persuading, analyzing). Analyze and communicate reflectively about literacy goals Analyze and address needs of intended audience Adjust the writing style (formal, informal, business) for intended audience

EL-8-WC-U-4Students will communicate purpose, focus, and controlling ideas authentic to the writer.WR-08-1.1.1 In Reflective Writing,

Students will evaluate personal progress toward meeting goals in literacy skills. Students will recognize needs of the intended audience. Students will use a suitable tone or appropriate voice.

Students will evaluate own and other’s writing for purpose and audience awareness.WR-08-1.1.2In Personal Expressive Writing,

Students will communicate the significance of the writer’s experience by narrating about life events or relationships or central ideas. Students will apply characteristics of the selected form (e.g., personal narrative, personal memoir, personal essay). Students will create a point of view. Students will use a suitable tone or appropriate voice.

In Literary Writing, Students will communicate to an audience about the human condition (e.g., by painting a picture, recreating a feeling, telling a story, capturing a moment,

evoking an image or showing an extraordinary perception of the ordinary).

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Students will apply characteristics of the selected form (e.g., short story, play/script, poem). Students will use a suitable tone or appropriate voice. Students will apply a fictional perspective in literary writing when appropriate.

Students will make decisions about appropriate audience. Students will create a point of view.WR-08-1.1.3 In Transactive Writing,

Students will communicate a purpose through informing or persuading. Students will develop an angle to achieve purpose. Students will communicate as an informed writer to clarify what the reader should know, do or believe as a result of reading the piece. Students will apply characteristics of the selected form (e.g., letter, feature article, editorial, speech). Students will use a suitable tone. Students will allow voice to emerge when appropriate. Students will make decisions about topics relevant to an appropriate idea. Students will make decisions about appropriate form of a piece of writing. Students will communicate different points of view for different audiences and different purposes. Students will incorporate knowledge, technology, personal experience, and imagination to develop meaning for a variety of purposes

WR-M-1.2.0 DOK 4Idea Development/Support: Students will support main ideas and deepen the audience’s understanding of purpose by Developing logical, justified and suitable explanations Providing relevant elaboration Explaining related connections or reflections Applying idea development strategies appropriate for the form

Students will incorporate persuasive techniques when appropriate (e.g., expert opinion emotional/logical/ ethical appeal, repetition, rhetorical question) or propaganda techniques (e.g., testimonial, bandwagon) when appropriate.

Evaluate own and others’ writing for idea development/support.WR-08-1.2.1 In Reflective Writing, Students will develop the connection between literacy skills (reading and writing) and understanding of content knowledge. Students will describe own literacy skills, strategies, processes or areas of growth. Students will explain own decisions about literacy goals. Students will identify own strengths and areas for growth. Students will support claims about self.Students will write with fluency and control (e.g., control of form, conventions).EL-8WC-S-5Students will develop ideas that are logical, justified and suitable for a variety of purposes, audiences and forms of writingEL-8-WC-S-6Students will select and incorporate ideas or information (e.g., from research, reading, discussion, other content areas), explaining reflections or related connections (e.g., identifying relationships, drawing conclusions, offering support for conclusions, organizing prior knowledge about a topic).EL-8-WC-S-7Students will communicate understanding of a complex idea or event from multiple perspectives.EL-8-WC-S-8Students will provide sufficient details and appropriate depth of elaboration for clear understanding.EL-8-WC-S-9Students will use and sustain suitable voice or tone.WR-08-1.2.2 In Personal Expressive/Literary Writing,Students will communicate theme/ main idea through use of literary elements appropriate to the genre: Students will develop characters (fictional/non-fictional) through thoughts, emotions, actions, descriptions or dialogue when appropriate. Students will develop plot/story line appropriate to the form. Students will develop appropriate setting, mood, scene, image or feeling. Students will incorporate reflection when appropriate.WR-08-1.2.3 In Transactive Writing, Students will communicate relevant information to clarify a specific purpose. Students will develop an angle with support (e.g., facts, examples, reasons, comparisons, diagrams, charts, other visuals). Students will develop explanations to support the writer’s purpose. Students will apply research to support ideas with facts and opinions. Students will incorporate persuasive techniques when appropriate (e.g, expert opinion, emotional/logical appeal, repetition) or propaganda techniques

(e.g., testimonial, bandwagon)when appropriate.

Big Idea: Writing StructureWR-M-2.4.0 DOK 3 Sentence Structure: Students will create effective sentences by

Applying a variety of structures and lengths. Developing complete and correct sentences unless using unconventional structures for an intentional effect when appropriate.

Apply knowledge of conventions of language to writing sentences (e.g. noun/verb agreement, parallel construction).a. Compound sentencesb. Complex sentencesc. Compound/complex sentencesDevelop these structuresa. Main and subordinate clausesb. Predicate nominativec. Clauses (e.g. adjective, adverb, noun, conjunction)d. Phrases (e.g. verbal, prepositional, verb)Evaluate own and others’ writing for sentence structure.WR-08-2.4.1 In Reflective Writing,

Students will develop sentences of various structures and lengths throughout the piece. Students will develop complete sentences or apply unconventional structures when appropriate.

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WR-08-2.4.2 In Personal Expressive/Literary Writing, Students will develop sentences of various structures and lengths throughout. Students will develop complete sentences or apply unconventional structures for an intentional effect when appropriate. Students will arrange poetic

language in a meaningful order. Students will apply poetic line breaks effectively.

WR-08-2.4.3 In Transactive Writing,Students will develop complete sentences or apply unconventional structures when appropriate.EL-8-WS-S-1Students will use complete and correct sentences of various structures and lengths (e.g., simple, compound, complex) to enhance meaning throughout a piece of writing; apply unconventional sentence structures to achieve intended effect on audienceWR-M-2.3.0 DOK 3Organization: Students will create unity and coherence to accomplish the focused purpose by

Engaging the audience. Establishing a context for reading when appropriate. Communicating ideas and support in a meaningful order. Applying transitions and transitional elements to guide the reader through the piece. Developing effective closure.

Evaluate own and other’s writing for organization.EL-8-WS-S-2 Students will develop analytical structures appropriate to purpose (e.g., sequence, description, cause/effect, compare/contrast, chronology, proposition/support).EL-8-WS-S-3Students will apply structures of a variety of academic and work-related texts (e.g., essays, journals, narratives, memos, proposals) for authentic purposes.EL-8-WS-S-4Students will establish a context for the reader and a controlling idea in the introduction; develop the piece sufficiently, arranging ideas in meaningful order; and conclude effectively.EL-8-WS-S-5Students will create unified and coherent paragraphs; apply paragraph structures (block and indented) consistently and appropriately.WR-08-2.3.1 In Reflective Writing,

Students will engage the interest of the reader. Students will communicate ideas and details in meaningful order. Students will apply a variety of transitions or transitional elements between ideas to guide the reader. Students will apply paragraphs effectively. Students will create conclusions effectively.

WR-08-2.3.2 In Personal Expressive/Literary Writing, Students will engage the interest of the reader. Students will communicate ideas and details in a meaningful order. Students will apply organizational devices (e.g., foreshadowing, flashback) when appropriate. Students will apply a variety of transitions or transitional elements between ideas and details to guide the reader. Students will apply paragraphing effectively. Students will arrange poetic stanzas in a way that enhances the meaning through the use of white space, line breaks and shape. Students will create conclusions effectively.WR-08-2.3.3 In Transactive Writing, Students will establish a context for reading. Students will apply the accepted format of the genre. Students will develop an appropriate text structure (e.g., cause/effect, problem/solution, question/answer, comparison/contrast, description, sequence)

to achieve purpose. Students will arrange ideas and details in a logical, meaningful order by using a variety of transitions or transitional elements between ideas and details. Students will apply paragraphing effectively. Students will incorporate text features (e.g., subheadings, bullets, fonts, white space, layout, charts, diagrams, labels, pictures, captions) when

appropriate.Students will create conclusions effectively.EL-8-WS-S-6Students will use a variety of transitions and/or transitional elements (e.g., ellipses, time transitions, white space) with intent.EL-8-WS-S-7Students will apply organizational devices (e.g., foreshadowing, flashback) to achieve intended effect on audience.EL-8-WS-S-8Students will incorporate text features (e.g., bullets, subheadings, table of contents, white space, pictures, labels, diagrams, embedded visuals, charts, shape in poetry) to enhance clarity and meaning

Big Idea: Writing ConventionsWR-M-3.5.0 DOK 2Language: Students will exemplify effective language choices by

Applying correct grammar and usage. Applying concise use of language. Incorporating strong verbs, precise nouns, concrete details and sensory details. Applying language appropriate to the content, purpose and audience.

Write with correct usage/grammar. a. Pronouns Object Possessive Indefinite Demonstrative Relative Personal Interrogative

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b. Comparative and superlative forms of adjectives.c. Adverbs

Superlative and comparative forms of adverbsd. Prepositions; adjective and adverbe. Conjunctionsf. Interjections

EL-8-WV-S-1Students will choose precise and descriptive language for clarity, richness and/or its effect on the reader (words with multiple meanings, words that imply different shades of meaning, words with literal and non-literal meanings, strong nouns and verbs, concrete and sensory details, figurative language – metaphors, similes, alliteration, personification)EL-8-WV-S-2Students will use specialized content vocabulary and words used for specific contexts, as neededEL-8-WV-S-3Students will apply correct grammar skills (e.g., complete sentences, various sentence structures, subject and verb agreement, pronoun antecedent agreement); mechanics (e.g., capitalization, punctuation); and usage (e.g., affect/effect, a lot) WR-08-3.5.1 In Reflective Writing,

Students will adhere to standard guidelines for grammar and usage or apply nonstandard for effect. Students will apply language concisely. Students will incorporate language to address the content, purpose and audience.

Evaluate own and others’ writing for effective use of language.WR-08-3.5.2 In Personal Expressive/Literary Writing,

Students will adhere to standard guidelines for grammar and usage or apply nonstandard when appropriate for effect. Students will incorporate language based on economy, precision, richness or impact on the reader. Students will develop ideas through descriptive or figurative language.

WR-08-3.5.3 In Transactive Writing, Students will adhere to standard guidelines for grammar and usage. Students will use precise word choice. Students will use the specialized vocabulary of the discipline/content appropriate to the purpose and audience.

WR-M-3.6.0 DOK 2 Correctness: Students will communicate clearly by

Applying correct spelling. Applying correct punctuation. Applying correct capitalization. Incorporating acceptable departure from standard correctness to enhance meaning when appropriate Incorporating appropriate documentation of ideas and information from outside sources (e.g., citing authors or titles within the text, listing

sources) Students will use correct spelling to the level of the writer:

Irregular tenses Possessives Prefixes, suffixes Abbreviations/acronym Assigned words encountered in content areas

Students punctuate appropriately After dialogue Following introductory words or phrases, Parenthetical expression Colons, semi colons Use hyphens, parenthesis, dashes, etc.

EL-8-WV-S-4Students will apply non-standard or unconventional language for intended effect appropriate to purposeEL-8-WV-S-5Students will use print and electronic resources (e.g., word processing, dictionary, handbooks) and apply knowledge of spelling rules to correct spelling in final drafts.EL-8-WV-S-6Students will use print and electronic resources (e.g., word processing, thesaurus) to adhere to standard guidelines for grammar, usage and mechanics.EL-8-WV-S-7Students will document ideas used from outside sources (e.g., citing authors or titles within the text; citing print and non-print sources) when paraphrasing, summarizing, quoting or using graphics.

Big Idea: Writing ProcessWR-M-4.7/8.0 Focusing

Connecting to content knowledge Connecting with prior learning and experience Initiating an authentic reason to write Thinking about a subject, an experience, a question, an issue or a problem to determine a meaningful reason to write.

EL-8-WP-S-1Students will focus: establish and maintain a controlling idea on a selected topicWR-M-4.8.0 Prewriting

Selecting/narrowing a topic Establishing a purpose and central/controlling idea or focus Identifying and analyzing the audience Determining the most appropriate form to meet the needs of purpose and audience Generating ideas (e.g., reading, journaling, mapping, webbing, note-taking, interviewing, researching, other writing-to-learn activities) Organizing ideas – examining other models of good writing and appropriate text structures to match purpose and organize information

Use organizational techniques to show reader awareness (e.g. sub-headings, bold print, bulleted lists, use of white space/color).EL-8-WP-S-2Students will prewrite:

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Determine the most appropriate form to meet needs of purpose and audience Generate ideas to support and develop controlling idea (e.g., journaling, webbing, free writes, researching print/ non-print/ electronic sources, note-

taking, interviewing, observation, viewing, surveying, imagining and creating novel ideas) Organize and present ideas by taking notes, quoting, paraphrasing, summarizing

WR-M-4.9.0 Drafting Writing draft(s) for an intended audience Developing topic, elaborating ideas, exploring sentence variety and language use Organizing writing

Use organizational techniques to show reader awareness (e.g., sub-headings, bold print, bulleted lists, use of white space/color).EL-8-WP-S-3Students will draft:

Determine how, when and whether to use visuals (e.g., illustrations, charts, diagrams, photographs) or technologies (e.g., digital images, video) in lieu of or in addition to written communication.

Logically introduce and incorporate quotes.WR-M-4.10.0 Revising (Content/Ideas)

Reflecting to determine where to add, delete, rearrange, define/redefine or elaborate content Conferencing with teacher or peer(s) to help determine where to add, delete, rearrange, define/redefine or elaborate content Checking for accuracy of content Considering voice, tone, style, intended audience, coherence, transitions Comparing with rubric criteria and anchor papers/models Considering effectiveness of language usage and sentences to communicate ideas

WR-08-4.10.4 Idea DevelopmentStudents will narrow topic for selected writing.WR-08-4.10.5 DOK 2Students will identify and compose a topic sentence of a paragraph.WR-08-4.10.6 DOK 2Students will select appropriate supporting details.WR-08-4.10.7 DOK 2Students will identify extraneous/irrelevant materials.WR-08-4.10.8 DOK 2 OrganizationStudents will correct sentences that are out of chronological/sequential order or insert new sentences in the correct chronological sequence order or insert new sentences in the correct chronological/sequential position.WR-08-4.10.9 DOK 2 Students will identify the most effective transitions.EL-8-WP-S-4Students will revise:

Reflect on own writing Confer with peers and other writing conferencing partners to critically analyze one’s own work and the work of others Confer to determine where to add, delete, rearrange, define/redefine or elaborate content so that writing is coherent and effective for intended

audience, then make revisions Identify and develop topic sentences, making sure ideas are supported appropriately with relevant details and that sentences are in sequential order;

insert new sentences and delete unnecessary ones; develop effective introductions and conclusions; eliminate redundant words; choose the most precise words available

WR-08-4.10.10 DOK 2 Students will develop effective introductions and closures for writing.WR-08-4.10.11 DOK 2 Word ChoiceStudents will eliminate redundant words and phrases.WR-08-4.10.12 DOK 2 Students will choose the most specific word for use in a sentence.WR-M-4.11.0 DOK 2 Editing (Conventions and Mechanics)

Checking for correctness with self, teacher or peer (s)- Language usage- Sentence structure- Spelling- Capitalization- Punctuation- Documentation of sources

Using resources to support editing (e.g., spell check, dictionaries, thesauri, handbooks)Students will proofread own and other’s work for surface features.WR-08-4.11.13 DOK 1 Language UsageStudents will apply knowledge of subject/verb agreement with both singular and plural subjects. WR-08-4.11.14 DOK 1 Students will apply knowledge of present, past and future verb tenses. WR-08-4.11.15 DOK 1 Students will apply knowledge of comparative and superlative forms of adjectives and adverbs.EL-8-WP-S-5Students will edit for appropriate language usage, sentence structure, spelling, capitalization, punctuation and proper documentation of sourcesWR-08-4.11.16 DOK 1 Students will apply knowledge of special problems in usage (e.g., a/an, to/two/too, their/there/they’re), pronoun references and double negatives. WR-08-4.11.17 DOK 1 Students will apply knowledge of idiomatic expressions. WR-08-4.11.18 DOK 1 Sentence StructureStudents will correct run-on and awkward sentences. WR-08-4.11.19 DOK 1 Students will correct sentence fragments. WR-08-4.11.20 DOK 2 Students will combine short choppy sentences effectively.

