14/2.

Science 8

Contact Forces: Why do things sometimes get damaged when they hit each other? Development of cheerleading helmets that utilize knowledge of force and motion and engineering practices.

Sound Waves: How can a sound make something move? Creating a model and explanation to explain how hitting a cymbal loudly can damage a musicians ear.

Forces at a Distance: How can a magnet move another object without touching it? Student choice for type of electromagnetic device to create a model to explain the forces that make the device work.

Earth in Space: Why do we see patterns in the sky, and what else is out there that we can’t see? Students investigate force and motion of objects in space.

Genetics: Why are living things different from one another? Students create models and use the model to explain how variations in genetic information can affect traits through production of proteins.

Natural Selection & Common Ancestry: How could things living today be connected to the things that lived long ago? Students develop a model using evidence from anatomical similarities and differences between organisms living today and organisms in the fossil record, and patterns in the traits of embryos from different species that are alive today, to explain speciation.

Science and Engineering Practices:

Asking questions and defining problems
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational thinking
Constructing explanations and designing solutions
Engaging in argument from evidence
Obtaining, evaluating, and communicating information

14/3.

Contact Forces Summative

Evaluating the design of Cheerleading Protective Headgear

Use evidence to discuss that all solid objects have elastic limits and forces in a collision are equal in size and opposite in direction
Develop and use free body diagrams to represent the differences in force and energy in a collision
Create and use mathematical models to determine how changes in the mass and speed of an object affect the amount of kinetic energy that object has.
Develop and use system models to support explanations for how forces cause energy to be transferred from one part of the system to another.

14/4.

Example of a Rubric for the Science Practice of “Constructing Explanations”

3: Proficient	4: Advanced
Independently and consistently, student can:	In addition, student can:
I can independently use scientific concepts and domain specific language to develop my claim. Claim restates and answers the question	N/A
Use of specific and detailed evidence Use of data (detailed observations and/or numbers)	All of proficient and use evidence as a comparison for a counterclaim.
I can independently use specific vocabulary and principles to explain the evidence Reasoning is connected to key ideas we are using in class	I can use all required for Proficient and adequately use reasoning to support the argument with detail. AND I can bring in an example from outside of the classroom to further develop my argument

14/5.

Math 8

September: Rigid Transformations (Dilations, Rotations, Reflections, Translations(Project: Dilation Portraits), Skills review: Order of operations with integers and Algebra basics (Project: Menu Math Project).

October/November: Linear Relationships (Solving multi-step equations), Geometric relationships with Parallel Lines (Project: City Design Project).

December/January: , Linear Equations in two variables (Project: Stained Glass Window)

February: Systems of Linear Equations, Engineering Week + Associated Challenges

March/April: Exponents, Scientific Notation (Project: Interpreting and Operating Large Numbers), Pythagorean Theorem Applications

May/June: Functions and Volume (Project: Function Stories, Project: Bridge Building)

June: Personal Finance (Project: My Life at 30)

Algebra: Interwoven into the curriculum. Students are expected to complete extra assignments and meet with me to practice and develop the algebra skills that are not a part of the typical 8th grade curriculum (Algebra is not graded).

14/6.

Competency-based Grading

-A competency is a predetermined “learning objective.” It is something an 8th grade student should be able to do.

-Example: By the end of 8th grade, a mathematics student should be able to tell the difference between a rational and irrational number.

-Teachers use competencies adopted by SAU 21 to guide instruction and assessment.

-Students are given opportunities through tests, tasks, projects to demonstrate their understanding of a competency and we report out to you if your child can demonstrate particular competencies.

14/7.

Competency Grading Example: Mathematics

Task: Slope/Intercept Art Project

Create a stained glass window using at least 20 line segments. Determine the slope, y-intercept and equation (in slope intercept form) for each segment. You must include three lines with “no slope” and three lines with zero slope.

***For a 4: All lines must be written in Standard Form.***

14/8.

Rubric Example

	(4)	(3)	(2)	(1)
Algebraic Functions, Patterns & Relations Students will make use of structure to describe and compare situations that involve proportionality, change, or patterns and use the information to make conjectures and justify conclusions/solutions.	The student met the criteria and was, independently, able to write the final equations in Standard Form.	The student created a product that met the outlined criteria: -A piece of artwork (Stained glass window) -20 lines total with three zero and no slopes. -20 equations written in slope-intercept form.	The student was able to complete some of the outlined criteria with independence.	The student needed support to complete most aspects of the task.

14/9.

Project Examples

An example of a 3 or 4 based on criteria……….An example of a project that would be a 1 or 2

14/10.

Is it a 3 or a 4?

14/11.

Key Takeaways with Competency

-The system is meant to show if your child can consistently perform a certain skill (Airplane example).

-It allows for multiple assessment opportunities.

-On summative assessments, students should always have an opportunity to demonstrate their understanding at a “4” level.

-It is a different system that we are used to but it addresses the ultimate question of: “Can a student perform a skill or not?”

14/12.

Purpose of Self-Direction

Basis for comments and parent-teachers conferences
Homework effort and completion are important factors that contribute to success in higher education.

14/13.

Self Direction

Students will initiate and manage personal learning, and demonstrate a “growth” mindset, through self-awareness, goal-setting, ownership, perseverance, managing learning, and self-reflection in order to develop personal goals.

My work is consistently good quality; I work to the best of my ability and complete assignments on time.

I am responsible for my own learning and am able to persevere through challenges and access support when needed

I learn from setbacks and connect success to effort

I self-reflect in order to improve performance (i.e. I can reassess assignments while evaluating my progress on a rubric)

I engage appropriately in whole-class activities and lessons

14/14.

Espanol (Bonus Spanish)

Senor Johnston will be offering a bonus spanish class for students interested in entering high school at the Spanish 2 level.

Any interested 8th grade student is welcome to join. Participants will be required to attend weekly classes on Wednesdays during the morning WIN time.

14/1.