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8th Grade Learning Targets 2025-2026
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2025-2026

Homewood Middle School Learning Targets

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8th Grade English Language Arts

Writing

1. Use the writing process to plan, organize and compose both formal and  informal documents in the narrative, expository, and argumentative modes.

a) I can produce coherent writing with focused development, organization, and style appropriate to task, purpose, and audience.

b) I can develop and strengthen writing as needed by planning, revising, editing,  rewriting, or trying a new approach.

c) I can use technology to produce and publish writing, link and cite sources, and to collaborate with others.

d) I can use various structural forms (transitions, sentence structure, parallelism, shifts, etc.) to clarify relationships among ideas and concepts/experiences and events.

e) I can establish and maintain a formal style appropriate for each mode of writing.

f) I can use precise language and topic-specific vocabulary.

g) I can write routinely over extended and short time frames utilizing the writing process for discipline-specific tasks, purposes, and audiences.

Narrative

a) I can write narratives to develop real or imagined experiences or events using effective techniques, relevant descriptive details, and well-structured plots.

b) I can organize an event sequence that unfolds naturally and logically through elements of plot (exposition, conflict, rising action, climax, falling action, and resolution).

c) I can use narrative techniques such as dialogue, pacing, and description to develop experiences, events, and/or characters.

d) I can use precise words and phrases, relevant descriptive details, sensory details and figurative language to capture action and convey experiences and events.

e) I can “hook” the reader at the onset of my narrative, establish a context/point of view, and introduce a narrator/character and provide a conclusion that follows from and reflects on the narrated experiences or events.

Expository/Explanatory/Informational

a) I can write informative/explanatory texts to examine and express complex ideas and information.

b) I can use appropriate language and domain-specific vocabulary to inform or explain about my topic.

c) I can develop an introductory paragraph from “hook” to “bridge,” ending with a thesis statement.

d) I can maintain an objective point of view and the literary present tense.

e) I can formulate a thesis declaring my main points and develop multiple body paragraphs supporting my thesis.

f) I can develop the topic with relevant facts, definitions, concrete details, quotations, definitions, textual details, graphics, or other informational examples.

g) I can provide a concluding paragraph that restates the thesis/claim and supports the argument presented.

h) I can compose a literary or passage analysis essay from prose (fiction or nonfiction) or poetry connecting an element of the text with the overall theme of the text.**

i) I can evaluate and identify which elements (literary or rhetorical strategies) of a passage are most effective in helping the writer achieve his purpose.**

j) I can properly incorporate quotations from the text into sentences of my own.**

k) I can move beyond the three-part thesis and the five-paragraph structure to compose a more fluid and organic essay.**

Argument

a) I can write arguments that support claims using clear reasoning and meaningful  evidence.

b) I can introduce claims and maintain an objective point of view where appropriate in my argument.

c) I can use, introduce, and cite credible sources to support my claim.

d) I can acknowledge and rebut alternate and opposing claims to strengthen my own logic.

e) I can formulate a thesis declaring my main points and develop multiple body  paragraphs supporting my thesis.

f) I can develop an introductory paragraph from “hook” to “bridge,” ending with a thesis statement.

g) I can provide a concluding paragraph that restates the thesis/claim, initiates a “call to action,” and supports the argument presented.

h) I can show awareness and understanding of my world through my development of a thesis/claim and gathering global, relevant information and evidence in response to an argumentative prompt.**

i) I can synthesize source material from literary or informational texts with my own  evidence to support my thesis.**

j) I can move beyond the three-part and the five-paragraph structure to compose a more fluid and organic essay.**

2. Use the research process to support a thesis on a literary or non literary topic.

a) I can conduct research projects based on focused questions, demonstrating  understanding of the subject under investigation.

b) I can gather relevant information from multiple print and digital sources.

c) I can identify and correctly use reference materials such as dictionary entries, a  thesaurus, part(s) of a book to locate information (table of contents, copyright page,  index, and glossary, etc.).

d) I can assess the credibility and accuracy of sources by confirming the author's  credentials and examining a resource for potential bias.

e) I can take notes on research drawing evidence to support analysis, reflection,  and research.

f) I can paraphrase by restating information in my own words.

g) I can summarize by telling the main idea in my own words.

h) I can integrate information citing resource materials using MLA format to avoid plagiarism.

Language

 3. Demonstrate command of the conventions of Standard English  grammar, capitalization, punctuation, and spelling in writing and/or speaking.

a) I can make subjects and verbs agree in sentences with prepositional phrase  interrupters and inverted word order, with indefinite pronouns or collective nouns as  subjects, with compound subjects joined by correlative or coordinating conjunctions,  and with collective nouns when verb form depends on the rest of the sentence.

b) I can recognize and use verbs in an active and passive voice.

c) I can recognize and use verbs in the indicative (interrogative), imperative, and  subjunctive (conditional) moods to achieve specific effects.

d) I can recognize inappropriate shifts in verb voice and mood.

e) I can explain the function of verbals (participles, gerunds, infinitives) and use them in my writing.

f) I can construct sentences with various structures – simple, compound, complex, and compound-complex - to show relationships among ideas and vary my writing.

g) I can recognize parallelism in phrases and clauses and construct sentences  which contain parallel elements (words, phrases, clauses).

h) I can develop advanced sentence structures including subject complements.

i) I can use punctuation (commas, ellipsis, dash) to indicate a pause or break or  omission.

j) I can punctuate the titles of poems and novels correctly.

k) I can spell correctly.

Reading Comprehension & Application

 4. Apply comprehension strategies to fiction, non-fiction, poetry, and visual/print media.

a) I can read and comprehend grade level text independently and proficiently.

b) I can apply self-monitoring strategies for understanding text including, but not limited to determining sequence of steps, events, or main idea; distinguishing supporting ideas/subplots; determining problems and solutions; differentiating fact from fiction; comparing predictions with actual context in text; questioning for self monitoring; and summarizing or paraphrasing.

c) I can express the main idea or theme as a statement of universal truth.

d) I can support conclusions, inferences, and analysis citing details from text.

 5. Analyze and evaluate author's style and structures of texts in fiction,  non-fiction, poetry, and visual/print media.

a) I can analyze the effect of specific word choice on meaning and tone.

b) I can analyze in detail the structure of a specific paragraph including the role of specific sentences in developing and refining a key concept.

c) I can compare/contrast the structure of two or more texts and analyze how the differing structures contribute to meaning and style.

d) I can analyze how a poem’s form and structure contribute to its meaning.

e) I can analyze the effects of rhyme and repetition of sounds on a specific aspect of a poem, story, or drama.

f) I can analyze how an author’s choices in structure create mystery, suspense, or surprise.

g) I can analyze a particular point of view or cultural experience reflected in reading a wide-range of world literature.