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WR-08-4.11.21 DOK 2 Students will combine simple sentences by using subordination and coordination. WR-08-4.11.22 DOK 2 Students will correct simple sentences with misplaced/ and dangling modifiers. WR-08-4.11.23 DOK 1 SpellingStudents will apply knowledge of spelling patterns, generalizations and rules to commonly used words.WR-08-4.11.24 DOK 1 Students will apply knowledge of spelling patterns, generalizations and rules to plural forms of words. WR-08-4.11.25 DOK 1 Students will apply knowledge of spelling patterns, generalizations and rules to contractions. WR-08-4.11.26 DOK 1 Students will apply knowledge of spelling patterns, generalizations and rules to change verb endings. WR-08-4.11.27 DOK 1 CapitalizationStudents will capitalize proper nouns (e.g., names, days, months).WR-08-4.11.28 DOK 1 Students will capitalize the beginning of sentences.WR-08-4.11.29 DOK 1 Students will capitalize the pronoun “I”.WR-08-4.11.30 DOK 1 Students will capitalize proper adjectives.WR-08-4.11.31 DOK 1 Students will capitalize first word in a quote when appropriate.WR-08-4.11.32 DOK 1 Students will capitalize the first word and every succeeding main word in a title.WR-08-4.11.33 DOK 1 PunctuationStudents will correctly punctuate declarative, exclamatory, interrogative and imperative sentences.Students will use hyphens, parenthesis, dashes, etc.WR-08-4.11.34 DOK 1 Students will use commas in a series, a date, a compound sentence and the greeting and closing of a letter.WR-08-4.11.35 DOK 1 Students will apply the rules of punctuation for commas in appositives, direct address, and introductory phrases and clauses.WR-08.4.11.36 DOK 1 Students will apply the rules of punctuation for apostrophes in possessives and contractions.WR-08.4.11.37 DOK 1 Students will apply the rules of punctuation for periods in abbreviations and acronyms.WR-08-4.11.38 DOK 1 Students will correctly apply the rules of punctuation for semi-colons in items in a series and in correcting combined sentences.WR-08-4.11.39 DOK 1 Students will correctly apply the rules of punctuation for colons in introducing a list and the business letter greeting.WR-08-4.11.40 DOK 1 Students will correctly apply the rules of punctuation for quotation marks in dialogue, titles and direct/indirect quotes.WR-08-4.11.41 DocumentationStudents will document use of sources.WR-M-4.12.00 PublishingSharing final piece with intended audience.EL-8-WP-S-6Students will publish to produce products for intended audience:

Present written material using digital presentation and graphics (e.g. charts and tables). Present final work in a neat, legible form.

WR-M-4.13.00 ReflectingStudents will reflect upon

Progress, growth and goals as a writer. Literacy skills. Who or what has influenced progress and growth. Approaches used when composing (e.g., free-writing, mental composing, researching, drawing, webbing).

EL-8-WP-S-7Students will reflect and evaluate personal progress and skills in writing.

MATHBig Idea: Number Properties and OperationsMA-08-1.1.1 DOK 1Students will provide examples of and identify rational numbers and irrational numbers (square roots and only).MA-08-1.1.2Students will describe and provide examples of representations of numbers (rational, square roots, and ) and operations in a variety of equivalent forms using models, diagrams and symbols (e.g., number lines, 10 by 10 grids, rectangular arrays, number sentences) based on real-world and mathematical problems. Compare and order rational numbers using relation of equality and inequality (<, >, =) (E.g., order on a number line.) Use place value with numbers of varied digits including scientific notation. Relate fractions to other fractions and whole numbers (magnitude). Read and write, in words, large and small numbers. Use scientific notation. Estimate large and small quantities.MA-08-1.1.3 DOK 2Students will convert compare and order multiple numerical representations (e.g., fractions, decimals, percentages) of rational numbers and irrational numbers (square roots and only).MA-08-1.3.1 DOK 2

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Students will add, subtract, multiply and divide whole numbers, fractions and decimals to solve real-world problems and apply order of operations to simplify numerical expressions. Estimate computational results. Relate rational and irrational numbers magnitude, (order on a number line).Compare and order rational numbers using relation of equality and inequality (<, >, =) (E.g., order on a number line.)Classify numbers less than 100 as prime or composite.Whole Numbers: Addition: Understand terms: commutative, associative, distributive and identity properties/inverse (subtractions as inverse of addition). Demonstrate understanding of key words that denote appropriate operations. Recognize and apply properties of addition: commutative, associative, and identity (zero).Subtraction Recognize and apply properties of subtraction: zero, order, identity.Multiplication Recognize the properties of multiplication: order, one, zero, commutative, associative, identity, and inverse. Perform operations in order.Percents, Decimals and Money Demonstrate understanding of percentage symbol and meaning, percent as fraction, and percent as part of whole. Extend number sense for percents (greater than 100% and less than 1%). Use prime, composite numbers, factors, multiples divisibility to solve problems. Understand application of properties such as commutative, associative, distributive, inverse and identity. Make conversions among fractions, decimals and percents.MA-08-1.3.2Students will explain how operations (addition and subtraction; multiplication and division squaring and taking the square root of a number) are inversely related.MA-08-1.2.1 DOK 2Students will estimate to solve real-world and mathematical problems with rational numbers, checking for reasonable and appropriate computational results.Percents, Decimals, Money: Multiplication Multiply a decimal by power of 10.Percents, Decimals, Money: Division Divide decimal by 1 digit and/or 2-digit whole number to hundredths and thousandths. Divide decimal or whole number by decimal in tenths, hundredths or thousandths. Create and solve word problems with real-life applications with addition, subtraction, multiplication, and division of whole numbers, fractions, decimals,

percents, and money.MA-08-1.4.1 DOK 3Students will apply ratios and proportional reasoning to solve real-world problems (e.g., percents, constant rate of change, unit pricing, percent of increase or decrease).

Use square roots. Use irrational numbers (pi, etc.). Develop sense for irrational numbers including square roots and pi. Use calculators to compute square root. Apply meaning of ratio and proportion. Solve proportions. Develop relationship between proportional thinking and problem situations involving rates, scaling and similarity.

MA-08-1.5.2 DOK 1Students will identify the use of properties (commutative properties of addition and multiplication, the associative properties of addition and multiplication, the identity properties for addition and multiplication, inverse properties and the distributive property of multiplication over addition and subtraction) to justify a given step in solving problems.MA-8-NPO-S-NS1Students will continue to develop number sense to include irrational numbers (e.g., square roots, cube roots, ).MA-8-NPO-S-NS2 Students will provide examples of, describe and compare irrational and rational numbers (e.g., magnitude, order on a number line, scientific notation, very large and very small integers, numbers close to zero).MA-8-NPO-S-NS3Students will describe and provide multiple representations of numbers (rational, square roots, cube roots and ) in a variety of equivalent forms using models, diagrams and symbols based on real-world and/or mathematical situations.MA-8-NPO-S-NO1Students will add, subtract, multiply, divide and apply order of operations (including positive whole number exponents) using rational numbers to solve real-world problemsMA-8-NPO-S-NO2Students will determine and explain the inverse relationship between addition and subtraction, multiplication and division, or raising to an exponent and taking the root of a number.MA-8-NPO-S-PNO1Students will identify and use the commutative properties, the associative properties, the identity properties and the inverse properties for addition and multiplication, the distributive property and inverse relationships to justify a given step in solving problems.MA-8-NPO-S-E1Students will estimate to solve real-world and/or mathematical problems with rational numbers and common irrational numbers, checking for reasonable and appropriate computational results.MA-8-NPO-S-E2Students will estimate with large and small quantities of objects.MA-8-NPO-S-RP1Students will use percentages and proportions in problem solving, including consumer applications (e.g., simple interest, percentages of increase and decrease, discounts, unit pricing, sale prices).MA-8-NPO-S-RP2Students will derive and use formulas for various rates (e.g., distance/time, miles per hour).

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Big Idea: MeasurementMA-08-2.2.1 DOK 2Students will convert units within the same measurement system and use these units to solve real-world problems.MA-08-2.1.1 DOK 3Students will measure lengths (to the nearest sixteenth of an inch or the nearest millimeter) and will determine and use in real-world or mathematical problems:

Area and perimeter of triangles and quadrilaterals; Area and circumference of circles; Area and perimeter of compound figures composed of triangles, quadrilaterals and circles; Area from circumference or perimeter and Circumference or perimeter from area.

MA-08-2.1.2Students will estimate measurements in standard units in real-world and mathematical problems.MA-08-2.1.3 DOK 2Students will evaluate the measures of angles by estimation, measurement with a protractor or angle ruler and determine angle measures in mathematical and/or real-world situations (e.g., supplementary, external, vertical). Find area of regular and irregular quadrilaterals by measuring and subdividing. Find area of squares and rectangles with formulas. Find surface area of rectangular solids. Use circle measurements (radius, diameter, circumference). Find surface area of rectangular solids. Use circle measurements (radius, diameter, circumference). Know and use formulas for area and perimeter of triangles, trapezoids, Circles. Use rate (relationship between time and distance). Convert measurement units for length. Convert measurement units for mass.MA-08-2.1.4 DOK 2Students will apply formulas to determine the volume of right rectangular prisms in real-world problems.MA-08-2.1.5Students will use formulas to find surface area of right rectangular prisms in real-world and mathematical problems. MA-08-2.1.6 DOK 2Students will apply the Pythagorean theorem to determine the length of a hypotenuse.Program of Studies: Skills and ConceptsMA-8-M-S-SM1Students will provide examples of and apply money, time and U.S. Customary and metric units of measurement to solve real-world problems.MA-8-M-S-MPA1Students will read and use measurement tools (e.g., rulers, scales, protractors, angle rulers).MA-8-M-S-MPA2Students will estimate and find angle measures and segment measures.MA-8-M-S-MPA3 Students will determine measures of the lengths of sides and the perimeter both regular and irregular shapes, including lengths to the nearest sixteenth of an inch or the nearest millimeter.MA-8-M-S-MPA4Students will determine the area of triangles and quadrilaterals.MA-8-M-S-MPA5Students will determine the area and circumference of circles.MA-8-M-S-MPA6Students will develop and apply the Pythagorean theorem.MA-8-M-S-MPA7Students will develop and apply formulas for volume and surface area of cubes, cylinders and right rectangular prisms; investigate relationships between and among them.MA-8-M-S-MPA8Students will estimate measurements in standard units in real world and/or mathematical situations.MA-8-M-S-MPA9Students will explain how measurements and measurement formulas are related or different (perimeter and area; rate, time and distance; circumference and area of a circle).

Big Idea: GeometryMA-08-3.1.1Students will describe and provide examples of basic geometric elements that include points, segments, rays, lines, angles, and planes and will use these elements in real-world and mathematical problems.MA-08-3.1.2 DOK 2Students will identify and compare properties of two-dimensional figures (circles, triangles acute, right, obtuse, scalene, isosceles, equilateral], quadrilaterals [square, rectangle, rhombus, parallelogram, trapezoid], regular/irregular polygons), and will apply these properties and figures to solve real-world and mathematical problems. Use letters to name points, lines, line segments, rays, vertices and angles. Identify terms and relationships for a line segment, intersecting lines, parallel lines, and perpendicular lines. Identify terms and relationships for angles (type and measurement) of right, acute, and obtuse. Find angle measurements and segment measurements. Identify characteristic of lines (cylinders, perpendicular, parallel, intersecting). Identify characteristics of angles (adjacent, vertical, corresponding, interior, and exterior angles). Use geometric relationships (parallel and perpendicular line segments, figures, rays, adjacent angles). Recognize regular polygons and special quadrilaterals. Visualize and represent geometric figures (draw). Classify and compare triangles: right, acute, obtuse Classify and compare triangles: isosceles, equilateral, scalene Demonstrate understanding of circle parts: center, diameter, radius, chord, circumference

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Identify adjacent and opposite sides of parallelogram. Identify diagonal of polygon. Identify geometric shapes: plane shapes (circle, square, triangle, rectangle, parallelogram) Identify properties and classify characteristics of quadrilaterals. Know and use formulas for area and perimeter of triangles, trapezoids, and circles. Find relationships between measurements of 2 dimensional figures (area/perimeter, area/circumference). Use the Pythagorean relationship to solve problems.MA-08-3.1.3 DOK 2Students will compare properties of three-dimensional figures (spheres, cones, cylinders, prisms, pyramids), and will apply these properties and figures to solve real-world and mathematical problems. Visualize and represent geometric figures with special attention to developing spatial sense. Identify geometric shapes: solid figures (cube, cone, sphere, cylinder, pyramid, rectangular prism). Demonstrate understanding of solid figure: face, vertices, edge, diagonals. Demonstrate understanding of solid figure: solid figures (cube, cone, sphere, cylinder, pyramid, rectangular prism).MA-08-3.1.4 DOK 3Students will: Provide examples of congruent and similar figures; Apply congruent and similar figures to solve real-world and mathematical problems and Apply proportional reasoning to solve problems involving scale drawings and proportional figures.

Identify a symmetrical figure. Identify congruent shapes and angles. Distinguish similar figures.

MA-08-3.3.1Students will identify and graph ordered pairs on a coordinate system, correctly identifying the origin, axes and ordered pairs; and will apply graphing in the coordinate system to solve real-world and mathematical problems. Locate and name points for four quadrants, coordinate (Cartesian) system/grid Plot points in Cartesian system and interpret resulting tendencies and patterns. Graph linear and simple quadratic and Experimental functions in a four quadrant (Cartesian) system/gird and interpret results. Locate points on a grid using coordinates (number pairs).MA-08-3.2.1Students will describe, provide examples of, and apply to real-world and mathematical problems rotational symmetry (90º, 180º, 360º).MA-08-3.2.2 DOK 2Students will transform (translations, reflections, and dilations with the center of dilation at the origin) figures in a coordinate plane and determine the new coordinates of the image after the transformation. MA-08-3.2.3Students will identify rotations (clockwise or counterclockwise) of figures about the origin in a coordinate plane. Move shapes in a plane (translate, rotate, reflect). Investigate transformations of figures (dilate – magnify, reduce)Program of Studies: Skills and ConceptsM-8-G-S-SR1Students will describe and provide examples of basic geometric elements that include points, segments, rays, lines, angles and planes; use these elements in real-world and/or mathematical situations.M-8-G-S-SR2Students will identify and compare properties of two-dimensional figures (circles; triangles: acute, right, obtuse, scalene, isosceles, equilateral; quadrilaterals: square, rectangle, rhombus, parallelogram, trapezoid; regular/irregular polygons); apply these properties and figures to solve real-world problems.M-8-G-S-SR3Students will compare properties of three-dimensional figures (spheres, cones, cylinders, prisms, pyramids); apply these properties and figures to solve real-world problems.M-8-G-S-SR4Students will provide examples of and apply congruent and similar two-dimensional figures to solve real-world problems.M-8-G-S-TS4Students will transform figures in a coordinate plane (translations, reflections and dilations [magnifications and contractions] with the center of dilation at the origin); determine the new coordinates of the image after the transformation.M-8-G-S-CG1Students will identify and graph ordered pairs on a coordinate system, identifying the origin, axes and ordered pairs; apply graphing in the coordinate system to solve real-world problems.M-8-G-S-CG2Students will analyze the graph of a line to determine the slope, y-intercept and equation of the line.M-8-G-S-TS2Students will describe, provide examples of and apply to real-world and/or mathematical situations rotational symmetry (45°, 90º, 180º, 270º, 360º).M-8-G-S-TS3Students will rotate (clockwise or counterclockwise) shapes in a coordinate plane about the origin.M-8-G-S-SR5Students will apply proportional reasoning to solve problems involving scale models and real objects and scale drawings and similar two-dimensional figures.M-8-G-S-TS1Students will investigate the congruence, proportionality and/or similarity of pre-images and images of dilations (e.g., enlargements, reductions) in a coordinate plane.M-8-G-S-SR4Students will provide examples of and apply congruent and similar two-dimensional figures to solve real-world problems.M-8-G-S-SR5Students will apply proportional reasoning to solve problems involving scale models and real objects and scale drawings and similar two-dimensional figures.M-8-G-S-TS2Students will describe, provide examples of and apply to real-world and/or mathematical situations rotational symmetry (45°, 90º, 180º, 270º, 360º).

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M-8-G-S-CG2Students will analyze the graph of a line to determine the slope, y-intercept and equation of the line.

Big Idea: Data Analysis and ProbabilityMA-08-4.1.1 DOK 3Students will analyze and make inferences from data displays (drawings, tables/charts, pictographs, bar graphs, circle graphs, line plots, Venn diagrams, line graphs, stem-and leaf plots, scatter plots, histograms, box-and-whiskers plots). Gather information, organize, represent, analyze, and interpret large sets of data. Evaluate arguments that are based on data analysis. Use sampling techniques to gather data. Explore how sampling techniques affect interpretations and conclusions about data.MA-08-4.1.2Students will explain how different representations of data (e.g., tables, graphs, diagrams, plots) are related.MA-08-4.1.4 DOK 2Students will:

Construct data displays (Venn diagrams, tables, line graphs, stem-and-leaf plots, circle graphs, scatter plots); Explain why the type of display is appropriate for the data and Explain how misleading representations affect interpretations and conclusions about data (e.g., changing the scale on a graph).

Select an appropriate graph to represent given data. Compare data from various types of graphs.

MA-08-4.1.5Students will construct box-and-whiskers plots.MA-08-4.2.1 DOK 2Students will: Determine the mean, median, mode, and range of a set of data; Identify clusters, gaps, and outliers and Apply these concepts to compare sets of data.

