English Language Arts

For ease of reference, this Grade 8 Curriculum Package compiles all Prescribed Learning

Outcomes and Suggested Achievement Indicators from within each subject-based curriculum into

one comprehensive document.

www.bced.gov.bc.ca/irp

GRADE 8 Curriculum Package

(September 2010)

TABLE OF CONTENTS

For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 3

TABLE OF CONTENTS

INTRODUCTION

Introduction ........................................................................................................................................................ 5

Required Areas of Study .................................................................................................................... 5

How to Use This Document ............................................................................................................... 5

GRADE 8 PRESCRIBED LEARNING OUTCOMES AND SUGGESTED ACHIEVEMENT INDICATORS

English Language Arts ..................................................................................................................................... 7

Health and Careers Education ...................................................................................................................... 31

Mathematics .................................................................................................................................................... 41

Physical Education ......................................................................................................................................... 53

Science .............................................................................................................................................................. 59

Social Studies .................................................................................................................................................. 67

Daily Physical Activity .................................................................................................................................. 73

Applied Skills ................................................................................................................................................ 75

Business Education .......................................................................................................................... 75

Home Economics .............................................................................................................................. 77

Information Technology ................................................................................................................. 81

Technology Education ..................................................................................................................... 83

Fine Arts .......................................................................................................................................................... 87

Dance .................................................................................................................................................. 87

Drama ................................................................................................................................................. 91

Music .................................................................................................................................................. 97

Visual Arts ........................................................................................................................................ 101

INTRODUCTION


his document provides basic information

about the provincial curriculum

requirements for Grade 8 students in

British Columbia. The full text of all provincial

curricula is available online at

www.bced.gov.bc.ca/irp/irp.htm

REQUIRED AREAS OF STUDY

As stated in the Required Areas of Study In An

Educational Program Order

(http://www.bced.gov.bc.ca/legislation/schoollaw/

e/m295-95.pdf) each school year a board must

offer to all students in Grade 8 an educational

program that meets all the Prescribed Learning

Outcomes set out in the applicable educational

program guide in:

A second language, or in the case of a French

immersion student, French Language Arts

Social Studies

English Language Arts, or in the case of a

student enrolled in a francophone educational

program, French Language Arts (Note: in

order to satisfy the Grade 8 Second Language

requirement, schools may choose to offer any

language. A list of options is available on the

Ministry of Education International

Languages Curriculum web page:

http://www.bced.gov.bc.ca/irp/irp_lang.htm)

Mathematics

Science

Physical Education

One of the following Fine Arts: Dance,

Drama, Music, or Visual Arts

One of the following Applied Skills:

Technology Education, Information

Technology, Home Economics, or Business

Education

Health and Career Education

Daily Physical Activity

HOW TO USE THIS DOCUMENT

For each required area of study for Grade 8, the

Prescribed Learning Outcomes and corresponding

Suggested Achievement Indicators are presented

in a series of tables.

Prescribed Learning Outcomes

Prescribed Learning Outcomes are content standards

for the provincial education system; they are the

prescribed curriculum. Clearly stated and

expressed in measurable and observable terms,

prescribed learning outcomes set out the required

attitudes, skills, and knowledge – what students

are expected to know and be able to do – by the

end of the specified subject and grade.

Schools are responsible for ensuring that all

Prescribed Learning Outcomes for each required

area of study are met; however, schools have

flexibility in determining how delivery of the

curriculum can best take place.

It is expected that student achievement will vary

in relation to the learning outcomes. Evaluation,

reporting, and student placement with respect to

these outcomes are dependent on the professional

judgment and experience of teachers, guided by

provincial policy.

All prescribed learning outcomes complete the

stem, “It is expected that students will ….”

Prescribed Learning Outcomes are presented by

curriculum organizer (and suborganizer as

applicable), and for some subjects are coded

alphanumerically for ease of reference; however,

this arrangement is not intended to imply a

required instructional sequence.

Suggested Achievement Indicators

Suggested Achievement Indicators in relation to

each Prescribed Learning Outcome are included to

support the assessment of provincially prescribed

curricula.

Achievement indicators support the principles of

assessment for learning, assessment as learning,

and assessment of learning. They provide teachers

and parents with tools that can be used to reflect

on what students are learning, as well as provide

students with a means of self-assessment and

ways of defining how they can improve their own

achievement.

T

http://www.bced.gov.bc.ca/legislation/schoollaw/e/m295-95.pdf

http://www.bced.gov.bc.ca/legislation/schoollaw/e/m295-95.pdf

INTRODUCTION

6 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm

Suggested Achievement Indicators describe what

evidence to look for to determine whether or not

the student has fully met the intent of the learning

outcome. Since each achievement indicator

presents only one aspect of the corresponding

learning outcome, the entire set of achievement

indicators can assist teachers when determining

whether students have fully met the learning

outcome.

Achievement indicators are not mandatory; they

are suggestions only, provided to assist in the

assessment of how well students achieve the

Prescribed Learning Outcomes.

(Note: at the time of publication of this document,

Suggested Achievement Indicators had not been

developed for Dance, Drama, Music, and Visual

Arts; and for Technology Education, Information

Technology, and Business Education.

For the complete curriculum go to

www.bced.gov.bc.ca/irp/irp.htm

.

ENGLISH LANGUAGE ARTS – GRADE 8



Prescribed Learning Outcomes and


PURPOSES (ORAL LANGUAGE)

PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS

It is expected that students will:

The following suggested indicators may be used to assess student

achievement for each corresponding Prescribed Learning

Outcome.

By the end of Grade 8, students who have fully met the Prescribed

Learning Outcome are able to:

A1 interact and collaborate in pairs

and groups to

– support the learning of self

and others

– explore experiences, ideas,

and information

– understand the

perspectives of others

– comprehend and respond

to a variety of texts

– create a variety of texts

collaborate with members of a group (e.g., listen and

speak respectfully, ask questions, take turns,

cooperate, disagree courteously) to achieve a common

purpose (e.g., discuss social issues, compare

characters, explore themes)

determine and distribute group roles and

responsibilities (e.g., listen to and carry out

instructions; take turns as leader, timekeeper, recorder,

contributor, reporter)

express opinions and ideas and encourage the

opinions and ideas of others (e.g., invite participation,

acknowledge other perspectives)

demonstrate active nonverbal participation in group

activities (e.g., physical proximity to group, eye

contact, facial expression)

A2 express ideas and information

in a variety of situations and

forms to

– explore and respond

– recall and describe

– narrate and explain

– persuade and support

– engage and entertain

identify and describe purpose for speaking

sustain group and class discussions through relevant

and thoughtful contributions (e.g., build on other

students’ ideas)

provide clear organizational cues when presenting or

discussing (e.g., use transition words and phrases)

modify language, ideas, and information in relation to

the needs and interests of the audience

present ideas, information, and emotions in an

imaginative and relevant way (e.g., description,

significant details)




A3 listen to comprehend, interpret,

and evaluate ideas and

information from a variety of

texts, considering

– purpose

– messages

– tone

– structure

– effects and impact

– bias

identify the purpose of the text, and the evidence used

to support that purpose

identify persuasive techniques (e.g., statistics, real-life

examples)

summarize and clarify ideas and information (e.g.,

take turns summarizing text with a partner, ask

questions to clarify understanding)

describe the effects and impact of tone (e.g., identify

words that create an emotional effect)

attend to organizational cues in text (e.g., transitions,

emphasis)

recognize text-specific devices and elements

(e.g., sound devices, setting)

make judgments about the effectiveness of the text

(e.g., in relation to purpose, ideas, techniques)

identify and explain possible bias (e.g., “The presenter

only gave positive examples to prove...”)

STRATEGIES (ORAL LANGUAGE)





Outcome.



A4 select and use a range of

strategies to interact and

collaborate with others in pairs

and groups, including

– selecting methods for

working together

effectively

– listening actively

– contributing ideas and

recognizing the ideas of

others

– demonstrating awareness

of diverse points of view

– reaching consensus or

agreeing to differ

choose ways for group members to achieve task

requirements (e.g., checklists, timelines)

create and follow classroom guidelines for interacting

(e.g., listen and speak respectfully, take turns,

cooperate, disagree courteously)

ask questions to clarify views or ideas of others

extend ideas stated by others

suggest ways to include and relate different points of

view (e.g., appoint spokespersons to represent

different points of view)

seek out multiple points of view (e.g., brainstorm

various perspectives on the topic, considering culture,

age, ability)





strategies to prepare oral

communications, including

– interpreting a task and

setting a purpose

– considering audience

– generating ideas

– making connections among

relevant knowledge and

experiences

– planning and rehearsing

presentations

identify purpose and audience (e.g., choose register

and diction appropriate to task and audience)

brainstorm or list topics or ideas

compare and select relevant ideas

organize information around key ideas or questions

seek out and act on suggestions of others

choose techniques for presenting

prepare visual aids, materials, and equipment for

presentations


strategies to express ideas and

information in oral

communications, including

– vocal techniques

– style and tone

– nonverbal techniques

– visual aids

– organizational and

memory aids

– monitoring methods

use and adjust vocal techniques to make presentations

effective and appropriate to audience (e.g., expression,

audibility)

use and adjust nonverbal techniques to make

presentations effective and appropriate to audience

(e.g., eye contact, body language)

use props, diagrams, computer presentations, and

artifacts to enhance delivery

use organizational and memory prompts to aid

effective delivery (e.g., notes, index cards, outlines)

monitor listeners’ reactions (e.g., check for

understanding) and make adjustments accordingly

(e.g., provide definitions, give further details)

A7 use listening strategies to

understand, recall, and analyse

a variety of texts, including

– connecting to prior

knowledge

– making reasonable

predictions

– identifying main points

– generating thoughtful

questions

– clarifying and confirming

meaning

explain predictions (e.g., how reached, evidence)

identify and restate important points (e.g., use graphic

organizers, take notes)

use examples beyond the text when making

connections (e.g., text-to-text, text-to-self, text-to-

world)

consider and suggest a main idea or theme and

provide support

distinguish between fact and opinion

identify point of view and speaker bias

identify when and describe why understanding failed

(e.g., “The information was too complex,” “There was

too much information.”)

act to re-establish meaning (e.g., ask for clarification or

examples)



THINKING (ORAL LANGUAGE)





Outcome.



A8 speak and listen to make

personal responses to texts, by

– making connections with

prior knowledge and

experiences

– describing reactions and

emotions


questions

– developing opinions with

reasons

use oral modes to express response to text (e.g.,

questions, class discussion, interview, speech, drama,

poetry)

describe and explain connections, reactions, and

emotional responses (e.g., “This reminds me of...”)

ask questions that deepen personal response (e.g.,

“How does this make me feel?” “Why do I feel this

way?”)

state reasons for personal opinions (e.g., “The speech

inspired me because...”)

demonstrate listening to oral texts to express a

personal response through a variety of modes (e.g.,

journal, speech, drama, poetry, visual representation,

multimedia, song)

A9 speak and listen to interpret

and analyse ideas and

information from texts, by

– examining and comparing

ideas and elements within

and among texts

– identifying perspectives

– identifying bias and

contradictions

determine purpose and main ideas and identify

supporting evidence

use class- or teacher- generated criteria to identify

aspects of content, presentation, and style.

express and explain feelings or opinions evoked by the

text

identify words, elements, and techniques that

influence the audience’s feelings and attitudes (e.g.,

sound devices, imagery, suspense, dialogue,

character)

discuss the point of view presented and any

inconsistencies




A10 speak and listen to synthesize

and extend thinking, by

– personalizing ideas and

information

– explaining relationships

among ideas and

information

– applying new ideas and

information

– transforming existing ideas

and information

combine prior knowledge with newly acquired

information and ideas

trace the development of own changing opinions

generate questions to enhance understanding, explore

possibilities, and lead to further inquiry

defend a new idea with support

consider and suggest other outcomes or solutions

build on the ideas of others and voice new

understandings

apply a newly acquired idea, piece of information, or

strategy to a new situation or task

transform ideas by expanding on them (e.g., suggest a

new ending, continue a narrative)

A11 use metacognitive strategies to

reflect on and assess their

speaking and listening, by

– referring to criteria

– setting goals for

improvement

– creating a plan for

achieving goals

– evaluating progress and

setting new goals

contribute relevant ideas and opinions to discussions

about effective speaking and listening

generate and select criteria for speaking and listening

demonstrate understanding of strategies available to

increase success in speaking and listening

evaluate speaking and listening through meaningful

self-assessment (e.g., “I had an effective introduction,”

“People couldn’t hear me well enough,” “I listened for

the main ideas”)

set new goals and create a plan for implementation

(e.g., “I need to pronounce my words more clearly, so I

will rehearse future presentations.”)

periodically review goals and assess progress (e.g.,

“I’m getting better at...,” “I need to continue to work

on...”)