6. Analyze and evaluate literary and rhetorical devices in fiction, non fiction, poetry, and visual/print media.

a) I can identify, categorize, and analyze characters and characterization.

b) I can determine point of view (1st, 2nd, 3rd, omniscient).

c) I can analyze the differences, understand the purpose, and explain the effects of various points of view including characters, author, reader/audience.

d) I can acknowledge and respond to conflicting evidence or viewpoints.

e) I can analyze how an author acknowledges and responds to conflicting evidence.

f) I can recognize the contributions point of view makes towards irony, suspense, and humor.

g) I can evaluate the impact of setting to the literature’s mood, plot, and characterization. h) I can analyze components of plot (exposition, rising action, climax, falling action, and resolution).

i) I can differentiate between internal and external conflict.

j) I can construct a theme of universal truth or a central claim and analyze its  development throughout the text.

k) I can explain the relationship of themes to other elements within the text (character, plot, setting, etc).

l) I can evaluate specific claims in the text (assessing if the reasoning is sound and the evidence is relevant and sufficient and recognizing when irrelevant evidence is introduced). m) I can differentiate between mood and tone of the text.

n) I can analyze the impact of specific word choice on tone.

o) I can analyze imagery as a literary device.

p) I can analyze how particular lines of dialogue or events propel the action forward, reveal aspects of character, or provoke a decision.

q) I can identify rhythm and rhyme schemes in poetry.

r) I can distinguish among defining characteristics of poems including odes, ballads, epics, lyrics, sonnets, haikus, and limericks.

7. Acknowledge different perspectives and make contemporary  connections to world literature, informational documents, and media.

a) I can analyze the interactions between individuals, events, and ideas in a text.

b) I can analyze how modern works draw upon themes, patterns, structures, forms, and ideas of the past, describing how the work is rendered new.

c) I can compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

d) I can evaluate the advantages and disadvantages of using different mediums to  present a particular topic or idea.

e) I can analyze a case presented with multiple pieces of conflicting textual evidence noting where the texts disagree on fact and interpretation.

Speaking and Listening

8. Present information in a clear, concise, and logical manner appropriate for the task, audience, and purpose.

a) I can adapt speech to a variety of contexts, formal and informal, recognizing the  audience, occasion, and purpose.

b) I can organize information in order to present a logical oral presentation.

c) I can present claims and findings in a coherent manner emphasizing main  points, relevant evidence, sound reasoning, and/or well-chosen details.

d) I can engage effectively in grade level discussions, texts, and issues with diverse partners following rules and guidelines for effective discussion (posing a  question/idea, connecting ideas, responding to others, providing relevant evidence,  acknowledging new ideas, qualifying or justifying viewpoints, refuting bias, and  reframing my mindset when new knowledge is presented).

e) I can define individual roles as needed, track progress towards specific goals and deadlines, and bring discussions back on topic as needed.

f) I can come prepared to discussions by reading or researching material relevant  to class topics.

g) I can demonstrate active listening skills to evaluate a presentation for  appropriate audience, purpose, and effectiveness.

h) I can identify a speaker’s argument/claim.

i) I can evaluate the soundness of the reasoning and the relevance or irrelevance of the evidence provided by a speaker.

j) I can use appropriate eye contact, speak in an adequate volume, and pronounce my words clearly.

k) I can include multimedia components and visual displays to clarify information,  strengthen claims, and add interest.

Vocabulary

9. Determine the meaning of unknown and/or multiple-meaning words, and phrases in grade-level texts.

a) I can use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase and the relationship between words.

b) I can clarify the meaning of multi-meaning words based on context.

c) I can verify the predicted meaning of words and phrases.

d) I can consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation, meaning, part of speech, etymology, or to determine or clarify the word.

e) Use common (not all are Greek!)prefixes, roots, and suffixes as clues to determine the meaning of a word or phrase.

f) I can demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

10. Expand vocabulary to increase reading comprehension and  strengthen communication.

a) I can demonstrate understanding of word relationships (e.g., stingy, scrimping, economical, unwasteful, thrifty) and nuances in word meanings.

b) I can explain figurative language such as figures of speech in context (e.g., allusions, pun, irony/sarcasm, idioms).

c) I can gather and accurately use a range of general academic and domain specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level (e.g. hyperbole, quadrilateral, hypothesis, anarchy,  Bloom’s Taxonomy).

d) I can distinguish among connotations of words with similar denotations.

e) I can gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

8th Grade Advanced Math

1. Probability and Statistics

  1. I can construct, interpret, and summarize data in two-way frequency tables in order to describe possible associations between the two variables. [37, 40a]
  2. I can use mathematical and statistical reasoning with bivariate categorical data in order to draw conclusions and assess risk. [41]
  3. I can distinguish between categorical and quantitative data and between techniques that may be used for analyzing  each type of data. [38]
  4. I can represent the data in two-way frequency tables using segmented bar graphs. [39a]
  5. I can interpret relative frequencies in the context of categorical data (including joint, marginal, and conditional relative frequencies). [39b]
  6. I can identify possible associations and trends in categorical data. [39c]
  7. I can describe events as subsets of a sample space using characteristics of the outcomes, or as unions, intersections, or complements of other events. [43]
  8. I can explain whether two events are independent using two-way tables or tree diagrams. [44]
  9. I can compute the conditional probability of event A given event B, using two-way tables or tree diagrams. [45]
  10. I can recognize and describe the concepts of conditional probability and independence in everyday situations and explain them using everyday language. [46]
  11. I can recognize and explore situations where the association between two categorical variables is reversed when a third variable is considered (Simpson’s Paradox). [40b]
  12. I can design and carry out an investigation to determine whether there appears to be an association between two categorical variables, and write a persuasive argument based on the results of the investigation. [42]
  13. I can explain why the conditional probability of A given B is the fraction of B’s outcomes that also belong to A, and interpret the answer in context. {That is, P(A|B) = P(A and B)/P(B)} [47]

2. Solving Linear Equations [* indicates a local learning target]

  1. I can simplify and evaluate expressions using the Order of Operations. [*]
  2. I can simplify expressions by combining like terms. [*]
  3. I can simplify expressions by using the DIstributive Property. [*]
  4. I can translate verbal expressions into algebraic expressions. [*]
  5. I can translate verbal expressions into equations or inequalities. [13]
  6. I can solve one- and two-step equations using inverse operations. [13]
  7. I can write one variable equations to model and solve real-world situations. [13]
  8. I can solve multi-step equations. [13]
  9. I can write and solve multi-step equations to model and solve real-world situations. [13]
  10. I can solve equations involving one or two absolute values. [10, 13, 15]
  11. I can identify special solutions of absolute value equations. [10] 

3. Inequalities

  1. I can graph linear inequalities in one variable on a number line. [13,15]
  2. I can solve one-step linear inequalities in one variable using inverse operations. [13,15]
  3. I can solve multi-step linear inequalities in one variable Using inverse operations. [13,15]
  4. I can write linear inequalities and use them to solve real-world situations. [13,15]
  5. I can solve and graph compound inequalities in one variable on a number line. [13,15]
  6. I can solve and graph absolute value inequalities in one variable. [13,15]

4. Relations and Functions

  1. I can identify the domain and range of a relation. [16a]
  2. I can translate between the different representations of relations (e.g., graphs, equations, tables, verbal descriptions, and ordered pairs). [18]
  3. I can identify discrete and continuous functions using graphs and tables, or verbal descriptions from real-world situations. [14, 16b]
  4. I can identify whether a relation is a function from a list of ordered pairs, a table, a mapping, or a graph. [16a-b, 18]
  5. I can sketch a graph to represent a verbal description. [30]
  6. I can identify dependent and independent variables in real-world situations. [8, 16, 18]
  7. I can evaluate functions using function notation. [16a]

