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Curriculum:
Eighth Grade Content Summaries
English/Language Arts
By
the end of eighth grade, students will be able to demonstrate comprehension
of both literary and informational texts and will demonstrate understanding
of both literal and inferential elements by explaining the complexity of
text. Students will provide through analysis and evaluation of literary
elements, evidence of synthesis of the text. They will continue to acquire
new vocabulary through context and stem analysis, and they will apply new
vocabulary as they read, write, and speak. They will read a minimum or
twenty-five grade appropriate books from all context areas (a shared goal to
be met through reading in all classes.) Students will utilize the steps of
the writing process to write clear, coherent text, considerate of purpose
and audience, that engages the reader, conveys a theme or message, and
develops a central idea or tells a story. Through both writing and
speaking, the students will be able to apply and control the rules of
standard American English in order to communicate clearly and effectively.
The student will demonstrate research skills by interpreting information
from multiple sources and by participating in oral or written critiques,
analysis, and/or interpretation of information. Additionally, students will
participate in speaking and listening activities which allow for sharing of
information, evaluation of media resources, and the expression of meaningful
ideas.
Math - Georgia Performance Standards
By the end of grade
eight, students will represent and analyze numeration systems and
mathematical situations using algebraic symbols. They will develop a
conceptual understanding of different uses of variables and they will use
symbolic algebra to represent situations to solve problems, especially those
that involve linear relationships. Students will recognize and generate
equivalent forms for simple algebraic expressions and solve linear
equations. They will also understand the meaning of inequality and how to
apply linear inequalities. Students will use properties of fundamental
figures in a plane. They will create and critique inductive and deductive
arguments concerning geometric ideas, such as perpendicularity, parallelism,
congruence, similarity, line, angle, and other polygonal relationships
including the Pythagorean Theorem. Students will also identify functions as
linear or nonlinear and contrast their properties from tables, graphs, or
equations. Students will analyze and interpret rates of change in various
contexts such as graphical and numerical data and they will solve problems
involving direct and inverse variation. They will explore relationships
between symbolic expressions and graphs of lines, paying particular
attention to the meaning of intercept and slope. (For more information, go to
www.georgiastandards.org/math.asp).
Reading
In
sixth, seventh and eighth grade student readers experience more
sophisticated pieces of literature and informational texts for study and
analysis. The students read thoughtfully and purposefully, constantly
checking for understanding. Vocabulary development, utilization and
refinement of comprehension strategies and text structures, and wide reading
in areas of interest for fluency and enjoyment characterize the balanced
literacy of the sixth, seventh and eighth grade reading classroom.
Science – Georgia Performance Standards -
http://www.georgiastandards.org/science.aspx
Eighth grade students work conceptually on the laws of physical science:
Conservation of matter, conservation of energy, motion and forces, and
energy transformation. They use what they observe to explain the difference
between physical and chemical changes. Eighth graders write instructions,
describe observations, and show information in graphical form. When
analyzing the data they collect, eighth graders can recognize relationships
in simple charts and graphs and find more than one way to interpret their
findings. The students replicate investigations and compare results to find
similarities and differences. Eighth grade students understand the
importance of working safely.
The middle school
physical science curriculum is designed to give students the necessary
skills for a smooth transition from elementary physical science standards to
high school physical science standards. The purpose is to give all students
an overview of common strands in physical science including, but not limited
to, the nature of matter, laws of energy, matter, motion and forces, and
energy transformation. This curriculum is NOT intended in any way to take
the place of the high school physical science curriculum.
Social Studies: Georgia and the American Experience
–
Quality Core Curriculum-
www.glc.k12.ga.us/qcc/homepg.asp
The course focuses on the geography, history, and government of Georgia and
local governments. The history of Georgia is traced including the social,
economic, and political issues of the time periods. Appropriate map skills
will be included to teach the content. |