FEATURES (ORAL LANGUAGE)





Outcome.



A12 recognize and apply the

structures and features of oral

language to convey and derive

meaning, including

– context

– text structures

– syntax

– diction

– usage conventions

– rhetorical devices

– vocal techniques

– nonverbal techniques

identify context (e.g., audience, purpose, situation)

select appropriate tone (e.g., formal, informal) and

diction (e.g., word choice, colloquialisms)

when listening, demonstrate behaviours that

contribute to successful listening (e.g., respectful

attention and appropriate response)

identify and use some typical text structures (e.g.,

chronological order, introduction-body-conclusion)

and rhetorical devices (e.g., repetition, questions) that

shape meaning in texts

use logical syntax (e.g., subject-verb agreement) and

accepted conventions of usage (e.g., pronoun

agreement)

avoid repetitive “filler” words and expressions (e.g.,

like, you know, right, um)

in formal situations, speak with clarity, appropriate

pace and volume, and with some purposeful inflection

when speaking, use body language and gestures to

convey and clarify meaning or for emphasis

when listening, identify when a speaker’s gestures,

body language, or emphasis suggests important

information



PURPOSES (READING AND VIEWING)





Outcome. For further information, see the BC Performance

Standards for Reading.



B1 read, both collaboratively and

independently, to comprehend

a variety of literary texts,

including

– literature reflecting a

variety of times, places,

and perspectives

– literature reflecting a

variety of prose forms

– poetry in a variety of

narrative and lyric forms

– significant works of

Canadian literature (e.g.,

the study of plays, short

stories, poetry, or novels)

– traditional forms from

Aboriginal and other

cultures

– student-generated material

identify how the key elements of a story (e.g., setting,

plot, character and mood) influence each other (e.g.,

elements of setting influence character action,

character action contributes to understanding of

characterization, plot events can contribute to mood)

identify how elements of poetry (e.g., figurative

language, form, sound devices) contribute to

construction of meaning (e.g., “Robert Service uses

repetition because he is writing a ballad.”)

make and explain inferences about the text (e.g., “The

hero’s strength was his insight into the feelings of

others,” “Because this took place a long time ago, she

wasn’t allowed to reach her potential.”)

offer relevant insights regarding the text and/or author

(e.g., “The speaker regrets his unkindness to his

mother,” “In this poem the writer is suggesting that

people are often unkind to those they love.”)

make and support connections between the text and

personal experience (e.g., “This made me think about

the use of the circle in my culture.”)

make and support connections to other texts (e.g.,

“This reminds me of when we read about the lord’s

bad treatment of the serfs.”)

explain how descriptive language helps to create

meaning (e.g., “When E.J. Pratt describes the cliff, it

makes me understand the woman’s sadness.”)




B2 read, both collaboratively and


a variety of information and

persuasive texts with some

complexity of ideas and form,

such as

– articles and reports

– biographies and

autobiographies

– textbooks, magazines, and

newspapers

– print and electronic

reference material

– advertising and

promotional material

– opinion-based material


determine and state a purpose for reading (e.g., “I am

looking for connections to my life in northern BC…,”

“My partner and I need to find the main idea.”)

restate main ideas in own words

locate details relevant to reader’s purpose, including

those provided in visual or graphic materials

make notes by creating categories that reflect the main

ideas or topics

support inferences or interpretations with specific

evidence from the text (e.g., “Deborah Ellis lets the

women of Afghanistan tell their own stories. That

way…,”)

use glossaries, tables of contents, indices, appendices,

navigation bars, and search engines to locate specific

information

find information from a variety of sources, including

magazines, newspapers, web sites, electronic media,

and anthologies

B3 view, both collaboratively and


a variety of visual texts, such as

– broadcast media

– web sites

– graphic novels

– films and videos

– photographs

– art

– visual components of print

media


Suggested Achievement

Indicators

set a purpose for viewing (e.g., “I am looking for

examples of co-operation in this documentary,” “I

want to find out how climate relates to tornado

activity.”)

explain how visual elements (e.g., line, texture,

formatting, layout, colour) create meaning (e.g., “All of

the images of the flood showed how terrible it was for

the people who live there.”)

compare information from more than one visual text

on the same topic (e.g., pictures of traditional dress,

paintings from the Enlightenment)

offer reasonable interpretations of the purpose of the

visual text (e.g., “I think the artist is trying to say…,”

“This blog is written to help students learn math.”)

identify visual content that affects the viewer’s

response (e.g., “I really like the lighting in Karsh’s

black and white portraits,” “All the graphs and

diagrams made the report seem convincing.”)

make and justify inferences and predictions about

visual text and about material that is implicit or absent

(e.g., about what happened before/after a picture,

about feelings of people in photographs)




B4 independently select and read,

for sustained periods of time,

texts for enjoyment and to

increase fluency

choose text of appropriate difficulty (e.g., apply five-

finger rule, paraphrase a paragraph)

select texts based on personal interest or topic of study

(e.g., read back cover, choose by genre and/or author,

choose resource from a text set)

read independently every day (e.g., 15-20 minutes in

class, 30-40 minutes on own time)

track and/or describe independent reading (e.g., home

reading logs, literary journals, book reviews, partner

talk)

offer to read aloud to various audiences (e.g., family

members, a partner, information circle, research

group)

use knowledge of genre and text structure to improve

fluency and expression when reading aloud

talk about independent reading as an enjoyable and

shared experience (e.g., “If you like that author, you’ll

like...”)

describe text, author, and/or genre preferences (e.g.,

“I’ve been reading The Sky is Falling because I’m

interested in learning about WW II.”)



STRATEGIES (READING AND VIEWING)









B5 before reading and viewing,

select and use a range of

strategies to anticipate content

and construct meaning,

including

– interpreting a task

– setting a purpose

– accessing prior knowledge

– making logical predictions

– generating guiding

questions

articulate/discuss a purpose for reading and viewing

brainstorm/explain what is already known about the

topic and genre/form

use a variety of alternative sources to locate

information and expand background knowledge about

the topic (e.g., encyclopedia, Internet, books, articles)

sort and categorize vocabulary/key terms/images

provided

state and support predictions based on prior

knowledge and preview of the text

generate and ask questions to guide reading and

viewing

record ideas in a graphic organizer




B6 during reading and viewing,


strategies to construct,

monitor, and confirm meaning,

including

– predicting, questioning,

visualizing, and making

connections

– making inferences and

drawing conclusions

– differentiating main ideas

and supporting details

– summarizing

– using text features

– determining the meaning

of unknown words and

phrases

– self-monitoring and self-

correcting

discuss and/or explain predictions (e.g., compare new

information to predictions)

generate, share, and/or record questions and

inferences

describe, sketch, or use graphic organizers to record

mental images

identify and communicate connections (e.g., text-to-

text, text-to-self, text-to-world) made while reading

(e.g., concept map, journal response, coding text,

partner chats)

identify graphic and visual cues used to find

information and clarify understanding (e.g., glossaries,

summaries, questions in text, outlines, sidebars,

navigation bars, and hyperlinks)

make relevant notes using logical categories (e.g.,

outlines, mind maps, timelines)

restate main ideas/events in own words

use context cues, word structure, illustrations, and

classroom resources to figure out unfamiliar

vocabulary

identify when meaning-making is breaking down

B7 after reading and viewing,


strategies to extend and

confirm meaning, including

– responding to text

– asking questions

– reviewing text and purpose

for reading

– making inferences and

drawing conclusions

– summarizing,

synthesizing, and applying

ideas

consider and express initial response (e.g., journal

entry, partner talk, whole-group discussion)

generate and communicate questions related to and

going beyond the text

re-state or redefine purpose for reading/viewing

state the main ideas and provide supporting details

suggest inferences and conclusions supported by

evidence from the text

consider and express alternative interpretations

compare the ideas expressed in the text to ideas from

other sources (e.g., prior knowledge, partner talk, class

discussions, secondary texts, media sources)

generate and integrate new ideas (e.g., suggest an

alternative approach; articulate personal change; based

on new understanding/information, suggest what is

missing in other texts)



THINKING (READING AND VIEWING)









B8 explain and support personal

responses to texts, by


prior knowledge and

experiences


emotions


questions

– developing opinions using

evidence

offer and explain connections between a text and own

ideas, beliefs, experiences, and feelings (e.g., “I think

that…,” “This reminds me of...”)

make and support connections to reading and viewing

selections (e.g., “The image of the cramped Japanese

hotel reminds me of the cabins at summer camp.

Both...”)

describe and discuss emotions evoked by a text

supported by reasons, explanations, and evidence

(e.g., “I felt worried because her father was...”)

pose questions that demonstrate personal connections

to the text or author (e.g., “What would I do if I were

in this situation?”)

express opinions regarding a text supported by

reasons, explanations, and evidence (e.g., “I think

Stargirl is not as secure as she seems. She...”)

B9 interpret and analyse ideas and


– making and supporting

judgments



and among texts

– identifying points of view


contradictions

make judgments about the text based on evidence

(e.g., “The argument in this passage does not prove the

author’s points. She should have considered...”)

recognize significant patterns in text (e.g., “In the film,

the music gets scary every time the hero is in danger.”)

examine and compare ideas and information from a

variety of texts (e.g., “In The Outsiders, Johnny’s

struggle to survive is different from...”)

discuss a point of view presented in a text (e.g.,

“Kerry does not believe in...”)

identify and describe contradictions within texts (e.g.,

“The statistics in the pie graph don’t match those in the

passage. If you look at the chart...”)

identify and evaluate assumptions implicit within

texts (e.g., “The author is probably a teacher. She

understands how busy students are.”)




B10 synthesize and extend thinking

about texts, by


information


among ideas and

information


information


and information

integrate new information into existing knowledge

and beliefs (e.g., describe relationship between new

and background knowledge)

combine perspectives relating to a text (e.g., combine

own and others’ perspectives)

juxtapose and merge related ideas (e.g., describe the

similarities between characters’ choices)

use key ideas and relevant details from texts to create

representations/responses/artifacts (e.g., create a chart,

web, or diagram that demonstrates connections

between ideas presented and personal thinking)

consider developments extending beyond the text

(e.g., suggest alternative and/or creative outcomes)

B11 use metacognitive strategies to


reading and viewing, by

– referring to criteria


improvement


achieving goals


setting new goals


about effective reading and viewing

generate and select criteria for reading and viewing

identify strengths as readers and viewers using

vocabulary from class-developed criteria and/or other

criteria

demonstrate understanding of strategies available to

increase success in reading and viewing

evaluate reading and viewing through meaningful

self-assessment (e.g., “I was able to paraphrase the

author’s main point.”)

set new goals and create a plan for implementation

(e.g., “I want to expand my vocabulary by creating a

personal word list.”)



on...”)



FEATURES (READING AND VIEWING)









B12 recognize and explain how

structures and features of text

shape readers’ and viewers’

construction of meaning,

including

– form and genre

– functions of text

– literary elements

– literary devices

– use of language

– non-fiction elements

– visual/artistic devices

identify structures of text (e.g., stanza, paragraph,

position statement)

explain the function of a text (e.g., to describe, inform,

narrate)

explain how literary elements contribute to

understanding (e.g., conflict reveals the character’s

motivation)

explain how literary devices contribute to

understanding (e.g., imagery in a poem develops the

theme)

describe how the author’s use of language contributes

to understanding (e.g., character’s dialect reveals his or

her background)

explain the function of non-fiction elements (e.g.,

thesis statement introduces the author’s perspective)

explain the function of visual/artistic devices (e.g.,

camera angle intensifies suspense)

B13 demonstrate increasing word

skills and vocabulary

knowledge, by

– analysing the origins and

roots of words

– determining meanings and

uses of words based on

context

– using vocabulary

appropriate to audience

and purpose

apply knowledge of word origins and word

relationships to determine meaning (e.g., most

common prefixes and suffixes)

derive word meanings from context and verify those

meanings (e.g., substitute synonyms to figure out

unfamiliar or challenging words)

explain why an author might have chosen a word that

has multiple connotative meanings (e.g., Dad, Father,

Papa)

identify new vocabulary introduced in texts, including

vocabulary related to English Language Arts and other

subject areas

use newly acquired vocabulary in speaking and

writing experiences

choose to use or avoid colloquialisms



PURPOSES (WRITING AND REPRESENTING)









C1 write meaningful personal

texts that explore ideas and

information to

– experiment

– express self

– make connections

– reflect and respond

– remember and recall

experiment with various forms of personal writing,

including impromptu, to explore ideas, feelings, and

opinions (e.g., experiment with various views and

voices)

express ideas, feelings, insights, and personal views

through sustained writing

make connections between experiences and/or texts

(e.g., integrate new ideas and opinions)

reflect on and respond to a topic/issue/theme to

develop an opinion

remember and recall relevant details from texts and

prior experiences

C2 write purposeful information

texts that express ideas and

information to


– record and describe

– analyse and explain

– persuade

– engage

explore and respond to ideas and information through

various forms of information writing, including

impromptu

write information text that accomplishes a clearly

stated purpose (e.g., instructions to be followed;

includes details to support a thesis)

use relevant details to express and justify a viewpoint

include details that anticipate and answer some of the

reader’s questions

modify language in relation to the needs and interests

of the audience

present ideas and information in a purposeful and

relevant way (e.g., description, narration) .