5. Linear Functions and Inequalities

  1. I can interpret the slope (rate of change) and y-intercept (constant term/starting point) of a linear model in the context of the data. [31]
  2. I can translate between different representations of linear relations (e.g., graphs, equations, tables, verbal description. [31?]
  3. I can write linear equations in slope-intercept form given two points. [14, 26b, 27, 33]
  4. I can write the equation of a line in point-slope form. [14, 26b, 27]
  5. I can translate an equation written in point-slope form to slope-intercept form and then to standard form. [14, 26b, 27, 33]
  6. I can graph the equation of a line from slope-intercept form and point-slope form. [14, 15, 17, 29, 30, 32a, 33]
  7. I can write a linear equation given a graph. [14, 26b, 27, 33]
  8. I can write the equation of a horizontal and vertical line. [14, 26b, 27, 33]
  9. I can model real-world situations by writing a linear equation. [33]
  10. I can use the equation of a linear model to solve problems, interpreting the slope and intercepts in the context of the data. [29, 33, 36a]
  11. I can represent data of two variables on a scatter plot and describe how the variables are related. [34]
  12. I can construct and interpret scatter plots using the line of best fit to investigate patterns of association between two quantities. [34, 35]
  13. I can identify arithmetic sequences. [24, 27]
  14. I can write the equation (rule) for the nth term of an arithmetic sequence. [24,27]
  15. I can graph absolute value functions and identify key features of the graph. [14, 16b, 17, 25, 32b]
  16. I can recognize, describe, sketch, and perform basic transformations on the parent function y = |x|. [14, 16b, 17, 25, 32b]
  17. I can translate the graphs of lines and relate the shift change to point-slope form [y = m(x-h) + k]. [MT]
  18. I can evaluate piecewise functions. [14, 15, 17, 30]
  19. I can write and graph piecewise functions. [14, 15, 17, 30, 32b]

6. Systems of Linear Equations/Inequalities

  1. I can solve a system of equations by graphing with and without technology. [9a, 9b, 12b, 15, 22]
  2. I can solve a system of equations by substitution. [9b, 12a, 12b, 15]
  3. I can solve a system of equations by elimination (without multiplication). [9b, 12a, 12b, 15]
  4. I can solve a system of equations by elimination (with multiplication). [9b, 12a, 12b, 15]
  5. I can recognize a system of linear equations as having no solution, one solution, or infinitely many solutions (both graphically and algebraically). [9b, 12a, 12b, 15]
  6. I can model and solve real-world situations using systems of equations. [33]
  7. I can graph a linear inequality in two variables from slope-intercept or standard form. [15, 21]
  8. I can graph systems of linear inequalities. [15, 21]
  9. I can model and solve real-world situations using systems of linear inequalities. [33]  

7. Exponential Functions

  1. I can evaluate exponential expressions using the Product of Powers Property. [2]
  2. I can evaluate exponential expressions using the Power of a Power Property. [2]
  3. I can evaluate exponential expressions using the Power of a Product Property. [2]
  4. I can evaluate exponential expressions using the Quotient of Powers Property. [2]
  5. I can evaluate exponential expressions using the Power of a Quotient Property. [2]
  6. I can evaluate expressions with zero and negative exponents. [2]
  7. I can find nth roots. [1, 2]
  8. I can evaluate expressions with rational exponents. [1, 2]
  9. I can define the imaginary number  such that . (Note: Students are only introduced to the idea that there are real and imaginary solutions.) [3]
  10. I can identify and interpret parts of an exponential function (starting amount, growth or decay factor). [6c, 14, 15, 16b, 17, 23, 25, 26a, 27, 30, 33]
  11. I can write and solve real-world situations using exponential functions. [6c, 26c, 33]
  12. I can interpret the key features of graphs and tables representing exponential functions (end behavior, increasing/decreasing, domain/range).  [14, 15, 16b, 17, 23, 25, 26a, 27, 30, 32c, 33]
  13. I can graph exponential functions.  [14, 15, 16b, 17, 23, 25, 26a, 27, 30, 33]
  14. I can recognize that arithmetic sequences are linear functions and geometric sequences are exponential functions. [24a, 27]
  15. I can identify and write equations for arithmetic and geometric sequences. [24a, 27]
  16. I can describe transformations on the parent exponential function,  . [25]
  17. I can solve exponential equations with like bases and unlike bases. [13, 15, 20a]
  18. I can solve exponential equations by graphing. [13,15, 20a]
  19. I can write terms of recursively defined sequences. [24a, 27]
  20. I can write recursive rules for sequences. [24a, 27]
  21. I can translate between recursive rules and explicit rules. [24a, 27]

8. Radical Functions

  1. I can evaluate and simplify radical expressions. [2]
  2. I can approximate irrational square roots with and without technology.
  3. I can add and subtract radical expressions. [2]
  4. I can multiply radical expressions with or without variables. [2]
  5. I can simplify an algebraic quotient by rationalizing an irrational monomial denominator. [2]
  6. I can apply the Pythagorean Theorem to determine the unknown side lengths in right triangles in real-world situations. [48, 49, 50]
  7. I can apply the Pythagorean Theorem to find the distance between two points on the coordinate plane. [49]

9. Polynomials

  1. I can interpret parts of an expression, such as terms, factors, and coefficients. [7]
  2. I can add and subtract polynomials. [7]
  3. I can multiply polynomials. [7]
  4. I can multiply binomials with special products (difference of two squares, perfect square trinomials). [7]
  5. I can divide polynomials by monomials. [7]
  6. I can factor polynomials by identifying the greatest common factor (GCF). [4]
  7. I can factor polynomials using the grouping method. [5, 6a]
  8. I can identify and factor the difference of two squares. [5]
  9. I can identify and factor perfect square trinomials. [5]
  10. I can factor polynomials in the form x2+bx+c. [5]
  11. I can factor polynomials in the form ax2+bx+c. [5]
  12. I can completely factor a polynomial using one or more methods for factoring. [5, 6a]

10. Solving Quadratic Equations

  1. I can solve a quadratic function by factoring and applying the Zero Product property to identify the zeros of the function. [11b]
  2. I can solve quadratic functions that contain no “bx” term by using the square root method. [11b]
  3. I can solve a quadratic function by completing the square. [11b]
  4. I recognize that the Quadratic Formula can be derived by solving the standard form y = ax2 + bx + c. [11a]
  5. I can solve any quadratic function using the Quadratic Formula. [11b]
  6. I can choose the most efficient method to solve any quadratic function. [11b]
  7. I can solve quadratic functions that model real-world situations. [33]
  8. I can compare linear, exponential, and quadratic functions using graphs, tables, equations, and real-world situations. [23, 28]

11. Writing and Graphing Quadratic Functions

  1. I can determine the number of roots using the discriminant. [11b, 13, 15]
  2. I can graph quadratic functions by creating a table of input and output values. [14, 16b, 17]
  3. I can identify important characteristics of quadratic functions by analyzing their equations (standard and vertex forms). [30]
  4. I can graph quadratic functions using important characteristics, including roots, y-intercepts, axis of symmetry, and vertex point (from standard or vertex forms). [30, 32a]
  5. I can identify important characteristics of quadratic functions given their graphs. [30, 32a]
  6. I can transform the equation of a quadratic function from standard to vertex form by completing the square. [6b, 25]
  7. I can find maximum and minimum values of quadratic functions by completing the square. [6b]
  8. I can solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically. [15, 20a, 22]
  9. I can compare linear, exponential, and quadratic functions using graphs, tables, equations, and real-world situations. [15, 20a]
  10. I can describe transformations on the parent quadratic function, f(x)=x^2. [25]
  11. I can find arithmetic combinations of two functions. [19a]
  12. I can state the domain of an arithmetic combination of two functions. [19a]
  13. I can evaluate an arithmetic combination of two functions for a given input. [19a]I can evaluate a composition of functions. [19b]
  1. I can find a composition of functions. [19b]