MA-08-4.3.1Students will explain how data gathering, bias issues, and faulty data analysis can affect the results of data collection.MA-08-4.4.1 DOK 2Students will apply counting techniques to determine the size of a sample space for a real-world or mathematical situation. MA-08-4.4.2 DOK 3Students will: Determine theoretical probabilities of simple events; Determine probabilities based on the results of an experiment and Make inferences from probability data. MA-08-4.4.3Students will tabulate experimental results from simulations and explain how theoretical and experimental probabilities are related. Describe and represent functional relationships through tables, graphs, and verbal rules. Analyze functional relationships.MA-08-4.4.4Students will determine theoretical probabilities and represent them using area models.Program of Studies: Skills and ConceptsM-8-DAP-S-DR1Students will collect, organize, construct, analyze and make inferences from data in a variety of graphical methods (e.g., drawings, tables/charts, pictographs, bar graphs, circle graphs, line plots, Venn diagrams, line graphs, stem-and-leaf plots, scatter plots, histograms, box-and-whiskers plots).M-8-DAP-S-DR2Students will select an appropriate graph to represent data and justify its use.M-8-DAP-S-DR3Students will compare similar data from various types of graphs.M-8-DAP-S-DR4Students will relate different representations of data (e.g., tables, graphs, diagrams, plots) and explain how misleading representations affect interpretations and conclusions about data.M-8-DAP-S-ES1Students will explain how data gathering, bias issues or faulty data analysis can affect the results of data collection, data representation and data interpretation.M-8-DAP-S-P1Students will make predictions, draw conclusions and verify results from statistical data and probability experiments, making use of technology as appropriate.M-8-DAP-S-CD1Students will determine and interpret clusters, quartiles, gaps and outliers in data.M-8-DAP-S-CD3Students will determine and interpret the mean, median, mode and range of a set of data.M-8-DAP-S-CD4Students will compare sets of data.M-8-DAP-S-DCD5Students will explore how statistics can be interpreted in many ways.M-8-DAP-S-CD2Students will make predictions, draw conclusions and verify results from probability experiments or simulations, making use of technology as appropriate.M-8-DAP-S-P2Students will analyze situations, such as games of chance, board games or grading scales and make predictions using knowledge of probability.M-8-DAP-S-P3Students will identify and describe the number of possible arrangements of several objects, using a tree diagram or the basic counting principle; make a list, picture, chart or tree diagram to represent a sample space.M-8-DAP-S-P4Students will investigate counting techniques (e.g., networks).M-8-DAP-S-P5

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Students will investigate and explain the role of probability in everyday decision-making.M-8-DAP-S-P6Students will explore concepts of randomness and independent events.M-8-DAP-S-P7Students will determine theoretical (mathematical) probabilities (e.g., express probability as a ratio, decimal, percent, area model as appropriate for a given situation).M-8-DAP-S-P8Students will compare theoretical and experimental results and explain reasons why there might be differences.Big Idea: Algebraic ThinkingMA-08-5.1.1Students will use variables to describe numerical patterns based on arithmetic sequences in real-world and mathematical problems (e.g., ƒ (Ν) = 2Ν+3). Interpret relationships between tables and graphs. Organize data into tables and construct groups of data. Interpret relationships between tables, graphs, verbal rules and equationsMA-08-5.2.1 DOK 2Students will evaluate and simplify algebraic expressions applying the order of operations.MA-08-5.2.2Students will describe, define and provide examples of variables and expressions with a missing value based on real-world and mathematical problems. Solve and create linear equations using concrete and/or informal methods. Understand the concept of variable, expression, and equation. Solve and create linear equations using concrete and/or formal representations. Write linear equations using variables. Solve and create linear equations with multiple operations and more than one variable. Use concrete, formal, and informal representations. Solve problems involving substitutions and formulas. Solve and write inequalities using concrete and informal methods. Investigate non-linear relationships (quadratic and exponential).MA-08-5.3.1 DOK 2Students will model and solve single variable, first-degree real-world and mathematical problems (e.g., 5x + 2 =x + 22, x – 4 < -60).MA-08-5.1.2 DOK 2Students will represent, analyze and generalize simple first and second degree relationships using tables, graphs, words and algebraic notations, and will apply the relationships to solve real-world and mathematical problems.MA-08-5.1.5 DOK 2Students will explain how the change in one variable affects the change in another variable (e.g., if rate remains constant, an increase in time results in an increase in distance). Use and construct graphs and charts to interpret information: bar (horizontal/ vertical), pie (circle), and line.Program of Studies: Skills and Concepts MA-8-AT-S-PRF1Students will recognize, create and extend patterns (generalize the pattern by giving the rule for the nth term and explain the generalization).MA-8-AT-S-VEO2Students will given a formula, substitute appropriate elements from a real-world or mathematical situation.MA-8-AT-S-VEO1Students will apply order of operations to evaluate and simplify algebraic expressions.MA-8-AT-S-EI1Students will use multiple representations to model and solve one- and two-variable linear equations.MA-8-AT-S-EI2Students will solve problems using formulasMA-8-AT-S-EI3Students will investigate linear inequalities using a variety of methods and representations.MA-8-AT-S-VEO3Students will describe, define and provide examples of variables and expressions with a missing value based on real-world and/or mathematical situations.MA-8-AT-S-EI4Students will model and solve real-world problems with one- or two-step equations or inequalities (e.g., 4x + 2 = 22, x – 4 < -60).MA-8-AT-S-PR3Students will organize input-output coordinate pairs into tables, plot points in all four quadrants of a coordinate (Cartesian) system/grid and interpret resulting patterns or trends using technology as appropriate.MA-8-AT-S-PRF5Students will graph linear functions in a four-quadrant (Cartesian) system/grid and interpret the results, using technology as appropriate.MA-8-AT-S-PRF6Students will explain how change in the input affects change in the output (e.g., in d = rt, increasing the time (t) increases the distance (d)).MA-8-AT-S-PRF2Students will represent, interpret and describe linear and simple quadratic functional relationships (input/output) through tables, graphs and symbolic rule.MA-8-AT-S-PRF4Students will interpret and explain relationships between tables, graphs, verbal rules and equations, using technology as appropriate.

SCIENCEBig Idea: Structure and Transformation of Matter (Physical Science) SC-08-1.1.1 DOK 2Students will:

Interpret models/representations of elements; Classify elements based upon patterns in their physical (e.g., density, boiling point, solubility) and chemical (e.g., flammability,

reactivity) properties.Models enhance understanding that an element is composed of a single type of atom. Organization/interpretation of data illustrates that when elements are listed according to the number of protons, repeating patterns of physical (e.g., density, boiling point, solubility) and chemical properties (e.g., flammability, reactivity), can be used to identify families of elements with similar properties. Define/State the Periodic Law.The periodic table is a consequence of the repeating pattern of outermost electrons. Identify elements on periodic table.

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proton, neutron, electron nucleus and energy shells physical properties and changes chemical properties and changes atom, element, molecule, compoundAnalyze periodic trends.Determine the number of protons, neutrons, and electrons in an atom or ion, and also the location of each subatomic particle.Define isotopes and atomic mass.Calculate the number of protons, neutrons and electrons in an atom.Discuss the contributions that Dobereiner, Newlands, Mendeleev, and Moseley made to the periodic table, and Dalton’s atomic theory.Explain why elements in a group have similar properties.Compare Group A1 and Group 2A metals.

SC-08-1.1.2Students will understand that matter is made of minute particles called atoms, and atoms are composed of even smaller components. The components of an atom have measurable properties such as mass and electrical charge. Each atom has a positively charged nucleus surrounded by negatively charged electrons. The electric force between the nucleus and the electrons holds the atom together. SC-08-1.1.3Students will understand that the atom’s nucleus is composed of protons and neutrons that are much more massive than electrons.Describe the trends in the behavior of the elements from Group 3A to Group 8A in the periodic table.Describe some important alkali metals and alkaline earth metals.Describe the characteristics of lanthanides and actinides.Review diagonal relationships with respect to radius.Compare and contrast physical and chemical properties.Describe chemical changes. mass, volume, density freezing and boiling points kinetic molecular theory solubility, solution, mixture, suspension flammability, viscosity vaporization, condensation conductivity, malleability reactivity ions, isotopesIdentify four important periodic trends and explain how each reflects the electron configurations of the elements.Analyze the various isotopes of atoms in terms of radioactive decay.Determine whether or not a chemical reaction is balanced in terms of moles and mass (Law of Conservation of Matter). Describe the charges that accompany nuclear reactions. (honors only)Define and describe the kinetic-molecular theory and explain how it accounts for observed gas behavior (e.g. Boyle’s Law, etc.). State the gas laws.Relate gas density to temperature.Explain what gas pressure means and describe how it is measured.Explain how the kinetic-molecular theory accounts for the physical properties of liquids and solids.Describe the different types of intermolecular forces.Describe viscosity and surface tension, and explain their relationship to intermolecular forces.Describe vaporization, condensation, and boiling.Describe freezing and melting.Identify the features of a phase diagram of water.Describe the properties of solutions.Identify the different types of solutions Differentiate among saturated, unsaturated, and supersaturated solutions.Describe vaporization, condensation, and boiling.Define solubility and describe the factors that affect solubility.Explain how solutions form.SC-08-1.1.4 DOK 2Students will describe interactions which cause the movement of each element among the solid Earth, oceans, atmosphere and organisms (biogeochemical cycles)Earth is a system containing essentially a fixed amount of each stable chemical atom or element that can exist in several different reservoirs. The interactions within the earth system cause the movement of each element among reservoirs in the solid Earth, oceans, atmosphere and organisms as part of biogeochemical cycles.Define biogeochemical cycles (e.g. rock cycle, nitrogen cycle, carbon cycle, etc.)Describe how Earth is a system of elements. system cycle process biogeochemical cyclesProgram of Studies: Skills and ConceptsSC-8-STM-S-1Students will classify substances by how they react in given situations SC-8-STM-S-2Students will analyze models/representations of elements and basic atomic structure.SC-8-STM-S-3Students will describe and illustrate the movement of elements between organisms and their physical environment and within the Earth systemSC-8-STM-S-4Students will analyze factors that may influence the movement of elements among the solid Earth, oceans, atmosphere and organisms.SC-8-STM-S-5Students will investigate the relationship between the seemingly indestructible nature of the atom and the concept of conservation of matter.

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Big Idea: Motion and Forces (Physical Science)SC-08-1.2.1 DOK 3Students will describe and explain the effects of balanced and unbalanced forces on motion as found in real-life phenomena.Objects change their motion only when a net force is applied. Newton’s Laws of Motion are used to describe the effects of forces on the motion of objects. Apply Newton’s Laws of Motion.Calculate force, velocity, acceleration, momentum, mass and weight.Describe motion.Compare and contrast speed and velocity. Newton’s Laws of Motion balanced forces, unbalanced forces speed, velocity mass force, weight, gravity acceleration inertia, momentumInvestigate the nature of science and measurement, science inquiry, data collection, forming hypotheses, prediction and inferences, experimenting, measuring, fraudulent data, biases, variables (independent variables, dependent variables, controls, extraneous variables), forming a conclusion and communicating the results.Compare and contrast good science and sloppy science. science inquiry scientific method variables controlProgram of Studies: Skills and ConceptsSC-8-MF-S-1Students will differentiate speed and acceleration and classify real-life examples of eachSC-8-MF-S-2Students will explain and experimentally verify how Newton’s Laws show that forces between objects affect their motion, allowing future positions to be predicted from their present speeds and positionsSC-8-MF-S-3Students will investigate motion of objects to generate and experimentally test predictions/conclusions. Compare and critique the results of others for accuracy, identifying strengths and weaknesses in the experiment, insisting on the use of evidence to support decisions

Big Idea: Grade: The Earth and the Universe (Earth/Space Science)SC-08-2.3.1 DOK 2Students will describe various techniques for estimating geological time (radioactive dating, observing rock sequences, comparing fossils).Techniques used to estimate geological time include using radioactive dating, observing rock sequences and comparing fossils.to correlate the rock sequences at various locations. Deductions can be made based on available data and observation of models as to the age of rocks/fossils. Describe geological time.Describe the processes of the rock cycle and rock sequences.Compare fossils.Estimate geological time using radioactive decay.SC-08-2.3.4Students will understand that the Sun, Earth and the rest of the solar system formed approximately 4.6 billion years ago.SC-08-2.3.2Students will understand that earthquakes and volcanic eruptions can be observed on a human time scale, but many processes, such as mountain building and plate movements, take place over hundreds of millions of years.Describe convection currents within the Earth.Describe Earth materials (rock, soil, water and gases of the atmosphere). plate tectonic plate tectonic theory, continental drift, evidence of rocks/fossils, magnetic reversals, sea floor spreading, subduction zones, mountain building plates, plate boundaries, super continent, faults earthquakes, seismic waves, focus, epicenter, Richter scale, magnitude, primary waves, secondary waves, land waves, aftershocks, seismograph,

seismogram cinder cone, shield and composite volcanoesSC-08-2.3.3 DOK 2Students will:

explain the transfer of Earth’s internal heat in the mantle (crustal movement, hotspots, geysers); describe the interacting components (convection currents) within the Earth’s system

The outward transfer of Earth’s internal heat drives convection circulation in the mantle. This causes the crustal plates to move on the face of the Earth.Describe convection currents within the Earth.Describe Earth materials (rock, soil, water and gases of the atmosphere). plate tectonic plate tectonic theory, continental drift, evidence of rocks/fossils, magnetic reversals, sea floor spreading, subduction zones, mountain building plates, plate boundaries, super continent, faults earthquakes, seismic waves, focus, epicenter, Richter scale, magnitude, primary waves, secondary waves, land waves, aftershocks, seismograph,

seismogram cinder cone, shield and composite volcanoes convergent boundaries divergent boundaries transform boundariesCompare and contrast earthquakes in Kentucky and California.Program of Studies: Skills and ConceptsSC-8-EU-S-1

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Students will research and evaluate the geological dating techniques that were used to determine the accepted age of the Earth.SC-8-EU-S-2Students will identify a variety of landforms on the Earth’s surface that have undergone changes (both fast and slow) and investigate the forces responsible for those changesSC-8-EU-S-3Students will observe convection currents in liquids and model the movement of molten rock within the Earth in order to explain how internal heat is transferred.SC-8-EU-S-4Students will discuss and identify the strengths and limitations of a variety of physical and conceptual scientific models

Big Idea: Unity and Diversity (Biological Science) SC-08-3.4.1 DOK 3Students will explain the relationship between structure and function of the cell components using a variety of representations.Observations of cells and analysis of cell representations point out that cells have particular structures that underlie their function. Every cell is surrounded by a membrane that separates it from the outside world. Inside the cell is a concentrated mixture of thousands of different molecules that form a variety of specialized structures. These structures carry out specific cell functions.Describe structure and function of a cell.Explain how the processes of diffusion, passive transport, and active transport occur and why they are important to cells.Predict the direction of diffusion of a dissolved substance.Relate the structure and function of the parts of a typical eukaryotic cell.Explain the advantages of highly folded membranes in cells. Sequence the events of the cell cycle and describe the structures.Analyze the structure of DNA.Sequence the steps involved in protein synthesis.

structure, function cell components diffusion passive transport active transport eukaryotic cell folded membrane

SC-08-3.4.2Students will understand that in the development of multicellular organisms, cells multiply (mitosis) and differentiate to form many specialized cells, tissues and organs. This differentiation is regulated through the expression of different genes.Define mitosis and meiosis. Compare and contrast mitosis and meiosis.Complete mitosis lab with microscopes.Complete mitosis construction paper lab.Sequence the development of a typical animal cell.Analyze how meiosis maintains a constant number of chromosomes in the body cells of the members of a species.Explain how energy is stored in ATP and released from ATP.Describe the role of enzymes in the regulation of the cell cycle. mitosis meiosis chromosomes ATP enzymesSC-08-3.4.3 DOK 3Students will form or justify conclusions as to whether a response is innate or learned using data/evidence on behavioral responses to internal and external stimuli.Behavioral responses to internal changes and external stimuli can be innate or learned. Responses to external stimuli can result from interactions with the organism’s own species or other species, as well as environmental changes. SC-08-3.4.4 DOK 2Students will describe and explain patterns found within groups of organisms in order to make biological classifications of those organisms.Observations and patterns found within groups of organisms allow for biological classifications based on how organisms are related. Explain how nerve impulses travel through the nervous system.Summarize the functions of the major parts of the nervous system.Evaluate the history, methods, and purpose of taxonomy.Distinguish between the kingdoms Monera, Protista, Fungi, Plantae, and Animalia.Describe the difference between sexual/asexual reproduction.Compare and contrast the ways nitrogen, carbon, and water cycle through biotic and abiotic parts of the biosphere. nerve impulse nervous system taxonomy classification kingdom Monera

Protista Fungi Plantae Animalia biotic abiotic

species stimuli stimulus

stem cells

SC-08-3.4.5 Students will understand that multicellular animals have nervous systems that generate behavior. Nerve cells communicate with each other by secreting specific molecules.Explain how a cell’s plasma membrane functions.Relate the function of the plasma membrane to the fluid mosaic model.Predict the direction of diffusion of a dissolved substance.Analyze the reasons why cells are small.Distinguish between events of a normal cell cycle and abnormal events that result in cancer.Compare and contrast the structures of plant and animal cells.Dissect parts of a plant cell.Relate chlorophyll to the process of photosynthesis.