C3 write effective imaginative

texts to explore ideas and

information to

– make connections and

develop insights

– explore literary forms and

techniques

– experiment with language

and style

– engage and entertain

express ideas, feelings, insights, and personal views

through sustained writing

create various forms or genres of imaginative writing,

including impromptu, that develop ideas through

details, images, and emotions

develop ideas and emotions indirectly (e.g., dialogue,

showing characters through their actions)

use figurative language to enhance meaning and

emotion

write creative texts that consider audience and

purpose

C4 create thoughtful

representations that

communicate ideas and

information to


– record and describe

– explain and persuade

– engage

demonstrate imaginative connections to personal

feelings, experiences, and opinions

create representations that convey information and/or

emotion for a specific purpose and audience

develop key ideas through details, images, and

emotions

experiment with visual/artistic devices and forms to

create impact and enhance communication

See “Features” section for additional criteria relating to features

and conventions.



STRATEGIES (WRITING AND REPRESENTING)









C5 select and use a range of

strategies to generate, develop,

and organize ideas for writing

and representing, including

– making connections

– setting a purpose and

considering audience

– gathering and

summarizing ideas from

personal interest,

knowledge, and inquiry

– analysing writing samples

or models

– setting class-generated

criteria

consider prior knowledge and other sources (e.g.,

writing about what they know and care about,

building on others’ ideas, research from a variety of

sources)

discuss purpose and identify an audience for writing

or representing

generate, collect, and develop ideas in a variety of

ways (e.g., brainstorming, free-writing, interviewing)

categorize and organize ideas and information using

outlines and graphic organizers before and during

writing/representing

record sources for citation during research and note

taking

conceptualize the final product and plan the steps to

achieve it

examine models of the genre and form, and identify

and analyse characteristics

generate class criteria for writing and representing

(e.g., variety of sentence types and lengths, elements

specific to genre and/or form)





drafting and composing

strategies while writing and

representing, including

– using a variety of sources

to collect ideas and

information

– generating text

– organizing ideas and

information

– analysing writing samples

or models

– creating and consulting

criteria

expand ideas from prewriting to writing/representing

(e.g., refer to notes for additional ideas, ask for and

incorporate feedback from others)

consult a variety of texts for ideas and information and

as models

compose and share work in progress (e.g., peer and

teacher conferences, PQP)

identify and restate main points in order to clarify

meaning

use models to assist in understanding form (e.g., short

story, essay, ad) and features (e.g., use of dialogue,

provocative introduction, visual elements such as font

and colour)

use print and electronic references and tools while

drafting (e.g., dictionaries, graphics programs,

cut/paste)

refer to self-generated, class, school, and provincial

criteria


strategies to revise, edit, and

publish writing and

representing, including

– checking work against

established criteria

– enhancing supporting

details and examples

– refining specific aspects

and features of text

– proofreading

persevere through the revision process until a

satisfactory product is achieved

reconsider or review for specific features or

established criteria (e.g., supporting details, sentence

variety, effectiveness of visual elements)

select areas for revision and revise to enhance work

review and confirm organization (e.g., sequencing,

transitions, development of ideas)

accept and incorporate some revision suggestions

from peers and teacher (e.g., more descriptive

language, add detail to illustration)

edit and proofread for clarity, spelling, and

punctuation, and overall appearance

attend to presentation details appropriate to medium

(e.g., legibility, visual impact, spatial organization)



THINKING (WRITING AND REPRESENTING)









C8 write and represent to explain

and support personal

responses to texts, by


prior knowledge and

experiences


emotions


questions

– developing opinions using

evidence

suggest and support connections among own ideas,

beliefs, experiences, feelings, and/or texts (e.g., Student

writes, “The fires in the Interior were similar to...”)

describe and discuss reactions to text supported by

reasons, explanations, and evidence (e.g., Student

writes, “I’m frustrated about this because...”)

pose open-ended questions about the text or author

(e.g., Student writes, “Why did the author choose

to...?”)

express opinions regarding a text supported by

reasons, explanations, and evidence (e.g., Student

writes, “There is no way that we will be able to agree

on a single solution because...”)

respond in various forms (e.g., written, visual,

kinesthetic, electronic)

use vocabulary that expresses a depth and range of

response

C9 write and represent to interpret

and analyse ideas and


– making and supporting

judgments



and among texts

– identifying points of view


contradictions

make judgments based on evidence (e.g., rank and

explain reasoning for their five favourite movies)

assess the effectiveness of ideas and information (e.g.,

identify and analyse a viewpoint)

examine and compare ideas and information from a

variety of texts (e.g., write a journal entry comparing

protagonists’ problems)

recognize and describe own and others’ viewpoints

(e.g., Student writes, “I really think... but my parents

think...”)

identify assumptions within texts (e.g., Student writes,

“Nobody in the story takes into account...”)




C10 write and represent to

synthesize and extend

thinking, by


information


among ideas and

information


information


and information

integrate new information into existing knowledge

and beliefs (e.g., describe relationship between new

and background knowledge)

combine perspectives relating to a text (e.g., combine

own and others’ perspectives)

juxtapose and merge related ideas (e.g., describe the

similarities between characters’ choices)

use key ideas and relevant details from texts to create

representations/responses (e.g., create a chart, web, or

diagram that demonstrates connections between ideas

presented and personal thinking)

develop extensions or revisions of texts (e.g., suggest

alternative and/or creative outcomes, integrate a

different perspective)

C11 use metacognitive strategies to


writing and representing, by

– relating their work to

criteria


improvement


achieving goals


setting new goals


about effective writing and representing (e.g., “This

short story uses lots of sensory details.”)

generate and select criteria specific to writing tasks

identify strengths and areas for growth as authors

using vocabulary from class-developed and/or other

criteria (e.g., “I’m getting better at sticking to the topic,

but I didn’t use precise vocabulary.”)

identify and assess strategies used in

writing/representing

set personal goals for writing and representing (e.g., “I

need to use more powerful words to describe things.”)

develop and implement a plan to achieve the goals

(e.g., “I will start a list of powerful words and add to it

every week.”)



on...”)



FEATURES (WRITING AND REPRESENTING)









C12 use and experiment with

elements of style in writing and

representing, appropriate to

purpose and audience, to

enhance meaning and artistry,

including

– syntax and sentence

fluency

– diction

– point of view

– literary devices

– visual/artistic devices

Syntax/Sentence Fluency

use a variety of sentence lengths and structures

use a variety of sentence types for effect

deliberately use sentence fragments for effect

combine sentences using subordinate and independent

clauses

use transitional words/phrases within and between

sentences and paragraphs

Diction

experiment with vocabulary

use clear language and content words effectively

demonstrate increasing specificity of language

experiment with word choice and phrasing based on

audience and purpose (e.g., colloquial language

between characters)

Point of View

incorporate appropriate register based on audience

and purpose

maintain consistent tone

maintain a consistent point of view

reveal individual perspective

Literary Devices

use descriptive/sensory details to develop ideas

create effective images through figurative and

evocative language

incorporate literary devices to enhance meaning

Visual/Artistic Devices

choose a form appropriate to purpose

show attention to detail and some control of form

integrate visual elements and language to develop

meaning (e.g., colour, camera angle)




C13 use and experiment with

elements of form in writing

and representing, appropriate

to purpose and audience, to


including

– organization of ideas and

information

– text features and visual/

artistic devices

Organization of Ideas and Information

follow “rules” of a specific form or genre to match the

writing task

use internal elements/text structures (e.g., salutation in

letter, “hook” in paragraph) appropriate to purpose

and audience

unify writing with a controlling purpose

begin with an effective introduction/engaging opening

(e.g., clearly indicates purpose, grabs reader’s

attention)

develop a sequence of ideas with helpful transitions

finish with a logical conclusion/effective ending

Text Features and Visual/Artistic Devices

include text features when appropriate (e.g., diagrams,

graphics)

include visual/artistic devices when appropriate (e.g.,

labels, colour, space) clearly and effectively to enhance

meaning

integrate visual/artistic devices and language to

develop meaning




C14 use conventions in writing and

representing, appropriate to

purpose and audience, to


including

– grammar and usage

– punctuation, capitalization,

and Canadian spelling

– copyright and citation of

references

– presentation/layout

Grammar and Usage

use coordinating and subordinating conjunctions to

create compound and complex sentence structures

with few run-ons or fragments

maintain subject-verb agreement and pronoun-

antecedent agreement

properly place modifiers

maintain consistent verb tense

use active voice for clarity and impact

Punctuation/Capitalization/Spelling

use standard punctuation, including commas, semi-

colons, and quotation marks, and capitalization to

communicate clearly

employ knowledge of spelling rules and word patterns

to correct spelling errors

use reference materials to confirm spellings and to

solve spelling problems when editing (e.g.,

dictionaries, spell-checkers, personal word list)

Copyright/Citation of References

define and explain copyright and plagiarism in

context

acknowledge sources of information when creating

texts (e.g., print, web-based)

respect and acknowledge copyright

cite research information, ideas, and quotations in a

consistent and ethical manner

Presentation/Layout

write legibly or word-process in a readable format

use headings, titles, graphics, and illustrations

appropriate to context and purpose

attend to aspects of presentation appropriate to

medium (e.g., visual impact, spatial organization)

HEALTH AND CAREER EDUCATION – GRADE 8


HEALTH AND CAREER EDUCATION –

GRADE 8



EDUCATION AND CAREERS





Outcome.

Students who have fully met the Prescribed Learning Outcome

are able to:

describe how personal attributes

can be related to career options identify a range of personal attributes (e.g., interests,

skills, ideals)

identify one or more potential career options and

relate them to their personal attributes

identify skills that are

transferable to new tasks and

situations within and outside

the school, including:

– personal management

skills

– academic skills

– teamwork skills

based on class discussions and activities, create a list of

skills that are transferable to a variety of situations,

including:

– personal management skills (e.g., being on time,

being prepared, being responsible, being

organized, managing time effectively, setting

priorities)

– academic skills (e.g., reading and writing skills,

oral communication skills, number skills,

computer skills, research skills)

– teamwork skills (e.g., co-operation, following

directions, leadership, encouraging and

acknowledging others’ ideas and contributions,

effective communication)

give specific examples of how these skills can be

transferred to a variety of situations (e.g., school

projects, co-curricular activities, volunteer activities,

leisure activities, part-time employment, future

careers)



HEALTH





Outcome.


are able to:

Healthy Living

set personal goals for attaining

and maintaining a healthy

lifestyle

list factors that contribute to emotional health and

wellbeing (e.g., having effective coping strategies and

stress management techniques, knowing how to set

boundaries, having trusted friends and adults to talk

to about problems, self-esteem, getting adequate sleep,

balancing the number of activities)

list factors that contribute to physical health and

wellbeing (e.g., adequate nutrition, enjoyable physical

activity, sufficient sleep, being tobacco-free, access to

accurate information for new and changing health

issues)

create a list of potential personal goals related to

physical and emotional health (e.g., “I will respect the

ways my body is growing and changing.” “I will talk

to a trusted adult about my problems.” “I will

participate regularly in activities that I find enjoyable

and rewarding.” “I will remain tobacco free.” “ I will

go to a bed at a reasonable time in order to get the

sleep my body needs.” “I will not listen to or pass on

rumours and gossip.” “I will learn a new relaxation

technique.”)

based on class discussions and activities, describe

potential strategies for reaching their goals for physical

and emotional health

analyse influences on eating

habits, including family, peers,

and media

analyse various influences on personal food choices,

including:

– media (e.g., advertising, food labels, magazine

articles, web sites, popular culture, fads)

– peers and family (e.g., tastes, availability, budget,

group vs. individual choices)




identify factors that influence

healthy sexual decision making identify a variety of factors that influence healthy

sexual decision making, including:

– knowing and respecting personal and family

values

– knowing boundaries and being able to

communicate them

– peer, family, and social expectations

– role models and personal support networks

– media (e.g., body image messages, myths and

stereotypes about sexual activity or safer sex

practices)

– changing hormone levels

– access to accurate information (e.g., safer sex

practices, sexually transmitted infections, healthy

relationships)

– participation in risky situations (e.g., substance use

resulting in impaired judgment, entering

potentially unsafe situations)

describe how substance use affects sexual decision

making (e.g., decreases inhibitions, decreases ability to

make safer sexual decisions)




demonstrate an understanding

of the consequences of

contracting sexually transmitted

infections including HIV/ AIDS

(e.g., symptoms, short-term and

long-term health issues)

based on class discussions and activities, give

examples of sexually transmitted infections (e.g.,

chlamydia, genital herpes, gonorrhea, HIV, hepatitis B,

syphilis) and how they are contracted

based on class discussions and activities, list potential

effects of a range of sexually transmitted infections

(e.g., visible sores or rash, painful urination, infertility,

risk to fetus when pregnant, organ damage, increased

risk of cancer, death)

create a comprehensive list of behaviours that

contribute to the spread of sexually transmitted

infections including HIV/AIDS (e.g., unprotected

sexual activity, using unclean needles, tattooing/body

piercing with non-sterile equipment)

create a comprehensive list of practices that reduce the

risk of spreading sexually transmitted infections

including HIV/AIDS (e.g., abstaining from sexual

activity, using safer sex practices such as proper use of

condoms, testing for HIV and STIs)

list and describe the social responsibilities associated

with STI infections (e.g., testing and treatment

protocol, mandatory reporting for certain STIs, the

need to avoid infecting others, need to communicate

with former sexual partners)

list relevant local sources of accurate information

about sexually transmitted infections, including

transmission and confidential testing




Healthy Relationships

assess the importance of healthy

relationships (e.g., with friends,

family, teachers, mentors)

describe, with examples, characteristics of healthy

relationships (e.g., honesty, respect, open

communication, shared interests)

list and describe the emotional health benefits of

healthy relationships (e.g., sense of connectedness to

others, increased self-esteem, empathy, shared

interests, giving and receiving help and support)

list the potential negative effects of a lack of healthy

relationships (e.g., feelings of isolation, increased

likelihood of making unhealthy personal choices,

depression)

demonstrate an understanding that relationships

develop and change over time (e.g., in response to

changing interests, maturity level, independence)

identify school and community

sources of information and

support for individuals in

unhealthy, abusive, or

exploitative relationships (e.g.,

school counsellor, help line)

based on class discussions and activities, list a variety

of school and community resources for individuals in

unhealthy, abusive, or exploitative relationships,

including counselling, intervention, and legal services

(e.g., trusted adults, community health organizations,

youth help lines, police, resources specific to the local

school and community)

describe ways in which they can

contribute to a safe and caring

school environment

with teacher and peer support, identify characteristics

of safe and caring schools (e.g., respect for diversity;

free from bullying, harassment, and intimidation;

inclusive social environment)

brainstorm and describe specific actions and

behaviours they can take or participate in to contribute

to a safe and caring school environment (e.g., refuse to

spread gossip and rumours, practise inclusive

behaviour with peers, avoid abusive language)

list relevant school and community resources for

students who experience bullying, harassment,

intimidation, or exclusion




Safety and Injury Prevention

assess the potential risks

associated with a variety of

road-related situations

list road-related situations that have potential risks,

such as:

– being on the road at night

– being on the road during heavy traffic times

– using active transportation without protective

equipment

– being a passenger in a vehicle with an

inexperienced or impaired driver

– being in a vehicle with unsafe passenger

behaviour

responding to case examples, assess the potential risks

associated with various road-related situations (e.g.,

wearing dark clothing when on the road at night,

cycling to school, skating without helmet or wrist

guards, riding with an impaired driver, road racing,

dares, distracting the driver)

describe how understanding the potential risks can

affect a person’s decision making related to road use

(e.g., allows for advance planning, supports informed

decision making)

describe appropriate procedures

for responding to emergencies

(e.g., be prepared, ensure there

is no further danger to self or

others, know how to access

help)

with teacher support, describe school protocol for

emergency response (e.g., fire, earthquake, critical

incidents, extreme weather, criminal incidents,

injuries, illnesses)

using scenarios, identify strategies and basic principles

for responding to emergencies (e.g., be prepared;

determine immediate hazards; ensure there is no

further danger to self or others; use first aid and/or

rescue skills if trained to do so; know how to access

help and/or report to appropriate services such as

police, fire, ambulance, or coast guard)




assess the potential hazards

associated with various jobs

(e.g., garden work, babysitting,

newspaper delivery, snow

shovelling)

with teacher support, list and assess the potential

hazards (e.g., personal injury, injury to others,

property damage) associated with various jobs and

tasks such as:

– garden work (e.g., injury from lawn mower or

clippers, back strain, sun and heat exposure)

– babysitting (e.g., burn from stove, dangers from

being in an unfamiliar situation)

– newspaper delivery (e.g., traffic-related risks, back

strain, dog attack)

– snow shovelling (e.g., back strain, slipping on ice,

risk of being hit by flying or falling ice)

with teacher support, list and describe ways of

reducing or avoiding hazards associated with various

jobs and tasks (e.g., assessing potential risks, using

appropriate protective equipment, not using

unfamiliar machinery, taking a training course, getting

adequate sleep and nutrition)




propose strategies for the safe

use of wirerless and online

communications (e.g., cell

phones, Internet, PDAs)

describe safety guidelines for using wireless and

online wireless and online communications, such as

chat, instant messaging, blogs, or Internet message

boards (e.g., don’t identify your gender in your e-mail

address or screen name; use a screen name that is

different than your real name; keep online friendships

in the virtual world only; exit immediately from any

conversation that makes you feel uncomfortable or in

danger; report any incidents that make you feel

uncomfortable or in danger to a trusted adult)

describe the kinds of private identity information that

should never be shared when using wireless and

online communications (e.g., name or address of

school, passwords, calling card number, names of

family members, where your parents work, digital

photos in which you can be recognized)

identify situations where a person might inadvertently

give away private identity information (e.g., profiles,

surveys, contest entries, phishing, chat lines and chat

rooms, online discussion forums)

brainstorm and discuss situations where a person

might feel confused or uncomfortable about wireless

or online communications (e.g., invitation to meet

people you have met online, invitation to view or

share inappropriate images, cyber-bullying)

describe strategies for dealing responsibly with online

bullying and harassment (e.g., sign off the computer,

leave the chat room or web site, block the harassing

messages, save and print the bullying e-mails or

message logs as evidence, never reply to a bullying

message, talk about the situation with a trusted adult

or friend, report the experience to a trusted adult)




Substance Misuse Prevention

analyse influences related to

substance misuse (e.g., friends,

family, media)

with teacher and peer support, identify situations

where youth are challenged to make decisions about

substance misuse (e.g., raves, parties, new and

unfamiliar social groupings)

using specific examples, describe how various

influences (e.g., friends, family, media, curiosity)

might have a positive or a negative effect on a person’s

decisions related to substance misuse

assess the relevance of various influences on decision

making related to substance misuse

propose strategies that can assist

youth in making healthy choices

related to substance use (e.g.,

assertive communication,

refusal/delay/ negotiation skills,

avoidance of risk situations,

participating in alternative

activities)

with teacher support, identify and describe healthy

ways of coping with insecurity, stress, and other

emotional issues as alternatives to substance misuse

(e.g., physical activity, healthy communication,

relaxation techniques)

identify and describe healthy ways of having fun as

alternatives to substance misuse (e.g., sports,

recreational activities, volunteering, group activities in

the community)

outline a variety of strategies that youth can use to

make healthy choices related to substance misuse (e.g.,

assertive communication, including deflection, refusal,

delay, or negotiation skills; knowing when to seek

help; avoiding higher-risk situations; not consuming

any unknown substance; knowing how to access

accurate information)

MATHEMATICS – GRADE 8

[C] Communication

[CN] Connections

[ME] Mental Mathematics

and Estimation

[PS] Problem Solving

[R] Reasoning

[T] Technology

[V] Visualization





NUMBER



The following set of indicators may be used to assess student


Outcome.


are able to:

A1 demonstrate an understanding

of perfect square and square

root, concretely, pictorially, and

symbolically (limited to whole

numbers)

[C, CN, R, V]

represent a given perfect square as a square region

using materials such as grid paper or square shapes

determine the factors of a given perfect square, and

explain why one of the factors is the square root and

the others are not

determine whether or not a given number is a perfect

square using materials and strategies such as square

shapes, grid paper, or prime factorization, and explain

the reasoning

determine the square root of a given perfect square

and record it symbolically

determine the square of a given number

A2 determine the approximate

square root of numbers that are

not perfect squares (limited to

whole numbers)

[C, CN, ME, R, T]

estimate the square root of a given number that is not a

perfect square using the roots of perfect squares as

benchmarks

approximate the square root of a given number that is

not a perfect square using technology (e.g., calculator,

computer)

explain why the square root of a number shown on a

calculator may be an approximation

identify a number with a square root that is between

two given numbers


[C] Communication

[CN] Connections


and Estimation


[R] Reasoning

[T] Technology

[V] Visualization




of percents greater than or

equal to 0%

[CN, PS, R, V]

provide a context where a percent may be more than

100% or between 0% and 1%

represent a given fractional percent using grid paper

represent a given percent greater than 100 using grid

paper

determine the percent represented by a given shaded

region on a grid, and record it in decimal, fractional,

and percent form

express a given percent in decimal or fractional form

express a given decimal in percent or fractional form

express a given fraction in decimal or percent form

solve a given problem involving percents

solve a given problem involving combined percents

(e.g., addition of percents, such as GST + PST)

solve a given problem that involves finding the

percent of a percent (e.g., A population increased by

10% one year and then 15% the next year. Explain why

there was not a 25% increase in population over the

two years.)


of ratio and rate

[C, CN, V]

express a two-term ratio from a given context in the

forms 3:5 or 3 to 5

express a three-term ratio from a given context in the

forms 4:7:3 or 4 to 7 to 3

express a part to part ratio as a part to whole fraction

(e.g., frozen juice to water; 1 can concentrate to 4 cans

of water can be represented as

, which is the ratio of

concentrate to solution, or

which is the ratio of

water to solution)

identify and describe ratios and rates from real-life

examples, and record them symbolically express a

given rate using words or symbols (e.g., 20 L per

100 km or 20 L/100 km)

express a given ratio as a percent and explain why a

rate cannot be represented as a percent


[C] Communication

[CN] Connections


and Estimation


[R] Reasoning

[T] Technology

[V] Visualization



A5 solve problems that involve

rates, ratios, and proportional

reasoning

[C, CN, PS, R]

explain the meaning of

within a given context

provide a context in which

represents a:

– fraction

– rate

– ratio

– quotient

– probability

solve a given problem involving rate, ratio, or percent


of multiplying and dividing

positive fractions and mixed

numbers, concretely,

pictorially, and symbolically

[C, CN, ME, PS]

identify the operation required to solve a given

problem involving positive fractions

provide a context that requires the multiplying of two

given positive fractions

provide a context that requires the dividing of two

given positive fractions

estimate the product of two given positive proper

fractions to determine if the product will be closer

to 0,

, or 1

estimate the quotient of two given positive fractions

and compare the estimate to whole number

benchmarks

express a given positive mixed number as an improper

fraction and a given positive improper fraction as a

mixed number

model multiplication of a positive fraction by a whole

number concretely or pictorially and record the

process

model multiplication of a positive fraction by a

positive fraction concretely or pictorially using an area

model and record the process

model division of a positive proper fraction by a whole

number concretely or pictorially and record the

process

model division of a positive proper fraction by a

positive proper fraction pictorially and record the

process

generalize and apply rules for multiplying and

dividing positive fractions, including mixed numbers

solve a given problem involving positive fractions,

taking into consideration order of operations (limited

to problems with positive solutions)


[C] Communication

[CN] Connections


and Estimation


[R] Reasoning

[T] Technology

[V] Visualization




of multiplication and division

of integers, concretely,

pictorially, and symbolically

[C, CN, PS, R, V]

identify the operation required to solve a given

problem involving integers

provide a context that requires multiplying two

integers

provide a context that requires dividing two integers

model the process of multiplying two integers using

concrete materials or pictorial representations and

record the process

model the process of dividing an integer by an integer

using concrete materials or pictorial representations

and record the process

solve a given problem involving the multiplication of

integers (2-digit by 1-digit) without the use of

technology

solve a given problem involving the division of

integers (2-digit by 1-digit) without the use of

technology

solve a given problem involving the division of

integers (2-digit by 2-digit) with the use of technology

generalize and apply a rule for determining the sign of

the product and quotient of integers


[C] Communication

[CN] Connections


and Estimation


[R] Reasoning

[T] Technology

[V] Visualization


PATTERNS AND RELATIONS (PATTERNS)