 

8th Grade Math  

1. Probability and Statistics

  1. I can construct, interpret, and summarize data in two-way frequency tables in order to describe possible associations between the two variables. [37, 40a]
  2. I can use mathematical and statistical reasoning with bivariate categorical data in order to draw conclusions and assess risk. [41]
  3. I can distinguish between categorical and quantitative data and between techniques that may be used for analyzing  each type of data. [38]
  4. I can represent the data in two-way frequency tables using segmented bar graphs. [39a]
  5. I can interpret relative frequencies in the context of categorical data (including joint, marginal, and conditional relative frequencies). [39b]
  6. I can identify possible associations and trends in categorical data. [39c]
  7. I can describe events as subsets of a sample space using characteristics of the outcomes, or as unions, intersections, or complements of other events. [43]
  8. I can explain whether two events are independent using two-way tables or tree diagrams. [44]
  9. I can compute the conditional probability of event A given event B, using two-way tables or tree diagrams. [45]
  10. I can recognize and describe the concepts of conditional probability and independence in everyday situations and explain them using everyday language. [46]
  11. I can recognize and explore situations where the association between two categorical variables is reversed when a third variable is considered (Simpson’s Paradox). [40b]
  12. I can design and carry out an investigation to determine whether there appears to be an association between two categorical variables, and write a persuasive argument based on the results of the investigation. [42]
  13. I can explain why the conditional probability of A given B is the fraction of B’s outcomes that also belong to A, and interpret the answer in context. {That is, P(A|B) = P(A and B)/P(B)} [47]

2. Solving Linear Equations [* indicates a local learning target]

  1. I can simplify and evaluate expressions using the Order of Operations. [*]
  2. I can simplify expressions by combining like terms. [*]
  3. I can simplify expressions by using the DIstributive Property. [*]
  4. I can translate verbal expressions into algebraic expressions. [*]
  5. I can translate verbal expressions into equations or inequalities. [13]
  6. I can solve one- and two-step equations using inverse operations. [13]
  7. I can write one variable equations to model and solve real-world situations. [13]
  8. I can solve multi-step equations. [13]
  9. I can write and solve multi-step equations to model and solve real-world situations. [13]
  10. I can solve equations involving one or two absolute values. [10, 13, 15]
  11. I can identify special solutions of absolute value equations. [10]

3. Inequalities

  1. I can graph linear inequalities in one variable on a number line. [13,15]
  2. I can solve one-step linear inequalities in one variable using inverse operations. [13,15]
  3. I can solve multi-step linear inequalities in one variable Using inverse operations. [13,15]
  4. I can write linear inequalities and use them to solve real-world situations. [13,15]
  5. I can solve and graph compound inequalities in one variable on a number line. [13,15]
  6. I can solve and graph absolute value inequalities in one variable. [13,15]

4. Relations and Functions

  1. I can identify the domain and range of a relation. [16a]
  2. I can translate between the different representations of relations (e.g., graphs, equations, tables, verbal descriptions, and ordered pairs). [18]
  3. I can identify discrete and continuous functions using graphs and tables, or verbal descriptions from real-world situations. [14, 16b]
  4. I can identify whether a relation is a function from a list of ordered pairs, a table, a mapping, or a graph. [16a-b, 18]
  5. I can sketch a graph to represent a verbal description. [30]
  6. I can identify dependent and independent variables in real-world situations. [8, 16, 18]
  7. I can evaluate functions using function notation. [16a]

5. Linear Functions and Inequalities

  1. I can interpret the slope (rate of change) and y-intercept (constant term/starting point) of a linear model in the context of the data. [31]
  2. I can translate between different representations of linear relations (e.g., graphs, equations, tables, verbal description. [31]
  3. I can write linear equations in slope-intercept form given two points. [14, 26b, 27, 33]
  4. I can write the equation of a line in point-slope form. [14, 26b, 27]
  5. I can translate an equation written in point-slope form to slope-intercept form and then to standard form. [14, 26b, 27, 33]
  6. I can graph the equation of a line from slope-intercept form and point-slope form. [14, 15, 17, 29, 30, 32a, 33]
  7. I can write a linear equation given a graph. [14, 26b, 27, 33]
  8. I can write the equation of a horizontal and vertical line. [14, 26b, 27, 33]
  9. I can model real-world situations by writing a linear equation. [33]
  10. I can use the equation of a linear model to solve problems, interpreting the slope and intercepts in the context of the data. [29, 33, 36a]
  11. I can represent data of two variables on a scatter plot and describe how the variables are related. [34]
  12. I can construct and interpret scatter plots using the line of best fit to investigate patterns of association between two quantities. [34, 35]
  13. I can identify arithmetic sequences. [24, 27]
  14. I can write the equation (rule) for the nth term of an arithmetic sequence. [24,27]
  15. I can graph absolute value functions and identify key features of the graph. [14, 16b, 17, 25, 32b]
  16. I can recognize, describe, sketch, and perform basic transformations on the parent function y = |x|. [14, 16b, 17, 25, 32b]
  17. I can evaluate piecewise functions. [14, 15, 17, 30]
  18. I can write and graph piecewise functions. [14, 15, 17, 30, 32b]

6. Systems of Linear Equations/Inequalities

  1. I can solve a system of equations by graphing with and without technology. [9a, 9b, 12b, 15, 22]
  2. I can solve a system of equations by substitution. [9b, 12a, 12b, 15]
  3. I can solve a system of equations by elimination (without multiplication). [9b, 12a, 12b, 15]
  4. I can solve a system of equations by elimination (with multiplication). [9b, 12a, 12b, 15]
  5. I can recognize a system of linear equations as having no solution, one solution, or infinitely many solutions (both graphically and algebraically). [9b, 12a, 12b, 15]
  6. I can model and solve real-world situations using systems of equations. [33]
  7. I can graph a linear inequality in two variables from slope-intercept or standard form. [15, 21]
  8. I can graph systems of linear inequalities. [15, 21]
  9. I can model and solve real-world situations using systems of linear inequalities. [33]