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Explain how the light reactions and Calvin cycle are related.Distinguish between the types of innate behavior.Distinguish among types of learned behavior.Summarize how internal and external environments affect gene expression.Describe adaptations, consequences, diversity in organisms and extinctionProgram of Studies: Skills and ConceptsSC-8-UD-S-1Students will investigate, model and explain the functions of the specialized parts within the cell.SC-8-UD-S-2Students will identify patterns of behavior within populations and classify them as either innate or learnedSC-8-UD-S-3Students will investigate how the nervous systems of various organisms allow them to react (e.g. vomiting, avoidance) to internal (e.g., food toxins) and external (e.g., predator encounter) stimuliC-8-UD-S-4Students will describe the role of genes/chromosomes in the passing of information from one generation to another (heredity)SC-8-UD-S-5Students will identify patterns among organisms that may be used for classification and compare those patterns to the currently accepted taxonomySC-8-UD-S-6Students will collect and analyze information to answer questions about factors influencing heredity and learned behaviors and explain how scientific knowledge has been modified as new information is revealed.SC-9-UD-S-7Students will research and discuss the impact of technological advances, and explore the ethical questions they often create.

Big Idea: Biological Change (Biological Science) SC-08-3.5.1 DOK 3Students will draw conclusions and make inferences about the consequences of change over time that can account for the similarities among diverse species.The consequences of change over time provide a scientific explanation for the fossil record of ancient life forms and for the striking molecular similarities observed among the diverse species of living organisms. Identify the different types of fossils and how they are formed.Summarize the major geological and biological events of the Geologic Time Scale.Analyze the structure of DNA.Determine how the structure of DNA enables it to reproduce itself accurately.Relate the concept of the gene to the sequences of nucleotides in DNA.Categorize the effects of different kinds of mutations that can occur in DNA.Compare the effects of different kinds of mutations on cells and organisms.Distinguish between incompletely dominant and codominant alleles.Compare multiple allelic, polygenic, and sex-linked patterns of inheritance in humans.Distinguish between autosomal and sex chromosome aneuploidy.Summarize Darwin’s theory of evolution by natural selection.Relate the idea of natural selection to the origin of structural and physiological adaptations.Relate the idea of natural selection to the origin of structural and physiological adaptations.Explain the role of natural selection in convergent and divergent evolution. mutations DNA codominant alleles autosomal chromosomes sex chromosomes Darwin’s theory

natural selection structural adaptations physiological adaptations convergent evolution divergent evolution

Program of Studies: Skills and ConceptsSC-8-BC-S-1Students will explore the law of superposition and the processes of fossilization in sedimentary rockSC-BC-S-2Students will synthesize evidence from the fossil record with information about currently-existing species to make inferences about why the similarities of diverse species extend beyond superficial comparisons.SC-BC-S-3Students will research the most common fossils used to support theories of biological change.SC-BC-S-4Students will apply research to answer student-generated questions through deductive reasoning about factors that may impact diversity of species.

Big Idea: Energy Transformations (Unifying Concepts) SC-08-4.6.1 DOK 3Students will:

explain the cause and effect relationships between global climate and energy transfer; use evidence to make inferences or predictions about global climate issues.

Global climate is determined by energy transfer from the Sun at and near Earth’s surface.Describe layers of the Earth. crust inner core lithosphere mantle outer coreSC-08-4.6.2 DOK 3Students will:

describe or explain energy transfer and energy conservation; evaluate alternative solutions to energy problems.

Energy can be transferred in many ways, but it can neither be created nor destroyed.

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Apply Law of Conservation of Energy.Name three basic forms of energy (chemical, electrical, mechanical).Describe the difference between kinetic energy and potential energy. Conservation of Energy kinetic and potential energyAnalyze the extent of a reaction from its equilibrium constant.Describe a global climate in terms of average temperature, average precipitation and average wind speed.Define detrimental interactions (harmful interactions). Describe earth as a system.Describe interdependence.Describe populations. biomass coal conduction convection

ethanol fission fusion geothermal

hydropower radiation solar wind

SC-08-4.6.3Students will understand that all energy can be considered to be kinetic energy, potential energy, or energy contained by a field (e.g., electric, magnetic, gravitational).Calculate kinetic and potential energy.Explain how energy is involved in chemical reactions.Define activation energy and describe an activated complex.List the factors that affect reaction rates and explain them according to collision theory.Explain what is meant by a spontaneous process.Relate enthalpy changes to spontaneity.Define entropy. State the entropy criterion for a spontaneous process.State the criterion for reaction spontaneity in terms of its free energy change. electric field gravitational field magnetic field

SC-08-4.6.4 DOK 2Students will:

analyze information/data about waves and energy transfer; describe the transfer of energy via waves in real life phenomena.

Waves, including sound and seismic waves, waves on water and electromagnetic waves, can transfer energy when they interact with matter. Classify sound, water, and seismic waves as either longitudinal or transverse waves.Describe properties of waves.Analyze electromagnetic waves.Determine the wavelength of different colors of light.Identify the major regions of the electromagnetic spectrum.Relate the energy of radiation to its frequency. waves normal rest position crest trough amplitude magnitude frequency period sound waves vibrations

medium compressional waves compression rarefaction constructive waves destructive waves longitudinal waves transverse waves seismic waves primary waves

secondary waves land waves focus epicenter triangulation seismograph seismogram electromagnetic waves electromagnetic spectrum infrared

radio waves microwaves visible light ROYGBIV ultraviolet light x-rays gamma rays

SC-08-4.6.5 DOK 2Students will:

describe the relationships between organisms and energy flow in ecosystems (food chains and energy pyramids); explain the effects of change to any component of the ecosystem.

Energy flows through ecosystems in one direction from photosynthetic organisms to herbivores to carnivores and decomposers.Describe energy transfer through food chains, food webs, herbivores, carnivores, omnivores and decomposers.Describe the difference between abiotic factors and biotic factors.Describe predatory-prey relationships.Explain how energy is stored in ATP and released from ATP.

Big Idea: Interdependence (Unifying Concepts) SC-08-4.7.1 DOK 3Students will describe the interrelationships and interdependencies within an ecosystem and predict the effects of change on one or more components within an ecosystem.Organisms both cooperate and compete in ecosystems. Often changes in one component of an ecosystem will have effects on the entire system that are difficult predict. The interrelationships and interdependencies of these organisms may generate ecosystems that are stable for hundreds or thousands of years.Identify the benefits, risks, and social concerns of new technology.SC-08-4.7.2 DOK 3Students will:

explain the interactions of the components of the Earth system (e.g., solid Earth, oceans, atmosphere, living organisms); propose solutions to detrimental interactions.

Interactions among the solid Earth, the oceans, the atmosphere and living things have resulted in the ongoing development of a changing Earth system.Explain how limiting factors and ranges of tolerance affect distribution of organisms.Predict effects of environmental factors on population growth.Demonstrate, by example, the adaptive values of innate behavior.

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Compare and contrast exponential and linear population growth.Relate the reproductive strategies of different populations of organisms to models of population growth.Predict effects of environmental factors on population growth.Hypothesize about problems that can be caused by immigration and emigration.Program of Studies: Skills and ConceptsSC-8-I-S-1Students will predict the effects of change on one or more components within an ecosystem by analyzing a variety of dataSC-8-I-S-2Students will analyze ecosystems to identify patterns of cooperation that enhance stability.SC-8-I-S-3Students will model the flow of energy and transfer of matter within ecosystems, communities and nichesSC-8-I-S-4Students will evaluate the risks and benefits of human actions affecting the environment and identify which populations will be harmed or helped. Use a variety of data/ sources to support or defend a position related to a proposed action, both orally and in writing.SC-8-I-S-5Students will identify examples of human actions that have had unintended environmental consequences (e.g., DDT weakening egg shells, lead-based paint, asbestos insulation)

SOCIAL STUDIESBig Idea: Government and CivicsSS-08-1.1.1 DOK 2Students will compare purposes and sources of power in the most common forms of government (monarchy, democracy, republic). Authoritarian Dictatorship Parliamentary Monarchy Democracy Tyranny OligarchyUnderstand how the American political system developed through examining colonial roots of representative democracy, reasons for creating an independent country, and purposes of government.SS-08-1.1.2 DOK 3Students will describe and give examples to support how democratic government in the United States prior to Reconstruction functioned to preserve and protect the rights (e.g., voting), liberty and property of their citizens by making, enacting and enforcing appropriate rules and laws (e.g., constitutions, laws, statutes). Citizenship Patriotism Declaration of Independence U.S. Constitution Amendments

SS-08-1.1.3 DOK 2Students will describe and give examples of the ways the Constitution of the United States is a document that can be changed from time to time through both formal and informal processes (e.g., amendments, court cases, executive actions) to meet the needs of its citizens. Compare the English Bill of Rights to the United States Constitution.Know government structures for 1. National Government

a. Constitutional Branches of Government

(1) Legislative(2) Judicial(3) Executive

b. Constitutional Checks and BalancesConstitutional Amendments/Bill of RightsSS-08-1.2.1 DOK 3Students will identify the three branches of government, describe their functions and analyze and give examples of the ways the U.S. Constitution separates power among the legislative, executive and judicial branches to prevent the concentration of political power and to establish a system of checks and balances. SS-08-1.2.2 DOK 2Students will explain the reasons why the powers of the state and national/federal governments are sometimes shared and sometimes separate (federalism) and give examples of shared and separate powers. SS-08-1.3.1 DOK 2Students will explain and give examples of how significant United States documents (Declaration of Independence, Constitution, Bill of Rights) established democratic principles and guaranteed certain rights for all citizens.SS-08-1.3.2 DOK 2Students will explain and give examples of how, in order for the U.S. government to function as a democracy, citizens must assume responsibilities (e.g., participating in community activities, voting in elections) and duties (e.g., obeying the law, paying taxes, serving on a jury, registering for the military).Program of Studies: Skills and ConceptsSS-8-GC-S-1Students will demonstrate an understanding (e.g., illustrate, write, model, projects, present) of the nature of government:

a) Explain the role of government (e.g., establishing order, providing security, achieving common goals) in the United States prior to Reconstruction and make connections to how government influences culture, society and the economy.

SS-8-GC-S-2Students will investigate the Constitution of the United States:

a) Examine ways the Constitution is a document that can be changed from time to time through both formal and informal processes (e.g., amendments, court cases, executive actions) to meet the needs of its citizens.

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b) Explain the political process established by the U.S. Constitution and ways the Constitution separates power among the legislative, executive and judicial branches to prevent the concentration of political power and to establish a system of checks and balances.

c) Analyze why the powers of the state and federal governments are sometimes shared and sometimes separated (federalism).SS-8-GC-S-3Students will make inferences about and among significant historical events and historical documents (e.g., the Declaration of Independence, the Constitution of the United States) to illustrate connections to democratic principles and guaranteed rights for all citizens.SS-8-GC-S-4Students will explain pros and cons of how citizen responsibilities (e.g., participate in community activities, vote in elections) and duties (e.g., obey the law, pay taxes, serve on a jury, register for the military) impact the U.S. government’s ability to function as a democracy.SS-8-GC-S-5Students will analyze information from a variety of print and non-print sources (e.g., books, documents, articles, interviews, Internet) to research answers to questions and explore issues.

Big Idea: Cultures and SocietiesSS-08-2.1.1 DOK 2Students will explain how elements of culture (e.g., language, the arts, customs, beliefs, literature) defined specific groups in the United States prior to Reconstruction and resulted in unique perspectives. Define CultureExamine Modern World Cultures.Examine Ancient Cultures.SS-08-2.2.1Students will compare how cultures (United States prior to Reconstruction) developed social institutions (family, religion, education, government, economy) to respond to human needs, structure society and influence behavior.SS-08-2.3.1 DOK 2Students will explain how conflict and competition (e.g., political, economic, religious, ethnic) occurred among individuals and groups in the United States prior to Reconstruction.SS-08-2.3.2 DOK 2Students will explain how compromise and cooperation were possible choices to resolve conflict among individuals and groups in the United States prior to Reconstruction. Define culture as a means of providing for human needs.Identify aspects of various cultures and distinguish similarities and differences among them.Program of Studies: Skills and ConceptsSS-8-CS-S-1Students will demonstrate an understanding (e.g., speak, draw, write, sing, create) of the nature of culture by exploring cultural elements (e.g., beliefs, customs/traditions, languages, skills, literature, the arts) of diverse groups in the United States prior to Reconstruction and explain how culture served to define specific groups and resulted in unique perspectives.SS-8-CS-S-2Students will investigate social institutions (e.g., family, religion, education, government, economy) in relation to how they responded to human needs, structured society and influenced behavior in the United States prior to Reconstruction.SS-8-CS-S-3Students will explain how communications between groups were influenced by cultural differences; explain how interactions influenced conflict and competition (e.g., political, economic, religious, ethnic) among individuals and groups in the United States prior to Reconstruction.SS-8-CS-S-4Students will describe conflicts between individuals or groups and explain how compromise and cooperation were possible choices to resolve conflict among individuals and groups in the United States prior to ReconstructionSS-8-CS-S-5Students will compare examples of cultural elements of today to those in the United States prior to Reconstruction, using information from a variety of print and non-print sources (e.g., media, literature, interviews, observations, documentaries, artifacts)

Big Idea: EconomicsSS-08-3.1.1 DOK 2Students will explain and give examples of how scarcity required individuals, groups and the government in the United States prior to Reconstruction to make decisions about how productive resources (natural resources, human resources, capital goods) were used.SS-08-3.1.2Students will identify how financial decisions (considering finance and opportunity cost) by individuals and groups impacted historical events in U.S. History prior to Reconstruction.SS-08-3.2.1 DOK 2Students will describe the economic system that developed in the United States prior to Reconstruction. Understand the concept of scarcity (imbalance between unlimited wants and limited resources) in civilizations prior to 1500 A.D.Relate the concept of scarcity (imbalance between unlimited wants and limited resources) to the development of the United States as it applies to individuals, societies, and governments.SS-08-3.2.2Students will explain how profit motivated individuals and groups to take risks in producing goods and services in the early United States prior to Reconstruction and influenced the growth of a free enterprise system.SS-08-3.3.3Students will explain how competition among buyers and sellers impacted the price of goods and services in the United States prior to Reconstruction.Propaganda TechniquesDefine economics.Discuss 4 basic economic questions that each economic system must answer: 1. What/how much should be produced?2. Who should produce what?3. How should goods and services be produced?4. Who should share in what is produced?SS-08-3.4.1 DOK 2Students will explain ways in which the basic economic questions about the production, distribution and consumption of goods and services were addressed in the United States prior to Reconstruction. SS-08-3.4.2 DOK 2

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Students will describe how new knowledge, technology/tools and specialization increased productivity in the United States prior to Reconstruction.SS-08-3.4.3 DOK 2Students will explain how personal, national and international economic activities were interdependent in the United States prior to Reconstruction.Explain how resources were used in early world civilizations to produce goods and services and explore ways productivity was increased (specialization, technology, tools).Recognize that government regulation impacts the economy in decisions about productive resources such as natural, human, human-made.Program of Studies: Skills and ConceptsSS-8-E-S-1Students will demonstrate an understanding of the nature of limited resources and scarcity in the United States prior to Reconstruction, using information from a variety of print and non-print sources (e.g., news media, news magazines, textbook, Internet):

a) Describe how goods and services were exchanged and how supply and demand and competition determined prices. b) Analyze cause-effect relationships among financial decisions by individuals and groups and historical events.

SS-8-E-S-2Students will investigate the production and distribution of goods and services in the United States prior to Reconstruction:

a) Examine ways in which basic economic questions about the production, distribution and consumption of goods and services were addressed.

b) Explain how resources were used to produce goods and services and how profit motivated individuals and groups to take risks in producing goods and services.

Analyze how new knowledge, technology/tools and specialization influenced productivity of goods and services.SS-8-E-S-3Students will analyze interdependence of economic activities among individuals and groups in the United States prior to Reconstruction.