Outcome.


are able to:

B1 graph and analyse two-variable

linear relations

[C, ME, PS, R, T, V]

solve a given problem involving integers taking into

consideration the order of operations

determine the missing value in an ordered pair for a

given equation

create a table of values by substituting values for a

variable in the equation of a given linear relation

construct a graph from the equation of a given linear

relation (limited to discrete data)

describe the relationship between the variables of a

given graph


[C] Communication

[CN] Connections


and Estimation


[R] Reasoning

[T] Technology

[V] Visualization


PATTERNS AND RELATIONS (VARIABLES AND EQUATIONS)





Outcome.


are able to:

B2 model and solve problems

using linear equations of the

form

–

–

–

–

– ( )

concretely, pictorially, and

symbolically, where a, b, and c

are integers

[C, CN, PS, V]

model a given problem with a linear equation and

solve the equation using concrete models

(e.g., counters, integer tiles)

verify the solution to a given linear equation using a

variety of methods, including concrete materials,

diagrams, and substitution

draw a visual representation of the steps used to

solve a given linear equation and record each step

symbolically solve a given linear equation

symbolically

identify and correct an error in a given incorrect

solution of a linear equation

apply the distributive property to solve a given linear

equation (e.g., 2(x + 3) = 5; 2x + 6 = 5; …)

solve a given problem using a linear equation and

record the process


[C] Communication

[CN] Connections


and Estimation


[R] Reasoning

[T] Technology

[V] Visualization


SHAPE AND SPACE (MEASUREMENT)





Outcome.


are able to:

C1 develop and apply the

Pythagorean theorem to solve

problems

[CN, PS, R, T, V]

model and explain the Pythagorean theorem

concretely, pictorially, or using technology

explain, using examples, that the Pythagorean theorem

applies only to right triangles

determine whether or not a given triangle is a right

triangle by applying the Pythagorean theorem

determine the measure of the third side of a right

triangle, given the measures of the other two sides, to

solve a given problem solve a given problem that

involves Pythagorean triples (e.g., 3, 4, 5 or 5, 12, 13)

C2 draw and construct nets for 3-D

objects [C, CN, PS, V] match a given net to the 3-D object it represents

construct a 3-D object from a given net

draw nets for a given right circular cylinder, right

rectangular prism, and right triangular prism, and

verify by constructing the 3-D objects from the nets

predict 3-D objects that can be created from a given net

and verify the prediction

C3 determine the surface area of

– right rectangular prisms

– right triangular prisms

– right cylinders

to solve problems

[C, CN, PS, R, V]

explain, using examples, the relationship between the

area of 2-D shapes and the surface area of a given 3-D

object

identify all the faces of a given prism, including right

rectangular and right triangular prisms

describe and apply strategies for determining the

surface area of a given right rectangular or right

triangular prism

describe and apply strategies for determining the

surface area of a given right cylinder

solve a given problem involving surface area


[C] Communication

[CN] Connections


and Estimation


[R] Reasoning

[T] Technology

[V] Visualization



C4 develop and apply formulas for

determining the volume of

right prisms and right cylinders

[C, CN, PS, R, V]

determine the volume of a given right prism, given the

area of the base

generalize and apply a rule for determining the

volume of right cylinders

explain the connection between the area of the base of

a given right 3-D object and the formula for the

volume of the object

demonstrate that the orientation of a given 3-D object

does not affect its volume

apply a formula to solve a given problem involving the

volume of a right cylinder or a right prism

SHAPE AND SPACE (3-D OBJECTS AND 2-D SHAPES)





Outcome.


are able to:

C5 draw and interpret top, front,

and side views of 3-D objects

composed of right rectangular

prisms

[C, CN, R, T, V]

draw and label the top, front, and side views for a

given 3-D object on isometric dot paper

compare different views of a given 3-D object to the

object

predict the top, front, and side views that will result

from a described rotation (limited to multiples of

90 degrees) and verify predictions

draw and label the top, front, and side views that

result from a given rotation (limited to multiples of 90

degrees)

build a 3-D block object, given the top, front, and side

views, with or without the use of technology

sketch and label the top, front, and side views of a 3-D

object in the environment with or without the use of

technology


[C] Communication

[CN] Connections


and Estimation


[R] Reasoning

[T] Technology

[V] Visualization


SHAPE AND SPACE (TRANSFORMATIONS)





Outcome.


are able to:

C6 demonstrate an understanding

of tessellation by

– explaining the properties of

shapes that make

tessellating possible

– creating tessellations

– identifying tessellations in

the environment

[C, CN, PS, T, V]

identify, in a given set of regular polygons, those

shapes and combinations of shapes that will tessellate,

and use angle measurements to justify choices (e.g.,

squares, regular n-gons)

identify, in a given set of irregular polygons, those

shapes and combinations of shapes that will tessellate,

and use angle measurements to justify choices

identify a translation, reflection, or rotation in a given

tessellation

identify a combination of transformations in a given

tessellation

create a tessellation using one or more 2-D shapes, and

describe the tessellation in terms of transformations

and conservation of area

create a new tessellating shape (polygon or non-

polygon) by transforming a portion of a given

tessellating polygon (e.g., one by M. C. Escher), and

describe the resulting tessellation in terms of

transformations and conservation of area

identify and describe tessellations in the environment


[C] Communication

[CN] Connections


and Estimation


[R] Reasoning

[T] Technology

[V] Visualization


STATISTICS AND PROBABILITY (DATA ANALYSIS)





Outcome.


are able to:

D1 critique ways in which data is

presented

[C, R, T, V]

compare the information that is provided for the same

data set by a given set of graphs, including circle

graphs, line graphs, bar graphs, double bar graphs,

and pictographs, to determine the strengths and

limitations of each graph

identify the advantages and disadvantages of different

graphs, including circle graphs, line graphs, bar

graphs, double bar graphs, and pictographs, in

representing a specific given set of data

justify the choice of a graphical representation for a

given situation and its corresponding data set

explain how the format of a given graph, such as the

size of the intervals, the width of bars, and the visual

representation, may lead to misinterpretation of the

data

explain how a given formatting choice could

misrepresent the data

identify conclusions that are inconsistent with a given

data set or graph, and explain the misinterpretation


[C] Communication

[CN] Connections


and Estimation


[R] Reasoning

[T] Technology

[V] Visualization


STATISTICS AND PROBABILITY (CHANCE AND UNCERTAINTY)





Outcome.


are able to:

D2 solve problems involving the

probability of independent

events

[C, CN, PS, T]

determine the probability of two given independent

events and verify the probability using a different

strategy

generalize and apply a rule for determining the

probability of independent events

solve a given problem that involves determining the

probability of independent events

PHYSICAL EDUCATION – GRADE 8





ACTIVE LIVING





Outcome.


are able to:

A1 assess the positive implications

of active living assess the short-term and long-term physical and

emotional benefits of regular participation in physical

activity (e.g., stress reduction, social interaction,

enjoyment, increased energy level, improved ability to

focus and concentrate, healthy heart)

analyse the importance of nutrition choices for active

living (e.g., sufficient hydration, appropriate foods to

provide adequate energy, eating at approprate times in

relation to physical activity)

identify and describe factors that affect choices relating

to lifelong physical activity (e.g., location, cost, climate,

accessibility, training, equipment required, personal

preference, social aspect)

A2 describe

– health-related components

of fitness (muscular

strength, muscular

endurance, cardiovascular

endurance, and flexibility)

– skill-related components of

fitness (e.g., agility, speed,

reaction time, co-

ordination, balance)

identify the health-related components of fitness—

muscular strength, muscular endurance,

cardiovascular endurance, and flexibility

give examples of skill-related components of fitness

(e.g., agility, speed, reaction time, co-ordination,

balance)

describe the significance of the health-related and skill-

related components of fitness for overall personal

health and the performance of specific activities (e.g.,

balance in agility ladder drills, co-ordination in table

tennis, cardiovascular endurance for dance activities)




A3 describe principles of training list and describe principles of training (e.g., duration,

repetition, intensity, frequency, type of activity)

identify the effects of specific types of physical activity

on body systems during and after physical activity

describe how aerobic activity contributes to

cardiovascular endurance

A4 describe the importance of

assessing their rate of exertion

during physical activity

list ways to assess rate of exertion during physical

activity (e.g., electronic heart rate monitors, pulse rate,

rate of perceived exertion scales)

explain why assessing their own rate of exertion

during participation in physical activities is important

describe how monitoring rate of exertion contributes

to living a healthy active lifestyle

A5 pursue personal physical

activity goals related to health-

related components of fitness

(muscular strength, muscular

endurance, cardiovascular

endurance, or flexibility)

articulate measurable and time-specific goals related to

one health-related component of fitness—muscular

strength, muscular endurance, cardiovascular

endurance, or flexibility

identify and follow steps to achieve their goals (e.g.,

selecting specific activities, considering time and

intensity)

measure, monitor, and reflect on their progress (e.g.,

log, video, demonstration)

Participation

A6 participate daily in moderate to

vigorous physical activity to

enhance fitness

participate in moderate to vigorous physical activity

for an extended period of time (e.g., resulting in a rate

of perceived exertion of 4-7 on a 10-point scale,

reaching an appropriate heart rate training zone)

A7 demonstrate a willingness to

participate in a wide range of

physical activities, including

– individual and dual

activities

– games

– rhythmic movement

activities (including dance

and gymnastic activities)

participate appropriately in a wide range of activities

by demonstrating

– punctuality

– preparedness (e.g., wearing appropriate clothing

and footwear)

– time on task (engagement, attentiveness, following

instructions)

– enthusiasm and enjoyment

– co-operation

conduct ongoing self-assessment of their own

participation in a range of activities



MOVEMENT





Outcome.


are able to:

B1 apply fundamental movement

skills in structured individual

and dual activities

demonstrate a variety of specific non-locomotor,

locomotor, and/or manipulative movement skills in

individual and dual activities (e.g., proper body

position in performing a squat, j-shaped run-up in

high jump, side break fall in judo)

perform combinations of learned non-locomotor,


individual and dual activities (e.g., ab crunches using a

medicine ball, shot-put, rope skipping)

demonstrate flow and smooth transitions between

combined movements

with teacher support, demonstrate proper practice

techniques to improve performance and avoid injury


skills in games activities in

predictable situations



games activities (e.g., catch an ultimate disc, receive a

pass in hockey, execute a V-cut)

perform combinations of learned non-locomotor,

locomotor, and/or manipulative movement skills in a

variety of types of games activities (e.g., execute a lay-

up in basketball, return a serve or volley in tennis)

demonstrate basic games-related offensive strategies

(e.g., fake, create open space) demonstrate basic

games-related defensive strategies (e.g., identify and

cover a check)


combined movements







skills in structured rhythmic

movement activities



rhythmic movement activities (e.g., one-point balance,

change of direction, step-turn, box step)

follow modelled patterns of non-locomotor and

locomotor skills to perform rhythmic movement

sequences (e.g., line dance, aerobics, three-skill floor

routine)

– alone and with others

– with or without music


combined movements



B4 demonstrate principles of

training for improving their

fitness

with teacher support, select the appropriate principles

of training (e.g., duration, repetition, intensity,

frequency, type of activity) that can help them to

maintain or improve their

– health-related components of personal fitness

(muscular strength, muscular endurance,

cardiovascular endurance, flexibility)

– skill-related components of personal fitness (e.g.,

agility, speed, reaction time, co-ordination,

balance)

demonstrate ways to monitor their exertion during

training

follow teacher direction and all safety rules to avoid

injury

use information from various sources (e.g., teacher,

coach, previous performance measurements) to

maintain or improve fitness




B5 relate activity-based movement

skills to movement concepts,

including

– body awareness (e.g., parts

of -the body, weight

transfer)

– spatial awareness (e.g.,

personal and general space,

directional, pathways,

levels, planes)

– qualities of movement (e.g.,

speed, force, flow)

– relationships (e.g., to

people, to objects)

identify one or two key movement concepts that are

applied in each physical activity that they participate

in, including

– individual and dual activities (e.g., using weight

transfer -and opposition in a paddling stroke)

– games activities (e.g., follow-through when

throwing and -hitting to enhance force and

direction)