7. Exponential Functions

  1. I can evaluate exponential expressions using the Product of Powers Property. [2]
  2. I can evaluate exponential expressions using the Power of a Power Property. [2]
  3. I can evaluate exponential expressions using the Power of a Product Property. [2]
  4. I can evaluate exponential expressions using the Quotient of Powers Property. [2]
  5. I can evaluate exponential expressions using the Power of a Quotient Property. [2]
  6. I can evaluate expressions with zero and negative exponents. [2]
  7. I can find nth roots. [1, 2]
  8. I can evaluate expressions with rational exponents. [1, 2]
  9. I can define the imaginary number  such that . (Note: Students are only introduced to the idea that there are real and imaginary solutions.) [3]
  10. I can identify and interpret parts of an exponential function (starting amount, growth or decay factor). [6c, 14, 15, 16b, 17, 23, 25, 26a, 27, 30, 33]
  11. I can write and solve real-world situations using exponential functions. [6c, 26c, 33]
  12. I can interpret the key features of graphs and tables representing exponential functions (end behavior, increasing/decreasing, domain/range).  [14, 15, 16b, 17, 23, 25, 26a, 27, 30, 32c, 33]
  13. I can graph exponential functions.  [14, 15, 16b, 17, 23, 25, 26a, 27, 30, 33]
  14. I can recognize that arithmetic sequences are linear functions and geometric sequences are exponential functions. [24a, 27]
  15. I can identify and write equations for arithmetic and geometric sequences. [24a, 27]
  16. I can describe transformations on the parent exponential function,  . [25]
  17. I can solve exponential equations with like bases and unlike bases. [13, 15, 20a]
  18. I can solve exponential equations by graphing. [13,15, 20a]
  19. I can write terms of recursively defined sequences. [24a, 27]
  20. I can write recursive rules for sequences. [24a, 27]
  21. I can translate between recursive rules and explicit rules. [24a, 27]

8. Radical Functions

  1. I can evaluate and simplify radical expressions. [2]
  2. I can approximate irrational square roots with and without technology.
  3. I can add and subtract radical expressions. [2]
  4. I can multiply radical expressions with or without variables. [2]
  5. I can simplify an algebraic quotient by rationalizing an irrational monomial denominator. [2]
  6. I can apply the Pythagorean Theorem to determine the unknown side lengths in right triangles in real-world situations. [48, 49, 50]
  7. I can apply the Pythagorean Theorem to find the distance between two points on the coordinate plane. [49]

9. Polynomials

  1. I can interpret parts of an expression, such as terms, factors, and coefficients. [7]
  2. I can add and subtract polynomials. [7]
  3. I can multiply polynomials. [7]
  4. I can multiply binomials with special products (difference of two squares, perfect square trinomials). [7]
  5. I can divide polynomials by monomials. [7]
  6. I can factor polynomials by identifying the greatest common factor (GCF). [4]
  7. I can factor polynomials using the grouping method. [5, 6a]
  8. I can identify and factor the difference of two squares. [5]
  9. I can identify and factor perfect square trinomials. [5]
  10. I can factor polynomials in the form x2+bx+c. [5]
  11. I can factor polynomials in the form ax2+bx+c. [5]
  12. I can completely factor a polynomial using one or more methods for factoring. [5, 6a]

10. Solving Quadratic Equations

  1. I can solve a quadratic function by factoring and applying the Zero Product property to identify the zeros of the function. [11b]
  2. I can solve quadratic functions that contain no “bx” term by using the square root method. [11b]
  3. I can solve a quadratic function by completing the square. [11b]
  4. I recognize that the Quadratic Formula can be derived by solving the standard form y = ax2 + bx + c. [11a]
  5. I can solve any quadratic function using the Quadratic Formula. [11b]
  6. I can choose the most efficient method to solve any quadratic function. [11b]
  7. I can solve quadratic functions that model real-world situations. [33]
  8. I can compare linear, exponential, and quadratic functions using graphs, tables, equations, and real-world situations. [23, 28]

11. Writing and Graphing Quadratic Functions

  1. I can determine the number of roots using the discriminant. [11b, 13, 15]
  2. I can graph quadratic functions by creating a table of input and output values. [14, 16b, 17]
  3. I can identify important characteristics of quadratic functions by analyzing their equations (standard and vertex forms). [30]
  4. I can graph quadratic functions using important characteristics, including roots, y-intercepts, axis of symmetry, and vertex point (from standard or vertex forms). [30, 32a]
  5. I can identify important characteristics of quadratic functions given their graphs. [30, 32a]
  6. I can transform the equation of a quadratic function from standard to vertex form by completing the square. [6b, 25]
  7. I can find maximum and minimum values of quadratic functions by completing the square. [6b]
  8. I can solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically. [15, 20a, 22]
  9. I can compare linear, exponential, and quadratic functions using graphs, tables, equations, and real-world situations. [15, 20a]
  10. I can describe transformations on the parent quadratic function, f(x)=x^2. [25]
  11. I can find arithmetic combinations of two functions. [19a]
  12. I can state the domain of an arithmetic combination of two functions. [19a]
  13. I can evaluate an arithmetic combination of two functions for a given input. [19a]
  14. I can evaluate a composition of functions. [19b]
  15. I can find a composition of functions. [19b

8th Grade Science  

Matter and Its Interactions

1. Plan and carry out investigations to support the claim that pure substances can be described and defined by their properties, including solubility, electrical conductivity, and density.

  1. I can distinguish between an element and a compound.
  2. I can explain why elements and compounds are both classified as pure substances.
  3. I can explain how certain properties of a substance are not affected by size or amount (solubility, electrical conductivity, and density) and are referred to as characteristic properties.
  4. I can conduct an investigation to test solubility and use qualitative observations to determine if a substance has dissolved in water.
  5. I can use a light bulb and a circuit to determine the electrical conductivity of a material.
  6. I can measure volume and mass and use them to calculate density to show that density remains constant regardless of size.
  7. I can plan an investigation to determine characteristic properties such as density, solubility, and conductivity of pure substances.
  8. I can explain how pure substances have their own unique set of properties, which can be used to identify them.
  9. I can distinguish between physical and chemical properties.

2. Develop and manipulate models to explain changes in particle motion, temperature, and state of a pure substance when thermal

  1. I can use Kinetic Molecular Theory to construct explanations and develop models of phenomena involving temperature change (ex: dye in hot vs cold water, thermal expansion and contraction).
  2. I can distinguish between thermal energy and temperature.
  3. I can define temperature in terms of particle motion and kinetic energy.
  4. I can compare particle motion, kinetic energy, volume, and shape of the 3 states of matter: solids, liquids, and gases.
  5. I can use a model to explain how a pure substance can change its state (solid, liquid, gas) when thermal energy is added or removed, considering particle motion (ex: heating curve graph and particle models).
  6. I can interpret a heating curve graph and use it to identify a substance. Interpret the following:
  1. state of matter at a given temperature;
  2. energy changes before, during, and after a phase change (PE/KE);
  3. use melting and boiling point to identify the substance.
  1. I can manipulate a scientific model to represent changes in particle motion, temperature, and state of matter when thermal energy is added or removed from a system.
  2. I can explain why phase changes are considered physical changes.

3. Justify a claim, based on evidence from investigations, that pure substances differ from mixtures, including solutions

  1. I can distinguish between a pure substance (elements and compounds) and mixtures, and give examples of each.
  2. I can describe how pure substances and mixtures are combined and separated (chemically or physically).
  3. I can explain why a compound is a pure substance.
  4. I can conduct an experiment to test whether substances are soluble in water.
  5. I can identify the solvent and solute in a solution.
  6. I can distinguish between heterogeneous and homogeneous mixtures and classify solutions as homogeneous mixtures.
  7. I can separate a mixture based on the physical and chemical properties of the components (ex: separation methods: magnet, filter, density, evaporation, etc.).
  8. I can use evidence to determine if a physical or chemical change has occurred by comparing properties before and after a change.
  1. Decide if properties remain the same before and after to support the claim that a physical change occurred;
  2. Decide if properties are different before and after to support the claim that a chemical change occurred.
  1. I can use evidence from an investigation to justify whether a material is a pure substance or a mixture based on chemical and/or physical properties.