Big Idea: GeographySS-08-4.1.1 DOK 3Students will use a variety of geographic tools (maps, photographs, charts, graphs, databases) to interpret patterns and locations on Earth’s surface in United States history prior to Reconstruction.Identify essential elements of a map.Use a grid system to locate a city.Define Latitude.a. Definition/characteristicsb. Find specific latitude linesDefine Longitudea. Definition/characteristicsb. Find specific longitude linesUse latitude and longitude to locate places around the world.Use the map scale.Define and use Physical maps Contour maps Distribution maps.SS-08-4.1.2Students will describe how different factors (e.g., rivers, mountains, plains, harbors) affected where human activities were located in the United States prior to Reconstruction.Understand the difference between small-scale and large-scale maps.Define distortion.Define Mercator’s/Robinson’s project.SS-08-4.2.1 DOK 2Students will describe how regions in the U.S. prior to Reconstruction were made distinctive by human characteristics (e.g., dams, roads, urban centers) and physical characteristics (e.g., mountains, bodies of water) that created advantages and disadvantages for human activities (e.g., exploration, migration, trade, settlement). SS-08-4.2.2 DOK 2Students will describe how places and regions in United States history prior to Reconstruction changed over time as technologies, resources and knowledge became available.SS-08-4.3.1 DOK 2Students will describe patterns of human settlement in the United States prior to Reconstruction and explain how these patterns were influenced by human needs. SS-08-4.3.2 DOK 2Students will explain why and give examples of how human populations changed and/or migrated because of factors such as war, disease, economic opportunity and technology in the United States prior to Reconstruction.Explore migration and settlement patterns in world civilizations.Recognize the importance of physical environments (E.g., natural resources, natural disasters, natural barriers) in the settlement and development of world civilizations.Analyze how natural resources of a place or region impact its political, social, and economic development.Explore reasons behind patterns of human settlement throughout the United States that resulted in the diverse cultures of the United StatesSS-08-4.4.3Students will explain how the natural resources of a place or region impact its political, social and economic development in the United States prior to Reconstruction.SS-08-4.4.4Students will compare and contrast different perspectives (viewpoints) that people have about how to use land (e.g., farming, industrial, residential, recreational) in the United States prior to Reconstruction.Program of Studies: Skills and ConceptsSS-8-G-S-1Students will demonstrate an understanding of patterns on Earth’s surface using a variety of geographic tools (e.g., maps, globes, charts, graphs, photographs, models):

a) Locate, in absolute or relative terms, landforms and bodies of water.

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Locate, interpret patterns on Earth’s surface, and explain how different physical factors (e.g., rivers, mountains, seacoasts) impacted where human activities were located in the United States prior to Reconstruction.SS-8-G-S-2Students will investigate regions of the Earth’s surface in the United States prior to Reconstruction using information from print and non-print sources (e.g., books, films, magazines, Internet, geographic tools):

a) Explain relationships between and among physical characteristics of regions and how they were made distinctive by human characteristics (e.g., dams, roads, urban centers); describe advantages and disadvantages for human activities (e.g., exploration, migration, trade, settlement) that resulted.

b) Describe patterns of human settlement; explain relationships between these patterns and human needs; analyze how factors (e.g., war, famine, disease, economic opportunity, and technology) affected human migration.

c) Evaluate how availability of technology, resources, and knowledge caused places and regions to evolve and change.d) Analyze current events to compare geographic perspectives of today with those prior to Reconstruction.

SS-8-G-S-3Students will investigate interactions among human activities and the physical environment in the United States prior to Reconstruction:

a) Explain how people used technology to modify the physical environment to meet their needs.b) Describe how the physical environment and different viewpoints promoted or restricted human activities (e.g., exploration, migration, trade,

settlement, development) and land use.

Big Idea: Historical PerspectiveSS-08-5.1.1 DOK 2Students will use a variety of tools (e.g., primary and secondary sources) to describe and explain historical events and conditions and to analyze the perspectives of different individuals and groups (e.g., gender, race, region, ethnic group, age, economic status, religion, political group) in U.S. history prior to Reconstruction. Develop a chronological understanding of early world history. Use a variety of tools (E.g., primary and secondary sources, data, artifacts) to understand the interpretive nature (how perceptions of people and

passing of time influence accounts of historical events) of world history from early civilizations prior to 1500 A.D. Use a variety of tools (E.g., primary and secondary sources, data, artifacts) to understand the interpretive nature (how perceptions of people and

passing of time influence accounts of historical events) of United States history.SS-08-5.1.2 DOK 3Students will explain how history is a series of connected events shaped by multiple cause-and-effect relationships and give examples of those relationships. SS-08-5.2.1 DOK 3Students will explain events and conditions that led to the "Great Convergence" of European, African and Native American people beginning in the late 15th century, and analyze how America's diverse society developed as a result of these events.Recognize cause-and-effect relationships and multiple causes of events in early world history.Recognize cause-and-effect relationships and multiple causes of events in U.S. history.Develop a chronological understanding of the early history of the United States (early inhabitants to Reconstruction).Examine the impact of significant individuals and groups in early United States history.Analyze the social, political, and economic characteristics of eras in American history to Reconstruction Land and people before Columbus, Age of Exploration Analyze the social, political, and economic characteristics of eras in American history to Reconstruction Colonization War for Independence Young Republic Westward Expansion Industrialism Civil WarSS-08-5.2.2 DOK 3Students will explain and give examples of how the ideals of equality and personal liberty (rise of individual rights, economic freedom, religious diversity) that developed during the colonial period, were motivations for the American Revolution and proved instrumental in the development of a new nation. SS-08-5.2.3 DOK 3Students will explain how the growth of democracy and geographic expansion occurred and were significant to the development of the United States prior to Reconstruction.Recognize the significance of geographical settings and natural resources on historical perspectives and events in early United States history.Examine the impact of technological advances on history. Fire, Wheel, Bricks, Concrete, Paper, Cloth, Aqueducts, Compass, Irrigation, Cotton Gin, Printing Press, Other inventionsSS-08-5.2.4 DOK 3Students will describe the political, social, economic and cultural differences (e.g., slavery, tariffs, industrialism vs. agrarianism, federal vs. states' rights) among sections of the U.S. and explain how these differences resulted in the American Civil War.Program of Studies: Skills and ConceptsSS-8-HP-S-1Students will demonstrate an understanding of the interpretative nature of history using a variety of tools and resources (e.g., primary and secondary sources, Internet, timelines, maps):

a) Investigate, describe and analyze significant historical events and conditions in the U.S prior to Reconstruction, drawing inferences about perspectives of different individuals and groups (e.g., gender, race, region, ethnic group, age, economic status, religion, political group).

b) Examine multiple cause-effect relationships that have shaped history (e.g., showing how a series of events are connected).SS-8-HP-S-2Students will investigate, using primary and secondary sources (e.g., biographies, films, magazines, Internet resources, textbooks, artifacts) to answer questions about, locate examples of, or interpret factual and fictional accounts of major historical events and people:

a) Analyze how exploration and the settlement of America caused diverse cultures to interact in various forms (e.g., compromise, cooperation, conflict, competition); explain how governments expanded their territories and the impact this had on the United States prior to Reconstruction.

b) Describe events and conditions that led to the "Great Convergence" of European, African and Native American people beginning in the late 15th century; analyze how America's diverse society developed as a result of these events.

c) Explain how the ideals of equality and personal liberty (e.g., rise of individual rights, economic freedom, religious diversity) that developed during the colonial period were motivations for the American Revolution and proved instrumental in forging a new nation.

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d) Describe how the growth of democracy and geographic expansion occurred and were significant to the development of the United States prior to Reconstruction.

e) Compare the political, social, economic and cultural differences (e.g., slavery, tariffs, industrialism vs. agrarianism, federal vs. states' rights) between and among regions of the U.S. and explain how these differences contributed to the American Civil War.

f) Evaluate how advances in science and technology contributed to the changing American society in the United States prior to Reconstruction.

PRACTICAL LIVING/VOCATIONAL STUDIES\Big Idea: Personal Wellness (Health Education) PL-08-1.1.1 DOK 2Students will explain the importance of effective social interaction skills (e.g., respect, self-advocacy, cooperation, communication, identifying and being open to different perspectives and points of view, empathy, friendship).RespectSelf-advocacyCooperationCommunicationDifferent perspectivesPoint of viewEmpathy FriendshipPL-08-1.1.2 DOK 2Students will recommend and justify effective strategies (e.g., communication, problem solving, decision making, refusal skills, anger management, conflict resolution, relaxation techniques, time management) for responding to stress, conflict, peer pressure, and bullying.CommunicationProblem solvingDecision makingAnger managementConflict resolution

Relaxation techniquesTime managementFamily tradition/valuesCultural beliefsRepeated vocabulary

PL-08-1.1.3Students will explain how physical, social, and emotional changes (e.g., growth spurts, peer influence, self-confidence, mood swings) occur during adolescence.Growth spurtsPeer influenceSelf- confidenceMood swingsPL-08-1.1.4Students will explain basic structures and function of the reproductive system and its impact on an individual’s well-being.Structures and functions of the reproductive system PL-08-1.1.5Students will identify the risks (e.g., STD’s, unwanted pregnancies, HIV/AIDS) to being sexually active and strategies for delaying sexual activity (e.g., using refusal skills, talking with parents, doctors, counselors).PL-08-1.1.6 DOK 2 Students will explain how individual behavior choices and habits relating to diet, exercise, rest, and other choices (e.g., tobacco, alcohol, illegal drugs) affect body systems (e.g., circulatory, respiratory, nervous, digestive).Risks-STD’s, Strategies for delayingRefusal skillsPL-08-1.1.8 DOK 2

irregular exercise habits sexual activity).PL-08-1.1.9 DOK 2Students will explain causes, symptoms, and prevention of social (e.g., not getting along with others, disagreeable, beinguncooperative) mental, and emotional problems (e.g., depression, anxiety, eating disorders). Social problemsEmotional problemsMental problemsDepressionAnxietyPL-08-1.1.10 Students will describe resources (e.g. guidance counselors, drug counselors, parents, teachers) that are helpful for individuals seeking treatment or counseling for negative behaviors or addictions (e.g. drug addiction, eating disorders).PL-08-1.1. 11 DOK 2Students will recommend effective self-management and coping strategies (e.g., goal-setting, time-management, personal learning styles and preferences, and decision-making) for maintaining mental and emotional health.PL-08-1.1.1.7 DOK 3Students will explain symptoms, causes, patterns of transmission, prevention and treatments of communicable (colds, flu/influenza, mononucleosis, hepatitis, HIV/AIDS/STD, tuberculosis) and non-communicable diseases (cancer, cardiovascular disease, diabetes, obesity, asthma, emphysema).Patterns of transmissionPrevention of communicable diseaseNon-communicable diseasePathogensHygiene practiceHealth care providersProgram of Studies: Skills and Concepts

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Students will explain risks associated with unhealthy habits and behaviors (e.g., substance use/abuse of tobacco, alcohol, inhalants, illegal drugs, prescription drugs, dietary habits/eating disorders,

PL-8-PW-S-PPH1Students will evaluate communication methods used in advocating for personal, family and community health.PL-8-PW-S-PPH2Students will understand that that the importance of assuming responsibility for personal health behaviors:

a) Predict how decisions regarding health behaviors have consequences for self and others.b) Explain the benefits (preventing pregnancy, preventing HIV/STDs, maintaining self-esteem) and strategies (e.g., using refusal skills, talking with

parents, doctors, counselors) of abstaining from sexual activity.PL-8-PW-S-PPH3Students will evaluate how an individual’s behaviors and choices of diet, exercise and rest affect the body.PL-8-PW-S-GD1Students will apply strategies and skills needed to obtain personal health goals during adolescence and describe the physical, social and emotional changes (e.g., growth spurts, peer influence, self-confidence, mood swings) that occur during adolescence.PL-8-PW-S-GD2Students will explain basic structures and functions of the reproductive system as it relates to the human life cycle.PL-8-PW-S-SMEH1Students will demonstrate social interaction skills by:

a) Using appropriate means to express needs, wants and feelings.b) Using and explaining the importance of effective social interaction skills (e.g., respect, self-advocacy, cooperation, communication, identifying and

being open to different perspectives and points of view, empathy, friendship).c) Recommending and justifying effective strategies (e.g., problem solving, decision making, refusal skills, anger management, conflict resolution)

for responding to stress, conflict, peer pressure and bullying.d) Interpreting how individuals impact the effective functioning of groups.

PL-8-PW-S-SMEH2Students will demonstrate the ability to apply a decision-making process to health issues and problems individually and collaboratively.PL-8-PW-S-FCH1Students will analyze how personal health, health behaviors and use of health services can be influenced by:

a) Family traditions/valuesb) Technology and media messagesc) Cultural beliefsd) Physical, social and emotional environmentse) Information from peers

PL-8-PW-S-PPH3Students will evaluate how an individual’s behaviors and choices of diet, exercise and rest affect the body.PL-8-PW-S-ATOD1Students will demonstrate an understanding of the use and misuse of alcohol, tobacco and other drugs by:

a) Distinguishing between legal (e.g., over the counter, prescription drugs) and illegal drugs (e.g., inhalants, marijuana, stimulants, depressants) and describing how their usage affects the body systems.

b) Describing the immediate/long-term effects of alcohol, tobacco and illegal drug usage and analyzing their impact on health.c) Describing resources available to individuals seeking treatment or counseling for negative behaviors or addictions.

PL-8-PW-S-DP1Students will demonstrate an understanding of diseases by:

a) Describing symptoms, causes, patterns of transmission, prevention and treatments of communicable diseases (colds, flu, mononucleosis, hepatitis, HIV/STD, tuberculosis).

b) Describing symptoms, causes, patterns of transmission, prevention and treatments of non-communicable diseases (cancer, cardiovascular disease, diabetes, obesity, asthma, emphysema).

c) Investigate family history, environment, lifestyle and other risk factors related to the cause or prevention of disease and other health problems.PL-8-PW-S-DP2Students will demonstrate an understanding of how to maintain a healthy body by:

a) Analyzing how health is influenced by the interaction of body systems.b) Describing ways pathogens from the environment (e.g., air, food, people) enter the body and explaining how body

defenses fight pathogens.c) Explaining how personal hygiene practices affect physical, mental/emotional and social health; explaining how personal health habits (e.g., hand

washing, care of teeth and eyes, sun protection) affect self and others in the prevention and spread of disease.d) Identifying health care providers and describing reasons for preventive care.

PL-8-PW-S-SMEH3Students will identify common social and emotional problems (aggression, anxiety, depression, grief) and describe self-management and coping strategies (goal setting, refusal skills, decision making and time management) for addressing these problems.PL-8-PW-S-ATOD1Students will demonstrate an understanding of the use and misuse of alcohol, tobacco and other drugs by:

a) Distinguishing between legal (e.g., over the counter, prescription drugs) and illegal drugs (e.g., inhalants, marijuana, stimulants, depressants) and describing how their usage affects the body systems.

b) Describing the immediate/long-term effects of alcohol, tobacco and illegal drug usage and analyzing their impact on health.c) Describing resources available to individuals seeking treatment or counseling for negative behaviors or addictions.

Big Idea: Nutrition (Health Education) PL-08-1.2.1 Students will explain how nutrients (protein, carbohydrates, fats, minerals, vitamins, water) are important for the growth and development of healthy bodies (e.g., strong bones and muscles, energy, healthy organs).ProteinCarbohydratesFatsMineralsPL-08-1.2. 2 DOK 2Students will explain why key recommendations made in the Dietary Guidelines for Americans contribute to good health.Dietary Guidelines for AmericansGeography

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ConvenienceAdvertisingProgram of Studies: Skills and ConceptsPL PL-8-N-S-1Students will evaluate the role of nutrients and food sources in the growth and development of healthy bodies.PL-8-N-S-2Students will identify problems that occur from extreme eating behaviors (overeating, obesity, anorexia, bulimia).PL-8-N-S-3Students will analyze factors (e.g., geography, family, cultural background, convenience, cost, advertising, friends, personal taste) that influence healthy food choices.PL-8-N-S-4Students will apply the decision-making process when analyzing resources needed in making dietary choices.PL-8-N-S-5Students will use print and non-print resources (e.g., Food Guide Pyramid (FGP), Dietary Guidelines for Americans, United States Department of Agriculture (USDA), National Dairy council), to make healthful food choices in real-life situations.