– rhythmic movement activities (e.g., speed, weight

transfer, -or approach pathway in a gymnastic

vault; position of arms and distance from partner

in a line dance)

incorporate selected movement concepts into the

performance of a variety of activity-based non-

locomotor, locomotor, and/ or manipulative movement

skills

SAFETY, FAIR PLAY AND LEADERSHIP





Outcome.


are able to:

C1 demonstrate behaviours that

minimize the risk of injury to

self and others in physical

activity

follow personal safety practices during physical

activity (e.g., respecting own and others’ abilities and

limits, wearing appropriate clothing and footwear,

following instructions, knowing and following school

and facility-specific emergency plans and procedures)

identify and follow particular rules and guidelines for

participating safely in specific activities (e.g., spotting

procedures in weight training or gymnastics, wearing

appropriate clothing for outside activities)

participate in

– dynamic warmup activities

– cooldown activities




C2 follow guidelines for proper

use of equipment and facilities identify guidelines for proper use of activity-specific

equipment, including those relating to

– using equipment and facility only for its intended

purpose

– care

– storage

– reporting damage

follow activity-specific guidelines for proper use of

equipment and facilities (e.g., not lofting the bowling

ball, assembling kayak paddle correctly, not bringing

food into gym)

C3 demonstrate fair play in

physical activities across the

activity categories

respect and follow all rules

demonstrate a commitment to competing fairly (e.g.,

using talent and ability to win, following both the

spirit and letter of the rules)

demonstrate respect for officials (e.g., accept their

decisions without questioning their integrity or ability)

demonstrate respect for their own and others’

individual abilities

demonstrate emotional self-control (e.g., in defeat,

recognizing with dignity the success of the opponent;

acting graciously in victory)

demonstrate knowledge of guidelines and etiquette for

participation in specific activities (e.g., cleaning shoes

off before going onto the curling surface, not talking

while golfer is swinging)

C4 exhibit leadership in specific

physical activities demonstrate leadership in specific physical activities,

such as by

– volunteering in class

– encouraging others

– demonstrating or modelling specific techniques

– demonstrating or modelling proper use of

equipment

– initiating equipment set-up or take-down

SCIENCE – GRADE 8


SCIENCE – GRADE 8



PROCESS OF SCIENCE





Outcome.


are able to:

A1 demonstrate safe procedures identify a variety of dangers in procedures (e.g., cuts

from sharp objects; burns from heating devices; shocks

from misuse of electrical equipment)

identify appropriate equipment for an lab activity (e.g.,

Bunsen burner vs. hotplate)

identify and use appropriate personal protective

equipment (e.g., hand and eye protection) and

procedures (e.g., hair tied back, clear work area, no

loose clothing, no horseplay)

use proper techniques for handling and disposing of

lab materials (e.g., using tongs, waste receptacles to

handle and dispose of chemical or biological materials)

with teacher support, describe appropriate emergency

response procedures (e.g., how to use a fire

extinguisher/blanket, eye wash station, first aid for

cuts, knowing who to contact and how)

describe safe dissection techniques involved in an

actual (or virtual) dissection

SCIENCE – GRADE 8



A2 perform experiments using the

scientific method describe the elements of a valid experiment:

– formulate an hypothesis

– make a prediction

– identify controlled versus experimental variables

– observe, measure, and record using appropriate

units

– interpret data

– draw conclusions

use information and conclusions as a basis for further

comparisons, investigations, or analyses

communicate results using a variety of methods

A3 represent and interpret

information in graphic form identify the most appropriate type of graph to

represent a given type of data (e.g., pie, bar, table, line

graph)

convey information, using appropriate units as

applicable, in

– -bar graphs (e.g., variables in aquatic

environments)

– line graphs (e.g., mass versus volume)

– pie charts (e.g., percentages of water distribution)

– tables

– diagrams (e.g., of a cell, of systems)

distinguish between dependent and independent

variables in a graph

draw a best fit line or curve given a set of data points

on a graph

extrapolate and interpolate points on a graph

use appropriate scale and axis to create a graph

extract relevant information from pie charts, bar

graphs, line graphs, and tables

A4 use models to explain how

systems operate give examples of how various processes could be

modelled (e.g., diagrams or demonstrations of energy

transfer, refraction, wave action, phase change)

construct a variety of models (e.g., a cell, the eye, wave

components)

describe the relationships between components of the

model and what it represents

SCIENCE – GRADE 8



A5 demonstrate scientific literacy identify the main points in a science-related article or

illustration

describe the qualities of the scientifically literate

person, such as

– awareness of assumptions (their own and

authors’)

– respect for precision

– ability to separate fundamental concepts from the

irrelevant or unimportant

– recognizing that scientific knowledge is

continually developing and often builds upon

previous theories

use given criteria for evaluating evidence and sources

of information (e.g., identify supporting or refuting

information and bias)

explain how science and technology affect individuals,

society, and the environment

A6 demonstrate ethical,

responsible, cooperative

behaviour

describe and demonstrate

– ethical behaviour (e.g., honesty, fairness,

reliability)

– open-mindedness (e.g., ongoing examination and

reassessment of own beliefs)

– willingness to question and promote discussion

– skills of collaboration and co-operation

– respect for the contributions of others

A7 describe the relationship

between scientific principles

and technology

give examples of scientific principles that have

resulted in the development of technologies (e.g.,

pressure—diving equipment, pumps, vacuum

cleaners; optics—lasers, eyeglasses, headlights,

mirrors)

identify a variety of technologies and explain how they

have advanced our understanding of science (e.g.

microscopes for observing cell structure)

A8 demonstrate competence in the

use of technologies specific to

investigative procedures and

research

select and carefully use appropriate technologies,

including

– microscope

– balances and other measurement tools (e.g.,

thermometers)

– ray boxes, lenses, mirrors

proficiently use the Internet as a research tool

SCIENCE – GRADE 8


LIFE SCIENCE (CELLS AND SYSTEMS)





Outcome.


are able to:

B1 demonstrate knowledge of the

characteristics of living things identify various characteristics of living things (e.g.,

require energy, respond to the environment, perform

gas exchange, excrete waste, reproduce)

relate characteristics of living things to viruses,

bacteria, plants, and animals

B2 relate the main features and

properties of cells to their

functions

summarize cell theory (e.g., recognize that all living

things are composed of cells, and all cells come from

pre-existing cells)

accurately list similarities and differences between cell

types (plant, animal, and bacteria)

describe the structure and function of cell organelles

(e.g., cell membrane, nucleus, cytoplasm,

mitochondrion, cell wall, chloroplast, vacuole,

ribosome)

recognize and name parts of a cell using a microscope

relate the concepts of osmosis and diffusion to

transport of materials across cell membranes

B3 explain the relationship

between cells, tissues, organs,

and organ systems

define the terms tissue, organ, and organ system

distinguish between cells, tissues, organs, and organ

systems, based on structure and function

identify the main components of the human organ

systems (e.g., respiratory, circulatory, digestive, and

excretory systems)

describe how organ systems work together to obtain

and transport nutrients, remove wastes, and exchange

gases

SCIENCE – GRADE 8



B4 explain the functioning of the

immune system, and the roles

of the primary, secondary, and

tertiary defence systems

identify components of the primary defence systems,

including skin, tears, ear wax, saliva, gastric juice, cilia,

mucus

identify phagocytic white blood cells as the major

component of the secondary defence system

identify white blood cells that produce antibodies as

the major component of the tertiary defence system

describe how each of the defence system components

works (e.g., skin prevents bacteria from entering the

body, phagocytic white blood cells engulf and destroy

viruses and bacteria, and white blood cells produce

antibodies that combine with antigens)

describe factors that can have a negative effect on body

systems, including pathogens (e.g., E. coli, influenza

viruses, HIV) and toxins (e.g., botulism)

PHYSICAL SCIENCE (OPTICS)





Outcome.


are able to:

C1 demonstrate knowledge of the

behaviour of waves define waves and describe their characteristics, using

examples and sketches

demonstrate wavelength, frequency, and amplitude,

with corresponding explanations

describe how waves are reflected off a barrier and

refracted when passing from one medium to another

SCIENCE – GRADE 8



C2 explain the properties of visible

light connect the behaviour of waves to visible light (e.g.,

both waves and light reflect and refract)

identify and describe properties of visible light (e.g.,

prism to demonstrate spectrum of colour, pinhole

camera to demonstrate how light travels in a straight

line)

show how light is transmitted and absorbed by

different materials (e.g., opaque, translucent,

transparent; creation of shadows)

demonstrate how visible light is reflected (e.g., relate

angle of incidence and angle of reflection for curved

and plane mirrors)

demonstrate how visible light is refracted (e.g.,

bending of rays, changes of speed, diverging and

converging lenses)

C3 compare visible light to other

types of electromagnetic

radiation

differentiate radio waves, microwaves, infrared, visible

light, ultraviolet, X-rays, and gamma rays in terms of

wavelength, frequency, and energy transferred

relate different types of electromagnetic radiation to

their daily lives

C4 explain how human vision

works illustrate the parts of the eye, including sclera, cornea,

retina, lens, optic nerve and blind spot, iris, and pupil

describe the cornea-lens-retina system

describe common defects in human vision (e.g., near-

sighted, far-sighted)

describe several ways of correcting or extending

human vision (e.g., contact lenses, laser surgery,

binoculars)

identify similarities and differences between the eye

and another optical system (e.g., microscopes,

telescopes)

C5 explain the concept of force define force (push or pull of one object on another)

list different types of forces (e.g., magnetic, friction,

gravitational, elastic, electrical)

differentiate between mass and weight

describe the movement of objects in terms of balanced

and unbalanced forces

SCIENCE – GRADE 8



C6 describe the relationship

between solids, liquids, and

gases, using the kinetic

molecular theory

outline the kinetic molecular theory

distinguish between solids, liquids, and gases based on

particle arrangement and motion

define terms related to changes of state (e.g.,

temperature, heat, evaporation, condensation,

solidification, melting, sublimation)

C7 determine the density of

various substances for a fixed mass and temperature, describe the

differences between volume and density for each of

the states of matter

describe the effects of changes in temperature on the

density of solids, liquids, and gases (e.g., compression

and expansion)

conduct experiments to calculate the density of

regularly shaped objects [D= m/V] and irregularly

shaped objects [D = m/(V2-V1)]

C8 explain the relationship

between pressure, temperature,

area, and force in fluids

explain pressure with reference to force and area (i.e.,

compression and expansion)

describe the relationship between temperature, area,

and pressure, with reference to the kinetic molecular

theory

C9 recognize similarities between

natural and constructed fluid

systems (e.g., hydraulic,

pneumatic)

give examples of natural fluid systems (e.g.,

circulatory and respiratory system) and constructed

fluid systems (e.g., hydraulic and air brakes)

recognize the scientific principles involved in fluid

systems (e.g., fluids can be compressed and flow;

pressure differences can cause movement)

identify possible problems in natural or constructed

fluid systems (e.g., high/low blood pressure)

SCIENCE – GRADE 8


EARTH AND SPACE SCIENCE (WATER SYSTEMS ON EARTH)





Outcome.


are able to:

D1 explain the significance of

salinity and temperature in the

world’s oceans

describe the world distribution of water (97.2% ocean,

2.8% fresh, 2.15% ice, 0.61% groundwater, 0.01 lakes

and rivers, 0.001% atmosphere)

identify similarities and differences between salt water

and fresh water (e.g., freezing point, density)

define ocean currents

describe how winds and ocean currents influence

regional climates (e.g., moderating effects)

D2 describe how water and ice

shape the landscape define weathering and erosion

describe how gravity directs the movement of water

and ice and transports weathered materials through

slow processes (rivers and glaciers) and fast processes

(landslides)

identify and illustrate various alpine and continental

glacial features (e.g., cirques, arêtes, horns, hanging

valleys, crevasses, moraines, eskers, outwash, fiords,

icebergs, striations, erratics)

describe how waves and tides are generated (e.g.,

waves: wind action; tsunamis: tectonic processes; tides:

gravitational pull)

describe the impact of water movement (e.g., waves,

tides, river flow) on surface features (e.g., weathering,

erosion, deposition)

D3 describe factors that affect

productivity and species

distribution in aquatic

environments

identify various factors that affect productivity and

species distribution in aquatic environments (e.g.,

temperature, nutrients in the water, turbidity, currents,

sunlight, salinity, pollutants, water depth, resource

extraction, dams)

describe how changes in aquatic environments are

monitored (e.g., through the use of satellite imagery)

relate human activities to the distribution of aquatic

species, with specific reference to First Nations peoples

in BC (e.g., harvesting technologies, preservation

techniques, use of resource)

SOCIAL STUDIES – GRADE 8





APPLICATIONS OF SOCIAL STUDIES




are able to:

identify and clarify a problem,

an issue, or an inquiry

gather and organize a body of

information from primary and

secondary print and non-print

sources, including electronic

sources

interpret and evaluate a variety

of primary and secondary

sources

assess a variety of positions on

controversial issues

plan, revise, and deliver written

and oral presentations

co-operatively plan and

implement a course of action

that addresses the problem,

issue, or inquiry initially

identified

Suggested Achievement Indicators will be included in

future documents.