4. Obtain and communicate information from the periodic table, including atomic number, number of electrons and neutrons, average atomic mass, groups, and periods, to illustrate the structure and composition of atoms of different elements. 

  1. I can explain that all matter is composed of atoms, the smallest part of matter that can't be broken down chemically.
  2. I can label the parts of an atom and determine the significance of each subatomic particle (ex: protons, electrons, neutrons, and the nucleus).
  3. I can use the periodic table to determine the number of protons and neutrons in the nucleus of an atom.
  1. I can use the atomic number to identify an element and determine the number of protons in that element’s nucleus;
  2. I can use the mass number to determine the number of protons and neutrons for specific isotopes of an element;
  3. I can explain that the average atomic mass is a weighted average of all known isotopes of an element and how this number differs from individual isotope masses.
  1. I can distinguish between atoms, ions, and isotopes.
  2. I can distinguish between groups and periods on the periodic table and the similarities and differences of elements in each.
  3. I can use the periodic table to determine the atomic number, average atomic mass, energy levels, number of electrons in the electron cloud, and group and period to which each element belongs.
  4. I can explain the relationship between the atomic structure of an element and its position on the periodic table.
  5. I can analyze and interpret data to differentiate among elements based on their properties and classify the elements as metals, nonmetals, or metalloids.
  1. I can use the location of elements on the periodic table to classify them as metals, nonmetals, or metalloids.
  2. I can distinguish between physical and chemical properties.
  3. I can describe properties of metals, non-metals, and metalloids in terms of state of matter at room temperature, conductivity, luster, malleability, and ductility.
  4. I can relate the position of an element on the periodic table to its chemical and physical properties.

5.  Obtain, evaluate, and communicate information from the periodic table to make predictions about the reactivity of the main group elements.

  1. I can distinguish between groups and periods on the periodic table.
  2. I can use a model to identify valence electrons and describe their role in chemical reactivity.
  3. I can use the group number/location on the PT to determine the number of valence electrons in one atom of an element and relate it to the reactivity of each group.
  4. I can use the period number to determine the number of energy levels in one atom of an element.
  5. I can explain why reactivity is a chemical property.
  6. I can define the octet rule and explain how that relates to the reactivity of an atom.
  7. I can determine the reactivity of an element (non-reactive, highly reactive, semi-reactive) based on its location on the periodic table.
  8. I can use valence electron configuration to model ionic and covalent bonds.
  1. I can describe why atoms form chemical bonds in terms of valence electrons and the octet rule.
  2. I can predict whether an atom would lose, gain, or share electrons in a chemical bond.
  3. I can describe when an atom would become an ion.
  4. I can use the group number to determine the number of valence electrons in an atom.
  5. I can represent valence electrons by drawing Lewis structures (electron dot diagrams).
  6. I can describe what happens to electrons (shared or transferred) in an ionic bond and predict when it would form (metal + nonmetal).
  7. I can describe what happens to electrons (shared or transferred) in a covalent bond and predict when it would form (nonmetal + nonmetal).
  8. I can model ionic and covalent bonds using electron dot diagrams, illustrations, and simulations.         

6. Observe and analyze data regarding characteristic properties of substances before and after they are combined to determine whether a chemical reaction has occurred. (Examples: color change, temperature change, production of a gas, formation of a precipitate)

  1. I can define a characteristic property and list examples.
  2. I can use evidence to distinguish between a chemical and a physical change.
  3. I can observe substances before and after a change to determine if a chemical change occurred (color change, formation of a precipitate, temperature change, production of a gas).
  4. I can compare characteristic properties before and after a chemical reaction to determine if a chemical change occurred.

7. Analyze data from an investigation to determine whether thermal energy is released or absorbed in a chemical reaction.

  1. I can distinguish between endothermic and exothermic reactions.
  2. I can distinguish between thermal energy and temperature.
  3. I can apply the Law of Conservation of Energy to identify whether a chemical reaction releases or absorbs thermal energy by examining data from an investigation.
  4. I can analyze data to determine when thermal energy is transformed into chemical energy and when chemical energy is transformed into other forms of energy (thermal, radiant, electrical).
  5. I can explain how changes in temperature before and after a chemical reaction can indicate whether the reaction is exothermic (releases heat) or endothermic (absorbs heat).
  6. I can design and test a device that can release or absorb thermal energy through chemical reactions.
  1. I can design and conduct an experiment to investigate the effects of different variables on the temperature change of a heat or cold pack reaction (ex: change the amount of reactants and observe the effect on temperature change).

8. Engage in an argument using evidence to support the claim that matter is conserved in a chemical reaction.

  1. I can measure mass before and after a chemical reaction and use evidence to support the claim that the total mass of substances before a chemical reaction equals the total mass of substances after the reaction.
  2. I can distinguish between an open and a closed system and whether energy is exchanged with the surroundings.
  3. I can interpret balanced chemical equations to provide evidence for the law of conservation of matter.
  4. I can use a model to verify that atoms of reactants are conserved as products in a chemical reaction (examples: simulations, atomic and molecular drawings, or equations to compare atoms in the reactants and products).
  1. I can distinguish between reactants and products in a chemical equation.
  2. I can read a chemical formula to determine the number and types of atoms in each molecule or formula unit and the number of molecules.  
  3. I can explain how the conservation of matter applies to chemical reactions using balanced chemical equations.
  4. I can construct a model that accurately represents the types and numbers of atoms involved in a chemical reaction.
  5. I can balance a chemical equation to show how the number of atoms of each element in the reactants must equal the number of atoms of each element in the products, since matter cannot be created or destroyed.

Motion & Stability: Forces and Interactions

9. Use data from an investigation to identify factors that affect acceleration (examples: velocity vs. time graphs, data tables, diagrams)

  1. I can define motion and describe how it is relative.
  2. I can use a reference point to determine if an object is in motion.
  3. I can analyze distance or position vs. time graph to determine the motion of an object (stopped, moving at a constant speed, changing speed, etc.).
  4. I can identify a reference point on a distance vs. time graph.
  5. I can analyze velocity vs. time graph to determine the motion of an object (stopped, moving at a constant speed, changing speed, etc.).
  6. I can identify 3 ways an object could accelerate.
  7. I can investigate how mass and force affect the acceleration of an object.
  8. I can define force (friction, gravity, applied, normal, air resistance), mass, acceleration, velocity, and weight.
  9. I can construct and analyze a diagram of forces acting on an object in order to predict the resulting motion.
  10. I can use Newton’s 2nd law to determine the relationship between mass, force, and acceleration.  
  1. I can analyze data from an investigation to determine how changes in mass affect acceleration when force is kept constant. Determine whether the factors are directly or inversely proportional;
  2. I can analyze data from an investigation to determine how changes in force (including friction) affect acceleration when mass is kept constant. Determine whether the factors are directly or inversely proportional.
  1. I can interpret data from a table to determine if the variable has a positive or negative effect on acceleration.

10. Develop and use models to illustrate how individual external forces affect the motion of objects (examples: frictional forces, gravitational force, applied forces).