Big Idea: Safety (Health Education) PL-08-1.3.1 Students will explain how health hazards (e.g., firearms, motorized vehicles, all terrain vehicles, personal water craft, potentially unsafe or threatening situations) and safety practices (e.g., walking in opposite direction of violence, staying calm in dangerous situations, wearing protective gear, notifying appropriate authority) may influence their personal health.Health hazardsSafety practicesSafety practices when assuming responsibilitiesHealth agenciesSafety resourcesPL-08-1.3.2 DOK 3Students will explain how basic first-aid procedures for responding to a variety of life-threatening emergencies (e.g., falls, drowning, choking, bleeding, shock, poisons, burns, temperature-related emergencies, allergic reactions, broken bones) can help reduce the severity of injuries and save lives.Basic first-aid proceduresProgram of Studies: Skills and ConceptsPL-8-S-S-1Students will explain how health hazards (e.g., firearms, motorized vehicles, all terrain vehicles, personal water craft, potentially unsafe or threatening situations) and safety practices (e.g., walking in opposite direction of violence, staying calm in dangerous situations, wearing protective gear, notifying appropriate authority) may influence their personal health.PL-8-S-S-2Students will identify and describe potential hazards in and around the home and school explain how to prevent injuries.PL-8-S-S-3Students will demonstrate safety procedures needed for emergencies (e.g., weather, fire, tornado, lock down) at home or school.PL-8-S-S-4Students will recognize life threatening emergencies and explain how basic first-aid procedures for responding to a variety of life-threatening emergencies (e.g., falls, drowning, choking, bleeding, shock, poisons, burns, temperature-related emergencies, allergic reactions, broken bones) can help reduce the severity of injuries and save lives.PL-8-S-S-5Students will identify and access the available local, state and federal health and safety agencies (e.g., health departments, Center for Disease Control and Prevention (CDC), National Guard) and explain the services they provide.PL-8-S-S-6Students will use reliable safety resources and guidelines to help in avoiding injuries and dangerous situations (e.g., internet use, vehicles, firearms, watercraft).PL-8-S-S-7Students will demonstrate communications skills needed in emergency situations.PL-8-S-S-8Students will explain safety practices needed when assuming responsibilities (babysitting, house-sitting, elderly care, pet care) in caring for animals, property and other individuals.

Big Idea: Psychomotor Skills (Physical Education) PL-08-2.1.1Students will apply a combination techniques of locomotor and nonlocomotor skills which are necessary for the improvement of transitional motor skills (e.g., punting, serving, dribbling): locomotor - moving from one place to another (e.g., running, skipping, hopping) nonlocomotor – stationary (e.g., bending, stretching, twisting) movements

PL-08-2.1.2Students will analyze the principles of motor skill refinements (e.g., accuracy, technique, movement).Program of Studies: Skills and ConceptsPL-8-PS-S-1Students will critique transitional motor skills and patterns to make recommendations for improvementPL-8-PS-S-2Students will selects appropriate practice procedures to learn and master skills and movement patternsPL-8-PS-S-3Students will analyze the principles of motor skill refinements (e.g. accuracy, technique, movement) have in skill developmentPL-8-PS-S-4Students will demonstrate increased competence in motor skills for individual, dual and team activitiesPL-8-PS-S-5Students will explore the use of non-locomotor, locomotor and combination skills in movement sequences, patterned dances, games and other activitiesPL-8-PS-S-6

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Students will refine techniques to achieve consistency in performance of fundamental manipulative skills (e.g., throwing, catching, kicking, dribbling, striking) for participation in games and activitiesPL-8-PS-S-7Students will demonstrate and explain how transitional motor skills are needed for participation in games, activities and rhythmic movements (e.g., baseball, soccer, dance, golf, basketball)Big Idea: Lifetime Physical Wellness (Physical Education) PL-08-2.2.1 DOK 2Students will explain how physical, emotional/mental, and social benefits result from regular participation in leisure,/recreational, or competitive physical activities:

Physical benefits (e.g., Weight management, muscular strength, muscular endurance, flexibility, cardio-respiratory/cardiovascular endurance, control of body movements, stress reduction, body composition, decreased resting heart rate, reduced cholesterol levels)

Social benefits (e.g., Positive interactions with others, respect for self and others, enjoyment, self-expression, group interaction) Emotional/mental benefits (e.g., Improved confidence, increased self-esteem, stress reduction, self-expression).

PL-08-2.2.2Students will recommend and access techniques (e.g., practice, lessons, videos, drills, peer/teacher review, self-evaluation) for improving performance in games and sports.PL-08-2.2.3 DOK 2Students will explain the components of fitness (muscular strength, muscular endurance, flexibility, body composition, cardio-respiratory/cardiovascular endurance) and how the FITT Principle (Frequency, Intensity, Type, Time) can be used to maintain and improve fitness.PL-08-2.2.4 Students will describe how offensive and defensive strategies in games and sports make them interesting and enjoyable.PL-08-2.2.5 Students will analyze the value of rules of behavior and fair play (e.g., accepting authoritative decisions, assessing one’s own performance level, accepting skills and abilities of others through verbal and nonverbal actions for spectators and/or participants) during games and sports.Program of Studies: Skills and ConceptsPL-8-LPW-S-1Students will design and implement a personal lifetime leisure/recreational plan that includes challenging and enjoyable physical activitiesPL-8-LPW-S-2Students will examine and analyze the personal benefits derived from regular participation in leisure/recreational or competitive physical activitiesPL-8-LPW-S-3Students will develop and implement an appropriate practice plan for skill proficiency in games and sportsPL-8-LPW-S-4Students will examine the relationship between and among effort, persistence, practice and improvement as they relate to skill developmentPL-8-LPW-S-5Students will access and describe techniques (e.g., practice, lessons, videos, drills, peer/teacher review, self-evaluation) for improving performance in games and sportsPL-8-LPW-S-6Students will participate regularly in physical activityPL-8-LPW-S-7Students will when participating in a variety of physical activities, sports and games:

a) identify and apply rules of behavior and fair play (e.g., accepting authoritative decisions, assessing one’s own performance level, accepting skills and abilities of others through verbal and

b) nonverbal actions for spectators and/or participants)c) demonstrate sportsmanship, cooperation, teamwork and conflict resolutiond) identify and use safety principles, rules, procedures and etiquettee) describe how offensive and defensive strategies are used in games and sports

PL-8-LPW-S-8Students will conduct a self-assessment which includes the elements and of the FITT Principle (Frequency, Intensity, Type, Time) and design a fitness plan based on assessment resultsPL-8-LPW-S-9Students will compare and contrast lifetime activities (e.g., biking, dance, tennis, horseback riding, walking, golf) that improve or maintain the components of fitness (muscular strength, muscular endurance, flexibility, body composition, cardio-respiratory endurance)PL-8-LPW-S-10Students will explain how the systems of the body (e.g., muscular, skeletal, nervous, respiratory, circulatory) affect an individual’s personal fitness levelPL-8-LPW-S-11Students will explain the relationship of nutrition and exercise to physical fitness

Big Idea: Consumer DecisionsPL-08-3.1.1Students will explain and give examples of wants and needs that influence consumer decisions.PL-08-3.1.2 DOK 3Students will explain factors (brand name, price, quality, features, availability) to consider when making consumer decisions and will compare and evaluate products and services based on these factors.PL-08-3.1.3 DOK 2Students will describe various factors that influence consumer decisions, such as peer pressure, impulses, desire for status, and advertising techniques (facts and figures, glittering generalities, jingles/slogans, endorsement, testimonial, bandwagon, , emotional appeal, free gifts/rewards) and explain why they are influential.PL-08-3.1.4 DOK 2Students will describe consumer actions (reuse, reduce, recycle) and explain how these actions impact the environment (e.g., conserving resources, reducing pollution, reducing solid waste, conserving energy).PL-08-3.1.5Students will identify and explain the importance of resources and services provided by community agencies and how these resources benefit the overall community.

- Public health department- Fire department- Police department

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- Family resource centerProgram of Studies: Skills and ConceptsVS-8-CD-S-1Students will evaluate social factors and economic principles and their affect on consumer decisions by:

a) examining the use of economic principles and resources in making choices to satisfy needs and wants of individuals and familiesb) comparing and evaluating products and services based on major factors (e.g., brand name, price, quality, features, availability) when making

consumer decisionsc) comparing the relationship between supply and demand and their role in meeting consumer needsd) analyzing the interrelationship between the economic system and consumer actionse) apply decision-making strategies when buying products based on price, features, and qualityf) identifying practices that allow families to maintain economic self-sufficiency

VS-8-CD-S-2Students will investigate how culture, media and technology impact the family and consumer decision making by:

a) exploring and using technology to access consumer information (e.g., products, services, and resources)b) developing criteria to evaluate consumer’s buying practices that are influenced by peer pressure, desire for status and advertising techniques (e.g.,

bandwagon, facts and figures, emotional appeal, endorsement/testimonials)VS-8-CD-S-3Students will investigate consumer advocacy groups and the impact of consumer’s rights and responsibilities by:

a) examining economic impacts of laws and regulations that pertain to consumers and providers of servicesb) identifying and explaining how consumer rights and responsibilities are protected (e.g., government agencies, consumer protection agencies,

consumer action groups)VS-8-CD-S-4Students will evaluate ways consumer actions (e.g., reusing, reducing, recycling) influence the use of resources and impact the environment by:

a) describing the influence of environmental factors that positively and negatively affect healthb) researching local and state environmental issues that address consumption for conservation and waste management practices

VS-8-CD-S-5Students will use print and electronic resources from home, school, and community that provide accurate and relevant health informationVS-8-CD-S-6Students will locate and interpret career information and job opportunities in the community that support job success

Big Idea: Career Awareness, Exploration, PlanningPL-08-4.1.1Students will identify and summarize why people need to work (e.g., earn money, contribute to society, develop an identity as a worker, enhance self-esteem) to meet basic needs (food, clothing, shelter) and for personal satisfaction and enjoyment.PL-08-4.1.2Students will identify and explain how jobs and career opportunities in each of Kentucky’s) Career Clusters (Agriculture, Arts & Humanities, Business & Marketing, Communications, Construction, Education, Health Science, Human Services, Information Technology, Manufacturing, Public Services, Science & Mathematics, Social Sciences, Transportation) vary within and among communities and regions.PL-08-4.1.3 DOK 2Students will describe a range of academic skills acquired in school (e.g., verbal and nonverbal communication, computer/technical, mathematical, inquiry skills) and explain how these skills impact job success and future career opportunities. PL-08-4.1.4 DOK 3Students will describe how Career Interest Inventory, Learning Styles Inventory, and other formal assessments, job fairs, job shadowing, academic experiences/grades, hobbies are used in determining individual traits (e.g., interests, abilities, learning styles) and explain how knowledge of such traits is helpful in developing career goals for an Individual Learning Plan (ILP)PL-08-4.1.5Students will explain and evaluate resources (e.g., Internet, newspapers, magazines, family members, counselors, employers) and experiences (e.g., shadowing, mentoring) that can be used for locating job and career information.PL-08-4.1.6Students will explain and give examples of how the components of the Individual Learning Plan (ILP) can be used as tools in career planning:

Academic & career assessments Career goals Four year high school plan Interest/hobbies School and community activities Work experience

PL-08-4.1.7Students will explain with examples postsecondary options (e.g., community technical colleges, 4-year colleges, military service) used when developing career goals that are included in the Individual Learning Plan (ILP).Program of Studies: Skills and ConceptsVS-8-CAEP-S-1Students will analyze why people need to work (e.g., earn money, contribute to society, develop identity as a worker, enhance self-esteem) to meet basic needs (food, clothing, shelter) and for personal satisfaction and enjoyment by:

a. comparing and contrasting the many factors that must be considered when selecting and preparing for employment or a career pathVS-8-CAEP-S-2Students will explain how jobs/careers reflect both individual and societal needsVS-8-CAEP-S-3analyze the direct relationship of academic/technical skills, extracurricular activities, and community experiences to career preparation by:

a) researching career choice through the use of technologyVS-8-CAEP-S-4Students will create an educational plan that will can impact their future career opportunities by:

a) describing how job and career opportunities (e.g., veterinarian, sales associate, interior designer, meteorologist, physical therapist) are grouped together in career clusters (e.g., Agriculture, Arts & Humanities, Business & Marketing, Communications, Construction, Education, Health Science, Human Services, Information Technology, Manufacturing, Public Services, Science & Mathematics, Social Sciences, Transportation) that vary within and among communities and regions

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b) accessing and evaluating resources for locating job/career information career paths related to interests, aptitude (e.g., academic skills), and abilities

c) creating and updating an Individual Learning Plan (ILP) as a tool to explore self-knowledge and academic aptitude and understand that that career paths should relate to your individual traits (e.g., interests, abilities, learning styles)

d) explaining with examples postsecondary options (e.g., community technical colleges, 4-year colleges, military service) used when developing career goals that are included in the Individual Learning Plan (ILP)

VS-8-CAEP-S-5Students will analyze how self-knowledge (e.g., interests, abilities) is helpful when selecting and preparing for a career path and that unique interests may lead to career choices

Big Idea: Employability SkillsPL-08-4.2.2 DOK 2Students will describe team skills (e.g., goal setting, listening, following directions, communicating, questioning, problem-solving, dividing work) and explain why they are important in the workplace.PL-08-4.2.1 DOK 2Students will describe individual work habits/ethics (e.g., following directions, problem-solving, time management, respect, self-discipline, punctuality) and explain their importance in the workplace.Program of Studies: Skills and ConceptsVS-8-ES-S-1Students will evaluate how interpersonal skills impact individual’s career choice and success in the workplace by:

a) analyzing and evaluating the role of each participant’s contribution in a team settingb) evaluating the importance of working cooperatively with people of diverse backgrounds and abilities to achieve success in the workplacec) designing a plan for working cooperatively with others by contributing ideas, suggestions and efforts to complete a taskd) explaining how effective verbal and nonverbal communication skills impacts work-related situations

VS-8-ES-S-2Students will examine how attitudes and work habits contribute to success at home, school and work by:

a) identifying effective group interaction strategies (e.g., communicating effectively, conflict resolution, compromise) to develop team skills (e.g., goal-setting, questioning, dividing work)

b) demonstrating leadership skills by participating in co/extra-curricular activities, home, school and communityc) explaining how attitudes and work habits transfer from the home and school to the workplaced) demonstrating and explaining how various forms of etiquette are used in the home, school, community, and workplacee) describing consequences for actions when disobeying rules and routines at the workplacef) explaining the role of authority in school and the workplaceg) explaining the importance of developing good work ethics/habits (e.g., initiative, time management, respect, self-discipline, problem-solving)

that support career retention and advancementVS-8-ES-S-3Students will explain how employability skills are important to achieve success in the workplace by:

a) using available resources for locating job openingsb) using established criteria to evaluate a completed job application

VS-8-ES-S-4Students will explain how academic and technical skills contribute to obtaining and succeeding in employment by:a) using technology to research job/careers in the communityb) explaining how success in an academic course of study could contribute to the achievement and success in employment (e.g., Arts and

Humanities/Museum Curator, Health Education/Personal Trainer)c) explaining how success in a technical course of study could contribute to the achievement and success in employment (e.g., Career

Choices/Nurse, Business/Marketing Career Exploration/Advertising Manager)

Big Idea: Communication/TechnologyPL-08-4.3.1Students will explain how jobs/careers (e.g., physical therapist, meteorologist, radio & television broadcaster, web designer) have been created as a result of scientific and technological advancements.PL-08-4.3.2 DOK 3Students will explain the purposes of technology tools (e.g., multi-media, Internet, digital camera, teleconferencing, debit/credit cards) and analyze how these impact productivity in homes, schools, and jobs. PL-08-4.3.3 DOK 2Students will identify and explain skills used to seek, obtain, maintain, and change jobs/careers:

Written communication (e.g., preparing résumé, writing a business letter) Nonverbal communication skills (e.g., making eye contact, listening, smiling, body language, facial expression, posture, dress) Verbal skills (e.g., speaking, giving responses, expressing appreciation, questioning, greeting) Interview skills (e.g., friendly greeting, maintain eye contact, show enthusiasm about the job, respond positively and honestly, plan

questions to ask, listen carefully, thank interviewer) Program of Studies: Skills and ConceptsVS-8-CT-S-1Students will explain how jobs/careers (e.g., Physical Therapist, Radio and Television Broadcaster, Web Designer) have been created as a result of scientific and technological advancementsVS-8-CT-S-2Students will evaluate the purpose of technology tools (e.g., multi-media, Internet, digital camera, teleconferencing, debit/credit cards) and analyze how these impact productivity in homes, schools and jobs by:

a) explaining how technology provides access to information and resources at home, school and the workplaceb) describing the role of technology within a community in maintaining safe and healthy living environmentc) updating the Individual Learning Plan (ILP) to provide a focus for academic and career planning

VS-8-CT-S-3Students will explain how communication skills are essential in seeking and maintaining jobs/careers by:

a) describing effective speaking and listening skills used in a job interviewb) explaining skills used to seek, obtain, maintain, and change jobs/careers: written communication, nonverbal/verbal communication skills and

interview skillsc) using different formats to summarize and communicate orally and in written form for use in the classroom and the workplace

