Baltimore International Academy

BALTIMORE INTERNATIONAL ACADEMY

EDUCATIONAL TARGET SHEET

SEPTEMBER 2013

8th Grade

Dear Parents, These are the content standard skills we will focus on for the month of September in Eighth grade. Please, work with your child by reviewing class work as well as homework. Together, we can and will make a difference in your child’s life. Thank you for your cooperation.

Social Studies

In social studies 8 grades will work on unit one : The American Revolution (1754 - 1783) the Colonial America and the Escalation of Tensions (1754-1775). They will be able to :

 Evaluate the power and authority of the government on individuals. (Albany Plan, Virtual Representation)

 Analyze the concept of citizenship and explain how the concept has changed from colonial times…

 Identify and sequence key events between the French and Indian War and the American

 Identify the principles in European historic documents and show their connections to the development of American political ideology such as the Magna Carta and English Bill of Rights.

 Explain how the philosophies of Hobbes, Locke and Montesquieu influenced the principles that shaped United States government. (Hobbes, Locke, Montesquieu, Social Contract Theory, Separation of Powers)

 Describe the significance of principles in the development of the Declaration of Independence…

 Describe Maryland colonists’ reactions to changing economic policies from England that led to the American Revolutionary War.

 Analyze the concept of citizenship and explain how the concept has changed from colonial times…

 Analyze the political effects of the American Revolution on American society and culture. (Manumission of Slaves, Republican Motherhood)

 Describe how unresolved social, economic, and political issues impacted disenfranchised groups. (Daughters of Liberty, Cult of Domesticity) Math  Performance Tasks: o 7.NS.A.3 - Solve real-world and mathematical problems involving the four operations with rational numbers. o 7.NS.A.2 - Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. o 7.NS.A.2d - Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. o 7.RP.3 - (Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.) o 7.EE.B.3 - Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies.) o 7.G.A.1 - Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.

 Real Numbers: o 8.NS.A.1 - Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number. o 8.NS.A.2 - Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., π2). For example, by truncating the decimal expansion of √2, show that √2 is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations. o 8.EE.A.2 - Use square root and cube root symbols to represent solutions to equations of the form x2= p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational.

Science  Cite evidence to support the fact that some substances can be separated into the original substances from which they were made. a. Investigate and identify ways to describe and classify mixtures using the observable and measurable properties of their components. • Magnetism • Boiling point • Solubility in water b. Based on data gathered, identify and describe various processes used to separate mixtures. • Filtration • Evaporation • Paper chromatography c. Use data gathered to provide reasonable explanation for the idea that the mass of a mixture is equal to the sum of the masses of its components.  Compare compounds and mixtures based on data from investigations and research. a. Cite evidence from investigations to explain how the components of mixtures can be separated. b. Use evidence from data gathered to explain why the components of compounds cannot be separated using physical properties. c. Analyze the results of research completed to develop a comparison of compounds and mixtures. • Define mixture, element, and compound. • Give examples of compounds and the methods needed to separate them, such as hydrolysis and distillation.  Cite evidence and give examples of chemical properties of substances. a. Define and identify physical properties of matter (e.g., solubility, density, states of matter, texture, color, hardness, malleability, ductility, luster, magnetism, boiling point, and conductivity). b. Identify unknown substances by observing physical properties. [Honors] c. Based on data from investigations and research, identify and describe chemical properties of common substances. • Reacts with oxygen (rusting/tarnishing and burning) • Reacts with acids • Reacts with bases d. Use information gathered from investigations using indicators to classify materials as acidic, basic, or neutral. • Classify substances using the pH scale. • Identify the products of an acid-base reaction. • Explain the effect of antacids on stomach acids. e. List and describe physical properties of metals, metalloids, and nonmetals. f. List and describe chemical properties of metals, metalloids, and nonmetals.  Provide evidence to support the fact that common substances have the ability to change into new substances. a. Investigate and describe the occurrence of chemical reactions using the following evidence: • Color change • Formation of a precipitate or gas • Release of heat or light • Formation of a new substance • Change in temperature • Changes in indicators. b. Use evidence from observations to identify and describe factors that influence reaction rates. • Change in temperature • Acidity c. Identify the reactants and products involved in a chemical reaction given a symbolic equation, a word equation, or a description of the reaction. • Explain what chemical symbols and chemical formulas represent: hydrogen (H), oxygen (O), sodium (Na), and chlorine (Cl) are elements; water (H20) and salt (NaCl) are compounds; and NaCl (salt) + H2O (water) is a mixture. • Recognize and explain that substances react chemically with other substances to form new substances (compounds) with different characteristic properties. • Identify and compare the properties of a compound with the properties of the elements of which it is composed. • Recognize that compounds can be represented by symbols. d. Provide data from investigations to support the fact that energy is transformed during chemical reactions. e. Provide examples to explain the difference between a physical change and a chemical change.  Provide evidence and examples illustrating that many substances can exist as a solid, liquid, or gas depending on temperature. a. Use evidence from investigations to describe the effect that adding heat energy to different types of matter has on the rate at which the matter changes from one state to another. b. Based on data from investigations describe the effect that removing heat energy from different types of matter has on the rate at which the matter changes from one state to another. c. Analyze data gathered and formulate a conclusion on the effects of temperature change on most substances.

English Language Arts / French Language Arts / Chinese Language Arts / Spanish Arts

Reading Literature

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

 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. (7th grade and 8th grade) Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. (6th grade)

 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. (8th grade) Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). (7th grade) Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. (6th grade)

Reading Informational Text

 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. (8th grade) Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (7th grade) Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (6th grade)

 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. (8th grade) Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. (7th grade) Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. (6th grade)

 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. Writing

 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (The focus will be on informative/explanatory texts.)

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

Speaking and Listening

 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8/7/6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Language

 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8/7/6 reading and content, choosing flexibly from a range of strategies.

Approved by: ______