  1. I can classify non-contact forces (gravity, magnetism, electrostatic) and contact forces (friction, applied, normal, air resistance).
  2. I can distinguish between mass and weight and the units used to measure each.
  3. I can create models (free-body diagrams) to represent objects and external forces acting on them.
  4. I can create or interpret a model (free body diagrams) of forces acting on an object to determine the net force.
  5. I can distinguish between balanced and unbalanced forces and how they affect motion.
  6. I can calculate the net force acting on an object to predict how it will affect the motion of an object (ex: remain constant or change velocity).
  7. I can define inertia and relate it to an object’s motion.

11. Use models to demonstrate each of Newton’s laws of motion and explain the effect of net force on objects. (examples: A model car on a table remains at rest until pushed, and a marble rolls across the floor until friction causes it to stop -first law of inertia; a bicycle rider’s leg muscles apply force to the mass of the bicycle, causing the bicycle to move, and greater acceleration results when pedaling harder creates a greater net force-second law; a ball hitting the ground applies downward action force and the ground applies a Cause and Effect upward reaction force, causing the ball to bounce-third law).

  1. I can state Newton’s First Law of Motion (inertia) and investigate how mass affects inertia.
  2. I can state Newton’s Second Law of Motion (F= m x a) and use it to explain the acceleration of an object.
  1. I can describe how net force affects the acceleration of an object using a real-life example.
  2. I can describe how mass affects the acceleration of an object using a real-life example.
  1. I can state Newton’s Third Law of Motion and analyze examples that demonstrate this law.
  1. I can identify an action force and a reaction force in a real-life example according to Newton’s 3rd Law (ex: Earth and Moon) and compare the magnitude of each
  1. I can analyze real life examples and determine which of Newton’s Laws it best demonstrates.
  2. I can create models (drawing, skit, etc.) to demonstrate each of Newton’s Laws of Motion.
  3. I can use mathematical representations to explain how the sum of external forces on an object and the object’s mass affects its acceleration (examples: data tables, graphs, diagrams).
  1. I can describe the relationship between two directly proportional values (force and acceleration).
  2. I can describe the relationship between two inversely proportional values (mass and acceleration).
  3. I can define mass, force, and acceleration, and identify the units used to measure each.
  4. I can use the formula for Newton’s 2nd Law (F= m x a) to explain the relationship between mass, force, and acceleration (directly vs. inversely proportional).
  5. I can rearrange variables in Newton’s 2nd Law equation and solve for unknown values (F= m x a, a = F/m, m= F/a).

12. Use a model to identify factors affecting the strength of noncontact forces, including magnetic, gravitational, and electrical forces, and demonstrate that fields exist even though the objects are not in contact. 

  1. I can describe non-contact forces and give examples (gravitational, electric, magnetic).
  2. I can label the parts of a magnet (poles) and describe the strength of the force at the poles.
  3. I can predict how two magnets will interact (attract and repel) and how magnets interact with various materials.
  4. I can define a force field and provide evidence that one exists around magnets (magnetic), objects with mass, (gravitational), and electrically charged matter (electric).
  5. I can identify factors that affect the strength of a non-contact force (ex: distance, mass, amount of charge).
  6. I can design and construct an electromagnet and modify the design to change its strength.
  1. I can create an electromagnet and explain the role of each of the essential components (ex: battery, wire, iron core).
  2. I can describe the relationship between electricity and magnetism.
  3. I can modify, test, and evaluate the design of an electromagnet to change its strength (ex: number and size of coils, amount of current, voltage of the battery, and iron core).

Energy 

13. Analyze graphical displays of data to describe the relationship of mass and velocity of an object to its kinetic energy (KE) (examples: mass vs. KE graph, velocity vs. KE graph, data table).

  1. I can define energy and identify the units used to measure it.
  2. I can define kinetic energy.
  3. I can interpret graphs to identify patterns and relationships (direct or inverse) between independent and dependent variables.
  1. I can define an independent variable and identify it in an experiment.
  2. I can define a dependent variable and identify it in an experiment.  
  3. I can set up a graph by putting the independent variable on the x-axis and the dependent variable on the y-axis.
  1. I can analyze a graph of mass vs. kinetic energy to determine the relationship between the two variables.
  2. I can analyze a graph of velocity vs. kinetic energy to determine the relationship between the two variables.
  3. I can use qualitative and quantitative (graphs, KE = ½ mv2) data to compare the effect of mass and velocity on the amount of KE.

14. Use models to construct an explanation of how a system of objects may contain varying amounts of potential energy, including gravitational, elastic, and chemical.

  1. I can distinguish between potential and kinetic energy.
  2. I can use the mathematical formula for gravitational potential energy (PE = m x g x h) to show how various factors affect the amount of potential energy in an object.
  3. I can recognize different forms of potential energy in real life (ex: gravitational, elastic, chemical potential).
  4. I can describe the relationship between potential and kinetic energy.
  5. I can gather evidence to support the claim that there was a change in the amount of potential energy in different objects (ex: change in shape- elastic, chemical composition-chemical, height- gravitational potential energy).
  6. I can use a model to show how potential energy changes within a system (ex:rollercoaster, skate park, object on shelf).

15. Use models to construct an explanation of how energy is transformed but still conserved (example: kinetic energy to potential energy).

  1. I can relate the Law of Conservation of Energy to real life examples involving energy transformation.
  2. I can identify the various types of energy (ex: thermal, mechanical, kinetic, electric, chemical, sound, radiant, potential).
  3. I can explain friction’s role in energy transformation (ex: KE to thermal energy).
  4. I can use a model to demonstrate how energy is conserved within a system (ex: rollercoaster, skate park, object on a shelf).

16. Develop and use a model to construct an explanation of how electrical energy is transferred and transformed (example: In a circuit, there is an energy source (battery) that has chemical potential energy; Chemical energy is transformed into electrical energy (current), transferred through the wires, and transformed again into light and heat in the light bulb; Add a resistor and analyze its effect on a current.

  1. I can describe the essential components of an electric circuit.
  2. I can describe the role of electrons in transferring electrical energy.
  3. I can explain the difference between conductors and insulators.
  4. I can identify the parts of an electric circuit (switch, lightbulb, wire, battery) and describe the role of each in energy transfer and transformation.
  1. I can explain how electrical energy transforms into other forms of energy in an electrical circuit (light, thermal, mechanical).
  1. I can describe the difference between an open and closed circuit.
  2. I can describe how changes in current, voltage, and/or resistance affect electrical energy transfer.
  3. I can construct an electric circuit in series and parallel, and describe how those affect the electrical energy transferred.
  4. I can describe the relationship between electric current, voltage, and resistance, and how these factors affect the transfer of energy in an electric circuit.