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ARTS AND HUMANITIESBig Idea: Structure in the ArtsAH-08-1.4.1 DOK 3Students will compare or evaluate works of art using elements of art and principles of design.Elements of art:Line, Shape, Color properties (hue, value, intensity) and color schemes/groups (monochromatic), Form, (Texture, Space (positive/negative, perspective (e.g., 1 point linear perspective), value (darkness or lightness, tints or shades)Determine differences in actual/implied texture, use straight, curved, and zigzag lines in artwork, Identify curvy, jagged, thin, thick, and broken lines.Show age appropriate working knowledge of shape and be able to use the correct terminology when explaining how shapes are used and in combination to create certain works of art.Principles of design:Repetition, Pattern, Balance (symmetrical/asymmetrical), Emphasis (focal point), Contrast (e.g., black/white, rough/smooth), Rhythm, Proportion, MovementAH-08-1.4.2 DOK 2Students will compare or evaluate a variety of art media and art processes.Media (plural)/Medium (singular): (Properties of media need to be known in order to respond to artworks)ArchitectureTwo-dimensional - crayon, pencil, fabric, yarn, paint (tempera, watercolor), ink, pastelThree-dimensional - clay, papier-mâché, found objects (assemblages)Art Processes:Two-dimensional - drawing, painting, fiber art (e.g., fabric printing, stamping, tie-dye), printmaking Three-dimensional - ceramics, sculpture, fiber art (e.g., constructing with fiber, weaving, knitting, quilting), Subject matter: representational (e.g., landscape, portrait, still life) nonrepresentational (e.g., abstract, non-objective).Subject matter: representational (e.g., landscape, portrait, still life) nonrepresentational (e.g., abstract, non-objective)Determine differences in actual/implied textureCreate and understand the value scaleCreate 3-dimensional work of art using additive and subtractive techniquesGrade 8 Skills and Concepts - Visual ArtsAH-8-SA-S-VA1Students will use appropriate terminology to describe and analyze the use of elements of art (line, shape, form, texture, color) and principles of design (emphasis, pattern, balance, contrast) in a variety of visual artworks AH-8-SA-S-VA2Students will use the elements of art, principles of design, and a variety of processes in creating artworksAH-8-SA-S-VA3Students will apply organizational structures and describe what makes them effective or not effective in communicating ideasAH-8-SA-S-VA4Students will identify and analyze the use of elements of art (e.g., line, shape, form, texture, primary and secondary colors, color schemes/groups) and principles of design (e.g., focal point, pattern, balance, contrast) in a variety of two and three dimensional artworks AH-8-SA-S-VA5Students will identify a variety of subject matter in visual artworks (representational – e.g., landscape, portrait, still life, nonrepresentational – e.g., abstract, non-objective)Identify forms in a 2 dimensional artwork and how their placement in artwork aids in the development of depth in artworksKnow the proportions of the body.Recognize properties of metal, stone or wood sculpture,

Big Idea: Humanity in the ArtsAH-08-2.4.1 DOK 3Students will analyze or explain how diverse cultures and time periods are reflected in visual arts. Cultures/Period:

Early American through Civil War - European Neo-classical influences (architecture) Painting – inspired by the natural beauty of America, painters began to develop their own unique styles rather than borrow from Europe

(Wildlife – e.g., John James Audubon, Landscapes – e.g., Thomas Cole, Native American subjects – e.g., George Catlin)The development of photography as a new medium that impacted visual art (e.g., Mathew Brady)Program of Studies: Skills and Concepts – Visual ArtsAH-8-HA-S-VA1Students will describe and analyze distinguishing characteristics of visual art representing a variety of world cultures and time periods (Early American through Civil War).AH-8-HA-S-VA2Students will observe, classify, and create visual art according to styles and processes used in a variety of world cultures and historical periods.Understand the purpose for Art in the Renaissance culture (DaVinci, Michelangelo).AH-8-HA-S-VA3Students will examine visual artworks from various world cultures and explain how artworks reflect the culture, cultural beliefs, or blending of cultures; use examples to illustrate how artworks have directly influenced society or culture. AH-8-HA-S-VA4Students will examine visual artworks from various time periods and explain the influence of time and place are reflected in them (e.g., European Neo-classical influences on architecture). AH-8-HA-S-VA5Students will use print and non-print sources to explore, describe, and compare themes, characters, and situations in artworks from different cultures or time periods.CeremonialAfrican, African –American, Asian, Latin-American, Native-American, EuropeanAncient Egypt, Ancient/ Classical Rome, Medieval, Baroque, Early American through Civil War

Big Idea: Purposes for Creating the Arts – Visual Art

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AH-08-3.4.1 DOK 2Students will compare or explain how art fulfills a variety of purposes.Purposes of Art: (different roles of art)

Ceremonial - ritual, celebration, artworks created to support worship ceremonies Artistic expression - artwork to express or communicate emotions, ideas, feelings (e.g., for self-expression, to decorate or beautify objects)Narrative - artworks that tell stories, describe and illustrate experiences, or communicate ideas or information, art to document important or historical events Functional - artistic objects used in everyday lifePersuasive - artworks that promote ideas, philosophies, or products (e.g., advertising, marketing, propaganda, ideology, etc.)

Program of Studies: Skills and Concepts – Visual ArtsAH-8-PCA-S-VA1Students will compare and explain purposes for which visual art is created (ceremonial, artistic expression, narrative, functional, persuasive) AH-8-PCA-S-VA2Students will create new, choose and experience artworks created to fulfill a variety of specific purposes

Big Idea: Processes in the Arts AH-08-4.4.1 Students will create art for specific purposes using the elements of art and principles of design to communicate ideas.AH-08-4.4.2 Students will use a variety of art media, processes and subject matter to communicate ideas, feelings and experiences.Program of Studies: Skills and Concepts – Visual ArtsAH-8-PA-S-VA1Students will be actively involved in selecting media, techniques, and processes for creating artworks applying the elements of art and principles of design.AH-8-PA-S-VA2Students will use knowledge of the elements and principles of art and art terminology to:

create expressive artworks describe and critique their own work and the work of others

AH-8-PA-S-VA3Students will identify and apply criteria for evaluating visual arts (e.g., skill of artist, originality, emotional impact, variety, interest) AH-8-PA-S-VA4Students will demonstrate behavior appropriate for observing the particular context and style of the artwork being viewed; discuss opinions with peers in a supportive and constructive way  AH-8-PA-S-VA5Students will describe personal responses to artwork; explain why there might be different responses to specific works of art (e.g., personal experience, interest, medium used, effectiveness of message)

Big Idea: Interrelationships Among the Arts- Visual ArtsProgram of Studies: Skills and Concepts - ArtsAH-8-IAA-S-1Students will recognize common terms and concepts used in various arts (e.g., tempo in dance and music).AH-8-IAA-S-2Students will identify communication of common themes or ideas across different art forms.AH-8-IAA-S-3Students will identify and explain connections between and among different art forms from the same culture or from the same time period.AH-8-IAA-S-4Students will describe commonalities between the arts and other subjects taught in the school (e.g., observation skills in visual arts and science, historical and cultural perspectives in the arts and social studies, shape in visual art and math, dance and a healthy lifestyle, fractions in music notation and math).AH-8-IAA-S-5 Students will communicate common meaning through creating and performing in the four art forms.This content is not assessed at the state level, however, according to the National Standards for Arts Education, students "should be able to relate various types of arts knowledge and skills within and across the arts disciplines." In Kentucky's Learning Goals, goal number 8 states:Students shall develop their abilities to connect and integrate experiences and new knowledge from all subject matter fields with what they have previously learned and build on past learning experiences to acquire new information through various media sources.8.1 Students connect knowledge and experiences from different subject areas.   According to 404 KAR 3:303 the Program of Studies outlines the minimum content standards for all students across grade levels and content areas. Although this content is not tested in the Commonwealth Accountability Testing System, it is required instruction in order for the course to meet the guidelines of 404 KAR 3:303.

Drama/TheatreBig Idea: Structure in the Arts -Drama/TheatreAH-08-1.3.1 DOK 3Students will compare or evaluate the use of elements of drama in dramatic works. Elements of drama: Literary elements – Script, Plot structures (exposition, rising action, climax or turning point, falling action, resolution), Suspense, Theme, Setting, Language (word choice/style used to create character, dialect, point of view), Monologue, Dialogue, EmpathyTechnical elements - Scenery (set), Sound, Lights, Make-up, Props, Costumes, DesignAnalyze the elements and write a short French scene with two characters that reinforces a simple plot. Take the scene and compare and contrast two different time periods.Performance elements -Acting (e.g. character motivation and analysis),Speaking (e.g., breath control, projection, vocal expression, diction), Nonverbal expression (e.g., gestures, body alignment, facial expression, character blocking and movement, stage directions - stage left, stage right, center stage, upstage, downstage)All students should evaluate one character and identify the general background of the character. They should investigate the character by watching other people and putting together the character of their choice. Then the student should begin the stage blocking for performance of the character or characters.AH-08-1.3.2

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Students will describe how the technical elements (scenery, props, costumes, make-up, lighting, sound) communicate setting and mood.AH-08-1.3.3Students will explain how performance elements (e.g., acting, speaking, movement) can create a believable character.AH-08-1.3.4Students will identify and describe the types of stages (arena, thrust, proscenium).Program of Studies: Skills and Concepts - Drama/TheatreAH-8-SA-S-DT1Students will use appropriate terminology to identify and analyze the use of elements of drama (literary, technical, performance) in a variety of dramatic works.AH-8-SA-S-DT2Students will use the elements of drama in creating and performing dramatic works independently and with others.AH-8-SA-S-DT3Students will observe, describe, and apply creative dramatics (improvisation, mimicry, pantomime, role playing and story telling) in a variety of situations.AH-8-SA-S-DT4Students will identify and describe how technical elements (staging, scenery, props, costumes, make-up, lighting, sound) and performance elements (acting, speaking, nonverbal expression) create mood and believable charactersAH-8-SA-S-DT5Students will describe and compare types of stages (arena, thrust, proscenium)AH-8-SA-S-DT6Students will explore a variety of dramatic works (e.g., theater and dramatic media – film, television, electronic media)

Big Idea: Humanity in the Arts – Drama//TheatreAH-08-2.3.1 DOK 3Students will analyze or explain how diverse cultures and time periods are reflected in drama/theatre. Cultures/Periods:Early American through Civil War –

Starting in the early 1700’s entertainers from England performed in large cities; during the Revolutionary War many colonies banned theatrical performances to focus on the war;

In the early 1800’s well known stars toured the country; development and characteristics of melodrama in America; development of a distinct American tone using American stories and characters (e.g., Uncle Tom’s Cabin)

Students will visit a variety cultures and they will explain the differences in those periods by using comparison and contrast. Students should do a show and tell of how they are alike or different.Program of Studies: Skills and Concepts - Drama/TheatreAH-8-HA-S-DT1Students will describe and analyze distinguishing characteristics of dramatic work representing a variety of world cultures and time periods (Early American through Civil War)AH-8-HA-S-DT2Students will observe, classify, and perform dramatic works representing a variety of world cultures and historical periods.AH-8-HA-S-DT3Students will examine dramatic works from various world cultures and explain how dramatic works reflect the culture, cultural beliefs, or blending of cultures; use examples to illustrate how dramatic works have directly influenced society or culture.AH-8-HA-S-DT4Students will examine dramatic works from various time periods and explain how the influence of time and place are reflected in them.AH-8-HA-S-DT5Students will use print and non-print sources to explore, describe, and compare themes, characters, and situations in dramas from different cultures or time periods.The students will develop the ideas of medieval theater using a variety of sources provided to them. They should describe the importance of the church in this discussion. Perhaps it would help the students to identify what happened after the fall of the Roman Empire and to see what kept theater going. They should formulate who kept theater going and for what cause.

Big Idea: Purposes for Creating the Arts – Drama/TheatreAH-08-3.3.1 DOK 2Students will identify or explain how drama/theatre fulfills a variety of purposes.Sharing the human experience – to express or communicate emotion, feelings, ideas, information through dramatic works (e.g., social change, express or communicate universal themes, to interpret and recreate information, ideas and emotions)Passing on tradition and culture – to express or communicate feelings, ideas, information (e.g., narrative, storytelling, folktales, religious ritual and ceremony)Recreational – drama as recreation and for recreational events (e.g., for entertainment, diversion, festivals)Artistic expression – drama created with the intent to express or communicate emotion, feelings, ideas, information (e.g., dramatic works created and performed in a theatrical setting for an audience)Grade 8 Skills and Concepts - Drama/TheatreAH-8-PCA-S-DT1Students will compare and explain purposes for which drama/theatre is created (sharing the human experience, passing on tradition and culture, recreational, artistic expression).AH-8-PCA-S-DT2Students will create or write new, observe, choose and perform dramatic works to fulfill a variety of specific purposes.

Big Idea: Processes in the Arts – Drama/TheatreAH-08-4.3.1 Students will create and perform using elements of drama. (Literary, Technical, Performance).AH-08-4.3.2 Students will improvise short dialogues and monologues.AH-08-4.3.3 Students will engage in dramatic activities that reflect historical times and cultures.AH-08-4.3.4 Students will identify the skills necessary for jobs associated with theatre (playwright, director, actor, actress, designers, scenery, props, lighting, sounds, costume, make-up).

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Grade 8 Skills and Concepts - Drama/TheatreAH-8-PA-S-DT1Students will be actively involved in creating, improvising, and performing dramatic works alone and with others, using elements of drama (Literary, Technical, Performance).AH-8-PA-S-DT2Students will use knowledge of elements of drama to: Create and perform dramatic works in an expressive manner. Describe and critique their own performances and the performances of others.AH-8-PA-S-DT3Students will use a variety of resources (e.g., research, peers, technology) to: Write, refine, and record dialogue, monologues, and action. Explore jobs/careers and skills associated with dramatic arts (theater, media).

AH-8-PA-S-DT4Students will identify and apply criteria for evaluating dramatic works (e.g., skill of performers, originality, emotional impact, variety, interest, technical requirements: lighting, sound, scenery, costumes).AH-8-PA-S-DT5Students will demonstrate behavior appropriate for observing the particular context and style of dramatic works being performed; discuss opinions with peers in a supportive and constructive way.

Big Idea: Interrelationships Among the Arts- Drama/Theatre This content is not assessed at the state level, however, according to the National Standards for Arts Education, students "should be able to relate various types of arts knowledge and skills within and across the arts disciplines."In Kentucky's Learning Goals, goal number 8 states: Students shall develop their abilities to connect and integrate experiences and new knowledge from all subject matter fields with what they have previously learned and build on past learning experiences to acquire new information through various media sources.8.1 Students connect knowledge and experiences from different subject areas. According to 404 KAR 3:303 the Program of Studies outlines the minimum content standards for all students across grade levels and content areas. Although this content is not tested in the Commonwealth Accountability Testing System, it is required instruction in order for the course to meet the guidelines of 404 KAR 3:303.AH-8-IAA-S-1Students will recognize common terms and concepts used in various arts (e.g., tempo in dance and music).AH-8-IAA-S-2Students will identify communication of common themes or ideas across different art forms.AH-8-IAA-S-3Students will identify and explain connections between and among different art forms from the same culture or from the same time period.AH-8-IAA-S-4Students will describe commonalities between the arts and other subjects taught in the school (e.g., observation skills in visual arts and science, historical and cultural perspectives in the arts and social studies, shape in visual art and math, dance and a healthy lifestyle, fractions in music notation and math).AH-8-IAA-S-5Students will communicate common meaning through creating and performing in the four art forms.DANCEBig Idea: Structure in the Arts- DanceAH-08-1.2.1 DOK 3Students will compare or evaluate the use of elements in a variety of dances. Elements of dance:Space - direction (forward, backward, right, left, up, down, diagonal), pathway (straight, curved), levels (high, middle, low), shape (individual or group)

Focus - audience (where viewer’s eye is drawn), dancer (single focus -looking in the direction of movement, multi focus - changing head/eye focus during movements)Size - use of size in given space, or range of motion

Time (Tempo) - accent, rhythmic pattern, duration Force - heavy/light, sharp/smooth, tension /relaxation, bound/flowing Choreographic Forms -AB, ABA, call and response, narrativeAH-08-1.2.2 Students will compare and contrast dances by: identifying or describing theme (story), dance styles (e.g., ballet, jazz, tap, modern), characteristics of the style (e.g., tap - feet as rhythmic instrument, ballroom - partnering), and the use of the elements of dance.Grade 8 Skills and Concepts - DanceAH-8-SA-S-Da1Students will use appropriate terminology to identify and analyze the use of elements in a variety of dance (space, time, force) AH-8-SA-S-Da2Students will observe, describe, and demonstrate choreographic forms in dance.AH-8-SA-S-Da3Students will apply elements of dance and principles of movement (e.g., balance, initiation of movement, weight shift) when observing, creating, and performing patterns of movement independently and with others.AH-8-SA-S-Da4Students will identify and describe themes and styles (including characteristics of styles) of dance.