SOCIETY AND CULTURE (CIVILIZATIONS FROM 500 TO 1600)




are able to:

identify factors that influence

the development and decline of

world civilizations

compare daily life, family

structures, and gender roles in a

variety of civilizations

describe a variety of diverse

cultural traditions and world

religions

demonstrate awareness of

artistic expression as a reflection

of the culture in which it is

produced

identify periods of significant

cultural achievement, including

the Renaissance

describe how societies preserve

identity, transmit culture, and

adapt to change


future documents.



POLITICS AND LAW (CIVILIZATIONS FROM 500 TO 1600)




are able to:

demonstrate understanding of

the tension between individual

rights and the responsibilities of

citizens in a variety of

civilizations

assess the impact of contact,

conflict, and conquest on

civilizations

describe various ways

individuals and groups can

influence legal systems and

political structures

explain the development and

importance of government

systems


future documents.



ECONOMY AND TECHNOLOGY (CIVILIZATIONS FROM 500 TO 1600)




are able to:

compare basic economic

systems and different forms of

exchange

analyse the effect of commerce

on trade routes, settlement

patterns, and cultural exchanges

compare the changing nature of

labour in rural and urban

environments

describe the impact of

technological innovation and

science on political, social, and

economic structures


future documents.



ENVIRONMENT (CIVILIZATIONS FROM 500 TO 1600)




are able to:

construct, interpret, and use

graphs, tables, grids, scales,

legends, and various types of

maps

locate and describe major world

landforms, bodies of water, and

political boundaries on maps

locate and describe current and

historical events on maps

describe how physical

geography influenced patterns

of settlement, trade, and

exploration

analyse how people interacted

with and altered their

environments, in terms of

– population

– settlement patterns

– resource use

– cultural development


future documents.

DAILY PHYSICAL ACTIVITY – GRADE 8


DAILY PHYSICAL ACTIVITY – GRADE 8







Outcome.


are able to:

participate in physical activities

for a minimum of 30 minutes

during each school day

participate in daily physical activities

participate in physical activity in blocks of at least 10

minutes at a time, totalling a minimum of 30 minutes

per day (students in half-day Kindergarten programs

will be expected to participate in physical activities for

a minimum of 15 minutes during each school day)

participate in a range of

endurance activities participate in physical activities that help develop their

cardiovascular endurance

participate daily in endurance activities (e.g., brisk

walking, swimming, cycling, jogging, soccer, aerobics,

dancing, cross-country skiing, relay games, tag games)

participate in a range of strength

activities participate in activities that help develop their strength

participate daily in activities that help to develop the

strength of different muscle groups (e.g., rope

climbing, push-ups, racquet and ball games, core

strength training, skating)

participate in a range of

flexibility activities participate in activities that help develop their

flexibility

participate daily in activities that help to develop the

flexibility of different parts of the body (e.g., stretches,

pilates, dancing)

ADDITIONAL LANGUAGES:

APPLIED SKILLS BUSINESS EDUCATION – GRADE 8


APPLIED SKILLS:

BUSINESS EDUCATION – GRADE 8



BUSINESS COMMUNICATION




are able to:

demonstrate Level I touch

keyboarding on alphanumeric

keyboards

use appropriate communication

tools and skills needed for

business and the workplace

outline ways that businesses

communicate information

regarding copyright, potential

risks, and products or services

Suggested Achievement Indicators have not been

developed.

FINANCE




are able to:

prepare and use a budget and

evaluate its effectiveness in

meeting a specific need

describe ways financial

institutions assist businesses

and individuals with money

management


developed.

BUSINESS EDUCATION – GRADE 8 APPLIED SKILLS


ECONOMICS




are able to:

outline the effects on a local

economy of changes both in

consumer needs and wants and

in the supply of and demand for

resources


developed.

MARKETING




are able to:

explain how marketing practices

within the marketing mix affect

consumers

describe the channels of

distribution involved in the flow

of products and services from

producer to consumer


developed.

ENTREPRENEURSHIP




are able to:

explain the role of entrepreneurs

in economies

describe entrepreneurial skills

and attributes applicable to a

variety of work environments

generate business ideas to meet

identified needs or

opportunities


developed.

APPLIED SKILLS HOME ECONOMICS – GRADE 8


APPLIED SKILLS:

HOME ECONOMICS – GRADE 8



FOOD PREPARATION FOUNDATIONS





Outcome.


are able to:

Safety and Sanitation

A1 identify sources of food

contamination and

demonstrate appropriate

preventative measures,

including

– washing hands

– sanitizing work surfaces

– cross-contamination

prevention

– proper dishwashing

– clean-up procedures

describe potential sources of food contamination (e.g.,

food handler with illness, poor hygiene, unsanitary

work area, unpotable water)

without reminders, apply the 30-second rule for

washing hands, tie back hair, put on apron, sanitize

work surfaces

identify situations where cross-contamination can

occur and use appropriate prevention methods (e.g.,

clean cutting surfaces and equipment after handling

foods such as meat, wash hands at every possibility of

contamination, use plastic gloves when hands have

cuts, burns, or skin conditions)

consistently wash dishes using appropriate techniques

(e.g., wash in correct order; use 45°C water for

washing and rinsing, dish soap, drain racks, clean

towels for drying)

without reminders, use appropriate clean-up

procedures (e.g., spills, broken glass, sweeping,

laundry)

HOME ECONOMICS – GRADE 8 APPLIED SKILLS



A2 demonstrate a knowledge of

precautionary measures and

emergency response associated

with food preparation,

including

– handling hot foods safely

(e.g., to prevent steam

scalds, burns from hot oil)

– responding appropriately

to emergencies (e.g., fires,

burns, cuts)

handle hot foods appropriately (e.g., proper lid-lifting

and saucepan-lifting techniques, spatter and scalding

protection, cooling racks/mats)

recognize emergency situations and describe correct

response procedures (e.g., alert appropriate authority,

apply basic first aid, use appropriate fire suppression

methods)

A3 demonstrate safe use of

equipment needed to prepare

food items

use equipment safely (e.g., handle knives correctly, cut

on cutting boards instead of counter, use oven mitts

instead of towels for hot food)

Kitchen Basics

A4 demonstrate the ability to

follow a recipe, including

– selecting appropriate

equipment

– using appropriate

measuring techniques

– time management

– understanding of

terminology

correctly use appropriate equipment (e.g., spatulas,

wooden spoons, beaters, bowls, knives, cutting boards)

with minimal teacher support, use correct measuring

equipment and techniques (e.g., heap and level for dry

measures, at eye-level on a flat surface for liquid

measure, packing, water displacement, metric and

Imperial conversions)

complete assigned tasks within a specified time period

demonstrate understanding of cooking terminology

and abbreviations (e.g., sift, cream, sauté, knead, whip,

boil, steam, preheat, mL, f.g., oz., pkg., w.w. flour)

A5 care for and store equipment

appropriately consistently clean and return equipment to its proper

place

A6 demonstrate co-operation in

partner and group work share tasks equitably within a group, assisting others

in group when necessary (e.g., cooking, clean-up,

projects)

Function of Ingredients

A7 identify basic functions of

common ingredients used in

food preparation

describe basic functions of commonly used dry

ingredients (e.g., baking powder, baking soda, flour,

sugar, salt) and liquid ingredients (e.g., milk, water,

eggs, oil)

APPLIED SKILLS HOME ECONOMICS – GRADE 8


FOOD PREPARATION TECHNIQUES





Outcome.


are able to:

Food Products

B1 use recipes to prepare simple,

healthy snacks and dishes

follow a recipe to produce a successful product within

a specified time period (e.g., breakfast smoothie, high-

fibre muffins, veggies and dip, sandwich, biscuit-crust

pizza, stir-fry)

Methods of Cooking

B2 use a variety of cooking

methods to prepare food

use procedures and techniques for a variety of cooking

methods (e.g., baking, boiling, stir-frying,

microwaving)

NUTRITION AND HEALTHY EATING





Outcome.


are able to:

C1 describe the importance of

nutrition and other factors that

contribute to health

identify factors that contribute to healthy adolescent

bodies (e.g., eating minimum recommended servings

from Eating Well with Canada’s Food Guide or Eating

Well with Canada’s Food Guide - First Nations, Inuit, and

Métis, selecting nutrient-dense foods versus high-

calorie/low-nutrient foods, the importance of breakfast

and regular meals for greater energy and long-term

health benefits, sufficient sleep, and regular exercise)

C2 use Eating Well with Canada’s

Food Guide to plan simple,

nutritious dishes and snacks

identify the various food groups, the types of food

within each food group, specified serving sizes, and

recommended daily servings from each food group

analyse and modify menus to meet the

recommendations in Eating Well with Canada’s Food

Guide or Eating Well with Canada’s Food Guide - First

Nations, Inuit, and Métis

HOME ECONOMICS – GRADE 8 APPLIED SKILLS



C3 use product labels to identify

and compare the nutritional

value of a variety of food

products

with teacher support, use labels of commercial food

products to examine fats, salt, sugar, fibre content, and

additives and determine the healthier choice (e.g.,

compare breakfast cereals, snack foods, cookies,

beverages)

SOCIAL, ECONOMIC AND CULTURAL INFLUENCES





Outcome.


are able to:

D1 describe factors that influence

personal food choices discuss personal food choices and the factors that

influence those choices (e.g., personal preference, food

availability, budgetary considerations, peer and media

influences, cultural background, religion,

environmental considerations)

D2 identify and apply classroom

table etiquette without reminders, display appropriate classroom

table behaviours (e.g., setting table, sitting and eating

as a group, respectful conversation)

APPLIED SKILLS INFORMATION TECHNOLOGY – GRADE 8


APPLIED SKILLS:

INFORMATION TECHNOLOGY – GRADE 8



FOUNDATIONS




are able to:

identify information technology

tools used to access information

protect information using

information technology tools

enter information accurately using

appropriate keyboarding

techniques and software that allows

for the storage, retrieval, and

editing of material

demonstrate the ability to formulate

questions and to use a variety of

sources and tools to access, capture,

and store information

use appropriate information

technology terminology

evaluate a variety of input and

output devices

demonstrate the ability to install

software

describe and practise appropriate

safety procedures when working

with information technology tools

apply a variety of troubleshooting

techniques related to information

technology

demonstrate an awareness of the

impact of information technology

tools on society

identify careers and occupations

that use information technology


developed.

INFORMATION TECHNOLOGY – GRADE 8 APPLIED SKILLS


PROCESS




are able to:

apply management skills to

complete a project

use a variety of information

technology tools to help them

solve problems

apply predetermined search

criteria to locate, retrieve, and

evaluate information

create electronic text documents

evaluate information retrieved

electronically for authenticity,

bias, and timeliness

synthesize information from a

variety of electronic sources for

their presentations


developed.

PRESENTATION




are able to:

identify and consider ethical

and legal issues when

presenting information

use a variety of software to

present messages

demonstrate the ability to

arrange information in different

forms to create new meaning

analyse the effects of

information technology on

presentations

describe the effect of

multimedia presentations on

intended audiences


developed.

APPLIED SKILLS TECHNOLOGY EDUCATION – GRADE 8


APPLIED SKILLS:

TECHNOLOGY EDUCATION – GRADE 8



SELF AND SOCIETY




are able to:

demonstrate confidence and

positive attitudes when solving

problems that arise during the

design process

identify practical problems

involving technology in a

variety of contexts

work with others to solve

problems that come up during

the design process

list career paths in technological

fields, and examine potential

career opportunities

demonstrate a willingness to

express thoughts and feelings

about the effects of technology

on their personal lives, society,

and the environment


developed.

TECHNOLOGY EDUCATION – GRADE 8 APPLIED SKILLS


COMMUNICATIONS




are able to:

produce initial concept sketches

and final drawings using a

design process

solve problems that come up

during the design process by

using various information

sources

develop two- and three-

dimensional graphics using

manual and computer-assisted

processes

revise presentations based on

suggestions and comments from

others

identify how information and

concepts from other fields of

knowledge are used in the

design process


developed.