Waves & their Applications in Technology and Information Transfer

17. Use models of mechanical and electromagnetic waves to qualitatively describe the relationships among wave properties, including amplitude, wavelength, and frequency (example: Use a model to show that frequency and wavelength are inversely proportional)

  1. I can classify mechanical and electromagnetic waves and give examples of each.
  2. I can distinguish between qualitative and quantitative observations.
  3. I can use a model to produce transverse and longitudinal waves and identify examples of each.  
  4. I can label the parts of a transverse wave including crest, trough, resting position, amplitude, wavelength.
  5. I can label the parts of a longitudinal wave including compression, rarefaction, and wavelength.
  6. I can use a model to demonstrate the relationship between wavelength and frequency.
  7. I can determine whether changing amplitude affects wavelength and frequency.
  8. I can describe how changing the parts of the wave (amplitude or wavelength) affects the behavior of the wave and the amount of energy transferred.
  9. I can use models to compare and contrast light and sound wave behaviors, including reflection, refraction, diffraction, and speed, as waves propagate and interact with matter.
  1. I can define medium and list examples of solid, liquid, and gas media.
  2. I can explain why light is considered an electromagnetic wave.
  3. I can explain why sound waves are considered a mechanical wave.
  4. I can define reflection and give a real-life example of both light and sound waves.
  5. I can describe how light bends when it enters a different medium (refraction) and relate it to changes in speed.
  1. Give real-life examples of the refraction of light.
  1. I can define wave speed and determine the factors that affect wave speed in both light and sound waves.
  2. I can define diffraction and give a real-life example of both light and sound.
  3. I can distinguish between matter that is transparent, translucent, and opaque.
  4. I can use a model to demonstrate how light and sound waves interact with different materials.

18. Construct an argument from evidence that digital and analog signals encode and transmit information differently.

  1. I can describe how information is encoded and transmitted.
  2. I can distinguish between analog and digital signals in the way they are generated and transmitted (continuously, pulses, binary pattern).
  3. I can compare the advantages and disadvantages of transmitting digital and analog information.
  4. I can organize and evaluate the strength of evidence to support an argument.
  5. I can list examples of how digital and analog signals are used in various applications and technologies.

8th Grade Social Studies 

Evidence and Documentation of History

1. Explain how historians use artifacts and record keeping to show the development of advanced cultures.

a) I can distinguish differences and similarities between archaeologist, anthropologist, paleontologist, and historians.

b) I can categorize the characteristics and advancements over time.

Elements of Civilizations

2. Analyze characteristics of early civilizations.

a) I can analyze technology and inventions.

b) I can compare division of labor/social classes between ancient river civilizations.

c) I can distinguish between the ancient river civilizations and the development of government. d) I can compare the different language/writing systems of the ancient civilizations.

e) I can recognize the geographic challenges pertaining to the ancient river civilization.

3. Compare the development of early world religions, and philosophies.  

a) I can identify the key beliefs of Buddhism.

b) I can identify the key beliefs of Hinduism.

c) I can compare/contrast similarities and differences between Buddhism and Hinduism.

d) I can recognize the key beliefs of Judaism.

e) I can identify the key beliefs of Islam.

f) I can correlate the beliefs that Judaism, Christianity, and Islam share.

g) I can connect how the world religions, migration, and trade are interconnected.

4. Compare early civilizations in the Americas.

a) Compare and contrast the Zapotec, Mesoamericans, and Andean civilizations.

b) Describe geographical and political challenges of early American civilizations.

Power and Influence of Ancient Civilizations

5. Explain how the four river civilizations gained power and formed empires.

a) I can trace the unification of upper and lower Egypt.

b) I can give examples of early governments in Mesopotamia.

c) I can identify a strong central government in Harappa.

d) I can demonstrate the Dynastic Cycle in Ancient China and tell how it related to a change in government leadership.

6. Describe the rise and influence of the Byzantine and Asian Empire

a) I can identify the ruling elite of the Byzantine Empire.

b) I can describe changes in the Byzantine Empire.

c) I can connect the Byzantine and early Russian Empires.

d) I can identify the unification of China.

e) I can debate the role that Shia Huangdi had on the Chinese people.

f) I can describe the spread of Chinese culture to neighboring people groups.

7. Analyze the characteristics of Ancient Greece.

a) I can determine the impact that the physical challenges had on the environment and the people of Ancient Greece.

b) I can infer the significance of a place in connection with a historical event that  occurred there.

c) I can connect Greek city-states through their shared belief in Mythology.

d) I can demonstrate how ancient Greek mythology has impacted cultures  throughout history in various forms.

e) I can research the different epics and myths of Greek mythology.

f) I can identify the two earliest Greek civilizations.

g) I can explain the importance of the major Greek philosophers and their effects on the Western world: Socrates, Plato, Aristotle, and Hippocrates.

h) I can describe the role that culture played in Greek society.

i) I can compare and contrast the daily life of Spartans and Athenians.

j) I can compare and contrast the characteristics of a monarchy, democracy, aristocracy, and oligarchy.

k) I can show how in times of crisis or war Greek city-states combined and connected.
l) I can identify the spread of Greek culture through the conquest of Alexander the Great.

8. Distinguish the characteristics of the Roman Empire and their impact on the western world.

a) I can describe the impact that physical challenges had on the environment and the people of the Roman Empire.

b) I can connect the significance of a place with an event pertaining to the expansion of the Roman Empire.

c) I can compare and contrast the major religions of the Roman Empire.

d) I can differentiate between the different aspects of the Roman Republic.

e) I can identify the major Roman Emperors and government leaders and their  contributions to the Empire.

f) I can state different laws that helped shape the Roman Empire.

g) I can trace the expansion of the Roman Empire through military conquest.

h) I can show the role of the Arts in the Roman Empire.

i) I can describe daily life in the Roman Empire.

j) I can recognize the importance of philosophy and education in the Roman Empire.

k) I can explain how Roman contributions in technology helped shape the Western world.

9. List reasons for the downfall of the Roman Empire

a) I can describe the military conquests that led to the downfall of the Roman Empire.

b) I can describe the internal conflicts that led to the fall of the Roman Empire.

10. Recognize the changes in the social and political structure in Europe through the Middle Ages.

a) I can identify the role of the Dark Ages and the loss of knowledge during that time.

b) I can create a graphic organizer displaying the hierarchy of the Feudalism system in the Middle Ages.

c) I can examine the role the manor system played in the Middle Ages.

d) I can identify the unique culture and architecture that developed during the Middle Ages.

e) I can analyze the role of Christendom and its influence on political and social structures during the Middle Ages.

f) I can recognize changes and developments in technology and commercial society.

g) I can break down the impact that the great plague had on people of the Middle Ages.

h) I can outline the political and religious conquest known as the Crusades.

i) I can identify major invasions during the Middle Ages and problems that arose from invasions.

j) I can connect the Great Schism to the cause of the 100 Years War.

11. Examine how events and conditions of the late Middle Ages fostered  political and economic changes and led to the origins of the Renaissance.

a) I can identify the role and changes within the Catholic Church.

b) I can review the changes in society through the late Middle Ages.

c) I can describe the reasons for a breakdown in the Manor system and the beginning of the European Nations.

12. Implement argument, research and interpretations of content throughout  the Social Studies Curriculum.

a) I can interpret primary and secondary documents through multiple print and digital  resources.

b) I can assess leadership qualities and their influences on society.

c) I can evaluate sources of information to identify opinion, bias, and prejudice.

d) I can determine arguments based on central questions and evidence.

e) I can defend multiple points of view based on central questions and evidence and draw conclusions through writing.

f) I can compose an informative/explanatory piece of writing that displays my  understanding of a historical event.

g) I can identify characteristics of an informed and responsible citizen.

h) I can make connections between the past and modern worlds.

i) I can analyze content through charts, graphs and maps.