Big Idea: Humanity in the Arts – DanceAH-08-2.2.1 DOK 3Students will analyze or explain how diverse cultures and time periods are reflected in dance.Cultures/Periods:Early American through Civil War --Folk/social dances based on European traditions (e.g., traditional folk and social dances, jig, reel, square

dance, waltz)African American dances in the United States through the Civil War (e.g., plantation dances, dances performed by slaves based on West African traditions)Grade 8 Skills and Concepts - Dance AH-8-HA-S-Da1

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Students will describe and analyze distinguishing characteristics of dance representing a variety of world cultures and time periods (Early American through Civil War)AH-8-HA-S-Da2Students will observe, classify, and perform dance representing a variety of world cultures and historical periods.AH-8-HA-S-Da3Students will examine dance from various world cultures and explain how dance reflects the culture, cultural beliefs, or blending of cultures; use examples to illustrate how dance has directly influenced society or culture.AH-8-HA-S-Da4Students will examine dance from various time periods and explain how the influence of time and place are reflected in the dance.Big Idea: Purposes for Creating the Arts – DanceAH-08-3.2.1 DOK 2Students will compare or explain how dance fulfills a variety of purposes.Purposes of dance: (different roles of dance)Ceremonial – dances created or performed for rituals or celebrations (e.g., dances of Native Americans and West Africans to celebrate life events such as harvest, ritual dances associated with worship)Recreational – dancing for entertainment, to support recreational activities (e.g., ballroom, line dancing, aerobic dance, dance as a hobby)Artistic expression – dance created with the intent to express or communicate emotion, feelings, ideas (e.g., ballet, tap dance, modern dance, dance created and performed in a concert and/or theatrical setting for an audience)Grade 8 Skills and Concepts – DanceAH-8-PCA-S-Da1Students will compare and explain purposes for which dance is created (ceremonial, recreational, artistic expression).AH-8-PCA-S-Da2Students will create new, observe, choose and perform dance to fulfill a variety of specific purposes.

Big Idea: Processes in the Arts – DanceAH-08-4.2.1 Students will create an individual or a group dance with 2-3 other people using dance elements (space, time and force) that incorporates one of the following compositional forms: AB, ABA, call and response or narrative.AH-08-4.2.2 Students will create an improvisational dance with complex movements (beginning, middle and end).Grade 8 Skills and Concepts – Dance AH-8-PA-S-Da1 Students will be actively involved (individually and in small groups) in creating and performing dance (using the elements of dance: space, time and force) in a variety of compositional forms (AB, ABA, call and response, or narrative) AH-8-PA-S-Da2 Students will create an improvisational dance with complex movements (beginning, middle and end).AH-8-PA-S-Da3Students will use knowledge of dance elements to create and perform dance in an expressive manner.A-8-PA-S-Da4Students will use knowledge of the elements of dance and dance terminology to describe and critique their own performances and the performances of others.AH-8-PA-S-Da5 Students will identify and apply criteria for evaluating dance (e.g., skill of performers, originality, emotional impact, variety, interest).AH-8-PA-S-Da6 Students will demonstrate behavior appropriate for observing the particular context and style of dance being performed; discuss opinions with peers in a supportive and constructive way.

MUSICBig Idea: Structure in the Arts- MusicAH-08-1.1.1 DOK 3Students will identify or describe the use of elements in a variety of music.

Elements of music:Rhythm – syncopation, time signature (2/4, ¾, 4/4, 6/8), rhythmic durations (whole, half, quarter, eighth, sixteenth notes and rests, dotted half note and dotted quarter note) Tempo – Allegro, Moderato, Largo, Presto Melody – melodic phrase, treble and bass clef signs, pitch notation: letter names on grand staff, natural sign, sharp sign, flat sign Harmony – triads (chords)Form – AB, ABA, call and responseTimbre (tone color) – distinctive sounds of instruments, instrument families and voice parts (soprano, alto, tenor, bass)Dynamics – crescendo, decrescendo, dynamic markings/symbols: pp, p, mp, mf, f, ff, <, >

Identify and perform beat, steady beat, tempo.Identify staff, bar lines, repeat signs, tie, fermata, accents.Identify a cadence.Recognize half and whole steps.

Understand the meaning of a. Intervalsb. ScalesKnow key signatures – C, G, FRecognize and perform Harmonic Blues progression.Recognize major and minor tonality.Identify and perform keys on the keyboard.Identify 1st and 2nd endingsAH-08-1.1.2 Students will identify instruments according to classifications.Family – brass, woodwind, string, percussionVoices – soprano, alto, tenor, bass

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Folk – instruments used in folk musicOrchestral – instruments used in contemporary orchestral settings.AH-08-1.1.3 Students will identify or compare various styles of music (gospel, Broadway musicals, blues, jazz, popular, marches, ballads).Grade 8 Skills and Concepts – MusicAH-8-SA-S-Mu1Students will use appropriate terminology to identify and analyze the use of elements in a variety of music (rhythm, tempo, melody, harmony, form, timbre, dynamics).AH-8-SA-S-Mu2Students will use the elements of music while performing, singing, playing instruments, moving, listening, reading music, writing music, and creating music independently and with others.AH-8-SA-S-Mu3Students will listen to and explore how changing different elements results in different musical effects.AH-8-SA-S-Mu4Students will recognize, describe, and compare various styles of music (gospel, Broadway musicals, blues, popular, marches, ballads).AH-8-SA-S-Mu5Students will identify instruments according to classifications (family, voices, folk and orchestral instruments).

Big Idea: Humanity in the Arts – MusicAH-08-2.1.1 DOK 3Students will analyze or explain how diverse cultures and time periods are reflected in music. Cultures/Period: Early American through Civil War –

European influence on American music (e.g., Baroque [Bach, Handel], Classical [Mozart, Beethoven] their influence on Early American music) (e.g., European folk/Early American folk, common musical instruments, etc.), e.g., Japanese koto, Indian sitar). African influence in American music resulting from the importation of slaves from West Africa.

African American work songs, gospel and spirituals, the use of elements of music to create new styles (e.g., call and response, polyrhythms, improvisation), the development of new American instruments such as the banjo.Grade 8 Skills and Concepts – Music AH-8-HA-S-Mu1Students will describe and analyze distinguishing characteristics of music representing a variety of world cultures and time periods (Early American through Civil War).AH-8-HA-S-Mu2Students will listen to, perform, and classify music representing a variety of world cultures and historical periods.AH-8-HA-S-Mu3Students will examine music from various world cultures and explain how music reflects the culture, cultural beliefs, or blending of cultures; use examples to illustrate how music has directly influenced society or culture.AH-8-HA-S-Mu4Students will examine music from various time periods and explain how the influence of time and place are reflected in the music (e.g., African influences in American music).

Big Idea: Purposes for Creating the Arts – MusicAH-08-3.1.1 DOK 2Students will compare or explain how music fulfills a variety of purposes. Purposes of music: (different roles of music)Ceremonial - music created or performed for rituals or celebrations (e.g., patriotic music, music for worship)Recreational – music for entertainment (e.g., music for play such as game songs, music for dances and social events, music for physical activities, music as a hobby)Artistic Expression – music created with the intent to express or communicate one’s emotions, feelings, ideas, experience (e.g., music created and performed in a concert setting for an audience)Grade 8 Skills and Concepts - Music AH-8-PCA-S-Mu1Students will compare and explain purposes for which music is created to fulfill (ceremonial, recreational, artistic expression).AH-8-PCA-S-Mu2Students will create new, listen to, choose and perform music to fulfill a variety of specific purposes.

Big Idea: Processes in the Arts – MusicAH-08-4.1.1 Students will create and notate in similar style answers to musical phrases.AH-08-4.1.2Students will improvise variations on given melodies.AH-08-4.1.3 Students will compose and notate short pieces of music demonstrating unity/variety, tension/release and balance.AH-08-4.1.4 Students will use a variety of sound sources to create and perform music.AH-08-4.1.5 Students will sing or play alone and sustain own part in an ensemble, a given piece of music with increasingly complex melodies and rhythmic patterns in treble and bass clef (with practice).Students must be able to read music notation in order to perform in the band ensemble setting. Grade 8 Skills and Concepts - Music AH-8-PA-S-Mu1Students will be actively involved in creating, notating, improvising, and performing music (e.g., similar style answers to musical phrases, variations on given melodies, demonstrating unity/variety, tension/release, and balance) alone and with others.AH-8-PA-S-Mu2Students will use knowledge of musical elements to create and perform music in an expressive manner.AH-8-PA-S-Mu3Students will sing or play alone, and sustain own part in an ensemble, a given piece of music with increasingly complex melodies and rhythmic patterns in treble and bass clef (with practice).

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AH-8-PA-S-Mu4Students will use knowledge of the elements of music and music terminology to describe and critique their own performances and the performances of others.AH-8-PA-S-Mu5Students will identify and apply criteria for evaluating music (e.g., skill of performers, originality, emotional impact, variety, interest).AH-8-PA-S-Mu6Students will demonstrate behavior appropriate for observing the particular context and style of music being performed: discuss opinions with peers in a supportive and constructive way.

Big Idea: Interrelationships Among the Arts-Visual Art/Drama Theater/Dance/ Music This content is not assessed at the state level, however, according to the National Standards for Arts Education, students "should be able to relate various types of arts knowledge and skills within and across the arts disciplines." In Kentucky's Learning Goals, goal number 6 states:Students shall develop their abilities to connect and integrate experiences and new knowledge from all subject matter fields with what they have previously learned and build on past learning experiences to acquire new information through various media sources.6.1 Students connect knowledge and experiences from different subject areas. According to 404 KAR 3:303 the Program of Studies outlines the minimum content standards for all students across grade levels and content areas. Although this content is not tested in the Commonwealth Accountability Testing System, it is required instruction in order for the course to meet the guidelines of 404 KAR 3:303.Grade 8 Skills and Concepts - Arts AH-8-IAA-S-1Students will recognize common terms and concepts used in various arts (e.g., tempo in dance and music).AH-8-IAA-S-2Students will identify communication of common themes or ideas across different art forms.AH-8-IAA-S-3Students will identify and explain connections between and among different art forms from the same culture or from the same time period.AH-8-IAA-S-4Students will describe commonalities between the arts and other subjects taught in the school (e.g., observation skills in visual arts and science, historical and cultural perspectives in the arts and social studies, shape in visual art and math, dance and a healthy lifestyle, fractions in music notation and math).AH-8-IAA-S-5Students will communicate common meaning through creating and performing in the four art forms.

TECHNOLOGYBig Idea: Information, Communication and Productivity IntermediateAccording to 404 KAR 3:303, the Program of Studies outlines the minimum content standards for all students across grade levels and content areas. Although this content is not tested in the Commonwealth Accountability Testing System, it is required instruction in order for the course to meet the guidelines of 404 KAR 3:303.Program of Studies: Skills and ConceptsT-MS-ICP-S-I1Students will use a variety of technology (e.g., probeware, handhelds, digital and video cameras, scanners) to collect, analyze and present in all content areas.PowerPointAppropriate ResourcesInappropriate ResourcesPresentation

CollectAnalyzeTechnology

T-MS-ICP-S-C1Students will use technology to communicate in a variety of modes (e.g., audio, speech to text, print, media)T-MS-ICP-S-C3Students will use online collaboration and interactive projects (e.g., email, videoconferencing) to communicate with others (e.g., experts, mentors.T-MS-ICP-S-C4Students will use a variety of electronic formats (e.g., web publishing, oral presentations, journals and multimedia presentations) to summarize and communicate results.PresentationAudioSpeechPrintMediaStock Market

BondsTradeExpertsEmailVideo-conferencingWeb publishing

Oral presentationsMultimediaSummarizeCompare and contrast

T-MS-ICP-S-I2Students will recognize, discuss and use terms/concepts related to the protection of computers, networks and information (e.g., virus protection, network security, passwords, firewalls, privacy laws) T-MS-ICP-S-I3Students will use proper keyboarding techniques, optimal posture and correct hand placement (e.g., continue appropriate finger reaches and building speed)backspace, shift, delete)T-MS-ICP-S-C2Students will select and use appropriate technology to collect, analyze and share informationVirusNetworkPasswordsFirewalls

Privacy LawPostureKeyboarding

TE-SK- MS-ICP-04Students will use productivity tools to complete content assignments and projects.T-MS-ICP-S-P2Students will construct and publish information in printed and digital formats (e.g., printed reports, resumes, brochures, charts, multimedia presentations, videos and websites) for authentic audiences.T-MS-ICP-S-P3Students will use technology to develop innovative and creative products.

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Web publishingOral presentationsMultimedia

SummarizeCompare and contrast

Big Idea: Safety and Ethical/Social IssuesAccording to 404 KAR 3:303, the Program of Studies outlines the minimum content standards for all students across grade levels and content areas. Although this content is not tested in the Commonwealth Accountability Testing System, it is required instruction in order for the course to meet the guidelines of 404 KAR 3:303.Program of Studies: Skills and ConceptsT-MS-SESI-S-HI3Students will use technology to engage in interactive projects in the classroomT-MS-SESI-S-HI7Students will engage technology to support learning (e.g., online courses, online assessments)AssessmentMotivation

AccomplishmentReview

T-MS-SESI-S-S1Students will explain the importance of safe Internet use (e.g., iSafe skills)T-MS-SESI-S-S2Students will apply safe behavior when using technology.T-MS-SESI-S-HI1Students will use appropriate behavior related to computers, networks, digital information (e.g., security, privacy, passwords, personal information).T-MS-SESI-S-HI2Students will use proper social etiquette with any technology (e.g., email, blogs, IM, telephone, help desk) while collaborating with peers, experts and others.T-MS-SESI-S-EI1Students will describe intellectual property issues related to technologyT-MS-SESI-S-EI2Students will practice responsible (e.g., virus protection, passwords) use of technology adhering to the Acceptable Use Policy (AUP) as well as other state and federal laws.T-MS-SESI-S-EI3Students will model ethical behavior relating to security, privacy, passwords and personal information and recognize possible consequences of misuse.T-MS-SESI-S-EI4Students will use legal and ethical practices when completing digital projects/school work and credit all participants for their contribution to the work.T-MS-SESI-S-EI5Students will investigate basic issues related to responsible use of technology and describe personal consequences of inappropriate use.T-MS-SESI-S-EI6Students will investigate software piracy, its impact on the technology industry and possible repercussions to individuals and/or the school district.T-MS-SESI-S-HI5Students will investigate how the use of technology affects humans in various ways (e.g., safety, comfort, choices and attitudes).T-MS-SESI-S-HI4Students will describe how societal expectations drive the acceptance and use of new products and systems.T-MS-SESI-S-HI6Students will explore how technology is used in different occupations.T-MS-SESI-S-HI8 Students will conclude that assistive technology supports learning to ensure equitable access to a productive life.

Big Idea: Research, Inquiry/Problem-Solving and InnovationAccording to 404 KAR 3:303, the Program of Studies outlines the minimum content standards for all students across grade levels and content areas. Although this content is not tested in the Commonwealth Accountability Testing System, it is required instruction in order for the course to meet the guidelines of 404 KAR 3:303.Program of Studies: Skills and ConceptsT-MS-RIPSI-S-I1Students will use technology to express creativity in all content areasT-MS-RIPSI-S-R4Students will evaluate the accuracy and appropriateness of electronic informationT-MS-RIPSI-S-IP3Students will apply strategies for identifying and solving minor hardware and software problemsT-MS-RIPSI-S-IP4Students will use technology to solve problems using critical thinking and problem-solving strategiesT-MS-RIPSI-S-R1Students will demonstrate an understanding of the strengths and limitations of the InternetT-MS-RIPSI-S-R2Students will apply a research process model (e.g., Big6, Research Cycle) to conduct online researchT-MS-RIPSI-S-R3Students will locate and collect information from a variety of electronic resources (e.g. search engines, CDROM, online periodical databases, Virtual library/online catalogs, interactive video conferencing) and correctly cite sourcesTE-SK-MS-RII-3dStudents will organize information that is collected using a variety of tools (e.g., spreadsheet, database, saved files)T-MS-RIPSI-S-R5Students will communicate results of research and learning with others using the most appropriate tools (e.g., desktop-published or word-processed report, multimedia presentation)T-MS-RIPSI-S-R6Students will manipulate data using charting tools and graphic organizers (e.g., concept mapping, flow charting and outlining software) to connect ideas and organize informationT-MS-RIPSI-S-IP2Students will determine which technology is useful and select the appropriate tool(s) (e.g., calculators, data collection probes, videos, educational software) to inquire/problem- solve in self-directed and extended learningT-MS-RIPSI-S-IP5Students will explore how inquiry/ problem-solving impact science, technology, engineering and mathematics (STEM) (e.g., design, programming, robotics)

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T-MS-RIPSI-S-IP1Students will use appropriate technology and strategies to solve content-specific problems in the real-worldT-MS-RIPSI-S-I2Students will design, develop, publish and present original, innovative products (e.g., Web pages, video, robotics, online content)T-MS-RIPSI-S-I3Students will collaborate with peers, experts and others to develop solutions and innovative products (e.g., design/CAD, troubleshooting, helpdesk, models, systems)T-MS-RIPSI-S-I4Students will describe how technological innovation often results when ideas, knowledge or skills are shared within a technology

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