APPLIED SKILLS TECHNOLOGY EDUCATION – GRADE 8


PRODUCTION




are able to:

describe and use the process of

product design

identify and classify the

properties of materials used to

manufacture products

select materials based on a set of

design specifications

describe combining, forming,

separating, and finishing

processes as they relate to

materials used in product

manufacturing

apply finishes and details to

manufactured products to

enhance their appearance and

durability

evaluate the efficiency of a

production process

identify ways to minimize waste

and reuse products

demonstrate safe work habits

when using tools, equipment,

and technical processes


developed.

TECHNOLOGY EDUCATION – GRADE 8 APPLIED SKILLS


CONTROL




are able to:

design and construct a control

device that senses, switches, or

regulates

compare ways that various

control devices work, and

explain their applications

integrate electric, electronic,

pneumatic, and mechanical

control devices within a system


of the concept of control by

dismantling devices


developed.

ENERGY AND POWER




are able to:

incorporate selected devices in

the design of energy

transmission and conversion

systems

explain how systems transmit

and convert energy

identify how simple machines

are combined into energy and

power systems

construct devices that are

powered in various ways


developed.

FINE ARTS DANCE – GRADE 8


FINE ARTS: DANCE – GRADE 8



ELEMENTS OF MOVEMENT




are able to:

demonstrate dance techniques

associated with particular

genres

apply principles of movement

(alignment, balance, breathing,

flexibility, strength) to dance

apply principles of fitness,

health, and safety to dance

use elements of movement in a

variety of combinations, as

appropriate to the given genre

or purpose


developed.

CREATION AND COMPOSITION




are able to:

create movement in response to

the expressive elements of

sound and music

transform a given dance

sequence for a specific purpose

choreograph a movement

sequence for a variety of

environments and purposes

apply the creative process to

revise and refine dance


developed.

DANCE – GRADE 8 FINE ARTS


PRESENTATION AND PERFORMANCE





Outcome.


are able to:

rehearse and perform dance for

a specific environment

demonstrate dance movements

in the appropriate style for the

chosen genre or choreography

demonstrate skills and attitudes

appropriate to a range of dance

experiences as performer,

participant, and audience,

demonstrating:

– an awareness of a sense of

community

– audience and performer

etiquette

– performance skills

– respect for others’

contributions

use established criteria to

analyse the work of self and

others


developed.

FINE ARTS DANCE – GRADE 8


DANCE AND SOCIETY




are able to:

analyse dances of a variety of

cultures, considering elements

of movement, historical and

social context, and use of music

and stagecraft

describe the purposes of dance

in various cultures

analyse roles in dance (e.g., of

gender, status, age)

identify personal and career

opportunities in dance

(occupation, recreation,

entertainment)


developed.

FINE ARTS DRAMA – GRADE 8


FINE ARTS: DRAMA – GRADE 8



EXPLORATION AND IMAGINATION (EXPRESSION AND TRUST)




are able to:

demonstrate trust through

collaborative drama

demonstrate the unique ability

of drama to unify a diverse

group

demonstrate an appreciation for

the diversity of others and their

various perspectives

make choices among a variety of

ways to express thoughts,

feelings, and beliefs


developed.

EXPLORATION AND IMAGINATION (CRITICAL ANALYSIS)




are able to:

suggest and try a variety of

appropriate solutions to a given

problem

make and act on reasoned and

thoughtful decisions

identify ways to advance

dramatic action

use given criteria to assess and

evaluate their work


developed.

DRAMA – GRADE 8 FINE ARTS


DRAMA SKILLS (BODY AND VOICE)




are able to:

identify a variety of movement

possibilities that could be used

to create a specific effect

identify a variety of vocal

techniques that could be used to

communicate a specific meaning

identify examples of the

interrelationship of movement

and voice in communicating

meaning

use sensory recall and

visualization to enhance their

work

demonstrate how various

emotions affect vocal and

physical expression


developed.

DRAMA SKILLS (ROLE)




are able to:

compare the world of the role

with the world of the player

consistently apply the ability to

sustain a role in a given

situation with others

adjust the movement, language,

and gesture of the role to

changing dramatic situations

reflect on and express their

experiences both in and out of

role


developed.



DRAMA SKILLS (DRAMA AS METAPHOR)




are able to:

suspend disbelief to transform

objects and create character

demonstrate an awareness that

drama has symbolic meaning

organize abstract ideas into a

concrete dramatic form

demonstrate an awareness of

dramatic work as a metaphor


developed.

DRAMA SKILLS (ELEMENTS AND STRUCTURES)




are able to:

identify the values, attitudes,

and beliefs of characters

analyse the motivation, tension,

and conflict of a character with

reference to other characters

plan and create settings to

enhance the dramatic situation

portray the central image in a

drama

create a unified drama with a

distinct beginning, middle, and

end

use a variety of dramatic forms

to portray a given theme, story,

or structure

use appropriate vocabulary to

describe drama and theatre

elements


developed.

DRAMA – GRADE 8 FINE ARTS


DRAMA SKILLS (TECHNIQUE)




are able to:

apply theatrical conventions to

dramatic forms

select design elements—colour,

level, space—to achieve a

desired effect


the need for rehearsal to create a

polished presentation

demonstrate respect for the

nature of their audience

enhance dramatic work with

available technical elements


developed.

CONTEXT (SOCIAL AND CULTURAL CONTEXT)




are able to:

reflect the cultural variety of

their communities in their

dramatic work

identify and describe the

influence of the media on their

own work in drama

identify and examine

relationships between real-life

experiences and dramatic

presentations


developed.



CONTEXT (MAKING CONNECTIONS)




are able to:

identify criteria for their own

aesthetic responses

identify similarities and

differences in how drama

expresses ideas and emotions

compared to other art forms

select and use dramatic

knowledge and skills to enhance

learning in other subject areas

investigate various career

possibilities in which dramatic

skills may be useful

apply their knowledge of the

arts in their choices of

recreational activities


developed.

FINE ARTS MUSIC – GRADE 8


FINE ARTS: MUSIC – GRADE 8



STRUCTURE (ELEMENTS OF RHYTHM)




are able to:

create, notate, and perform

rhythms in a variety of metres

analyse rhythmic choices in

performing and listening

repertoire

use appropriate music

terminology to describe rhythm

and metre


developed.

STRUCTURE (ELEMENTS OF MELODY)




are able to:

create, notate, and perform

melodic patterns

apply an understanding of

melodic direction and contour

to expressive phrasing

identify tonal centres in a

variety of melodies

use appropriate music

terminology to describe melody


developed.

MUSIC – GRADE 8 FINE ARTS


STRUCTURE (ELEMENTS OF EXPRESSION)




are able to:

read and maintain a part within

complex textures and harmonies

apply an increasing range of

tempos, dynamics, articulation,

and timbres in classroom

repertoire

analyse the use of the elements

of expression in performing and

listening repertoire

describe the elements of

expression using appropriate

music terminology

describe the elements of

expression in terms of the

physical properties of sound


developed.

STRUCTURE (FORM AND THE PRINCIPLES OF DESIGN)





Outcome.


are able to:

identify an expanded variety of

music forms

apply a variety of music forms

and principles of design to

composition

represent the form of a piece of

music

use appropriate terminology to

describe form and the principles

of design

compare and contrast the form

of two or more music

compositions


developed.

FINE ARTS MUSIC – GRADE 8


THOUGHT, IMAGES AND FEELINGS




are able to:

represent thoughts, images, and

feelings derived from a music

experience

apply the elements of rhythm,

melody, and expression to

interpret and represent a broad

range of thoughts, images, and

feelings

demonstrate a willingness to

share personal insights arising

from experiences with music

explain personal meaning

derived from music without

reference to stories or visual

artifacts

defend personal music choices,

demonstrating awareness of the

thoughts, images, and feelings

that the music expresses

demonstrate respect for the

thoughts, feelings, and music

choices of others


developed.

MUSIC – GRADE 8 FINE ARTS


CONTEXT (SELF AND COMMUNITY)




are able to:

use skills and attitudes

appropriate to a range of music

experiences in a variety of

venues, as performer,

participant, and audience,

demonstrating:

– an awareness of the sense

of community

– audience and performer

etiquette

– performance skills

– respect for others’

contributions

demonstrate an ability to

provide and accept constructive

feedback


of physical well-being while

experiencing music

identify career-related music

experiences represented in the

local community


developed.

CONTEXT (HISTORICAL AND CULTURAL)




are able to:

compare and contrast music

from a range of historical and

cultural contexts

compare and contrast music

created for a variety of purposes

demonstrate respect for music

of various historical and cultural

contexts


developed.

FINE ARTS VISUAL ARTS – GRADE 8


FINE ARTS: VISUAL ARTS – GRADE 8



IMAGE DEVELOPMENT AND DESIGN STRATEGIES (PERCEIVING/RESPONDING)




are able to:

use vocabulary related to 2-D

and 3-D art forms and image

development

compare a variety of images of a

given subject in different media,

styles, techniques, and so on

analyse a variety of image

development techniques and

design strategies as used by a

variety of artists for a variety of

purposes

identify possible purposes for

the creation of given images


ethical considerations associated

with reproduction as an image

development strategy


developed.

VISUAL ARTS – GRADE 8 FINE ARTS


IMAGE DEVELOPMENT AND DESIGN STRATEGIES (CREATING/COMMUNICATING)




are able to:

develop and make images:

– using a variety of design

strategies and sources of

imagery, individually and

in combination

– incorporating some

elements from a variety of

styles

– that solve complex design

problems, considering form

and function (2-D and 3-D)

– for specific purposes such

as social commentary, self-

analysis, entertainment

– that engage more than one

of the senses

draft and refine ideas relating to

fields other than visual arts,

using various image-

development strategies and

sources


developed.



CONTEXT (PERCEIVING/RESPONDING)




are able to:

identify art careers in a variety

of contexts

identify similarities and

differences in the roles of artists

and the visual arts in a variety

of contexts


the meanings and purposes of

images within a variety of

contexts

identify characteristics of

representations in images from

a variety of world cultures

analyse and evaluate displays,

considering the nature of

artwork, presentation, venue,

and audience

describe selected works and

explain personal preferences


developed.



CONTEXT (CREATING/COMMUNICATING)




are able to:

create images:

– that support or challenge

personal and societal

beliefs, values, traditions,

or practices

– that incorporate stylistic

elements from various

artists, movements, and

periods

– in response to historical

and contemporary images

or issues

– that reflect a sense of

personal and social

responsibility

make a display or portfolio of

work, taking into consideration

the venue and audience


developed.



VISUAL ELEMENTS AND PRINCIPLES OF ART AND DESIGN (PERCEIVING/RESPONDING)




are able to:

use appropriate vocabulary in

oral and written analyses of

works of art

analyse how individual visual

elements and principles of art

and design are used to create

meaning in images

analyse how the physical

qualities of visual elements and

principles of art and design are

used to create effects and mood

in representational and non-

representational images

analyse 2-D and 3-D images for

their use of particular visual

elements and principles

evaluate personal use of the

elements and principles of art

and design


developed.



VISUAL ELEMENTS AND PRINCIPLES OF ART AND DESIGN

(CREATING/COMMUNICATING)




are able to:

create 2-D and 3-D images that:

– deliberately employ

physical and expressive

qualities of the visual

elements and principles of

art and design to create an

effect or mood

– use a selected element of

art to convey an idea or

concept

– combine and emphasize

particular visual elements

and principles of art and

design

– create variations of an

image through

manipulation of particular

elements or principles of

art and design


developed.



MATERIALS, TECHNOLOGIES, AND PROCESSES (PERCEIVING/RESPONDING)




are able to:

apply vocabulary for materials,

processes, and technologies

used in 2-D and 3-D image

development

identify the contributions of

materials, processes, and

technologies to the meaning of

an image and evaluate the

appropriateness of their use

evaluate the effectiveness of the

use of particular materials and

processes

identify tools and equipment

used to create images


safety and environmental

considerations related to

materials, technologies, and

processes

demonstrate respect for their

work and the work of others


developed.



MATERIALS, TECHNOLOGIES, AND PROCESSES (PERCEIVING/RESPONDING)




are able to:

use materials, technologies, and

processes, both alone and in

combination, to make

personally meaningful images

select materials, technologies,

and processes appropriate for a

planned work

use, care for, and maintain

materials, technologies, and

work space in a safe and

environmentally sensitive

fashion

demonstrate a willingness to try

unfamiliar materials and

processes and adapt familiar

ones for unfamiliar uses

invent and construct a

technology for an applied use


developed.

Presentations & Public Speaking

English Language Arts