8th Grade
Math
I can approximate irrational numbers with rational numbers.
I can work with radicals and integer exponents.
I can understand the connection between
proportional relationships, lines, and linear equations.
I can analyze and solve linear equations and pairs of simultaneous linear equations.
I can define, evaluate, and compare functions.
I can use functions to model relationships between quantities.
I can understand congruence and similarity using physical models, transparencies, or geometry software.
I can understand and apply the Pythagorean Theorem.
I can solve problems involving volume of cylinders, cones and spheres.
I can investigate patterns of association in bivariate data.
I can work with radicals and integer exponents.
I can understand the connection between
proportional relationships, lines, and linear equations.
I can analyze and solve linear equations and pairs of simultaneous linear equations.
I can define, evaluate, and compare functions.
I can use functions to model relationships between quantities.
I can understand congruence and similarity using physical models, transparencies, or geometry software.
I can understand and apply the Pythagorean Theorem.
I can solve problems involving volume of cylinders, cones and spheres.
I can investigate patterns of association in bivariate data.
Science
I can plan and carry out investigations to show chemical change and physical change
I can develop and use models to describe the atomic composition
I can develop a model to explain changes in particle motion, temperature and state when energy is added or removed.
I can demonstrate how mass is not lost during a chemical reaction.
I can develop and use a model to explain how food is rearranged through chemical reactions that support growth and/or release energy as this matter moves through the human body.
I can develop and use a model to explain how different subsystems of the body work together to provide cells what they need to function.
I can describe how traits are passed from parent to offspring.
I can develop a model to show how mutation may result in changes to the structure and function and probability of surviving.
I can design a model of the cycling of Earth’s materials, the flow of energy and the distribution of fossils to provide evidence of past plate motions and history of the earth.
I can develop and use models to describe the atomic composition
I can develop a model to explain changes in particle motion, temperature and state when energy is added or removed.
I can demonstrate how mass is not lost during a chemical reaction.
I can develop and use a model to explain how food is rearranged through chemical reactions that support growth and/or release energy as this matter moves through the human body.
I can develop and use a model to explain how different subsystems of the body work together to provide cells what they need to function.
I can describe how traits are passed from parent to offspring.
I can develop a model to show how mutation may result in changes to the structure and function and probability of surviving.
I can design a model of the cycling of Earth’s materials, the flow of energy and the distribution of fossils to provide evidence of past plate motions and history of the earth.
PE
I can engage in basic to advanced levels while involved in various activities, dribbling, throwing, dance, etc.
I can participate while demonstrating proper technique(s)
I can participate in established procedures, game rules and cooperative play that are safe and effective for various activities.
I can do a proper warm-up and cool down after an activity and understand the importance of it.
I can identify opportunities to be physically active at home, school and in the community to improve/ maintain my well-being.
I can engage in moderate to vigorous activities in a variety of settings.
I can work as a team member in a variety of activities while communicating, cooperating and using fair play rules.
I can show respect and acceptance of others’ skills and abilities
I can set realistic goals to improve my health, fitness level and life.
I can identify and choose activities to improve my personal fitness level–at home, at a fitness center, etc.
I can participate while demonstrating proper technique(s)
I can participate in established procedures, game rules and cooperative play that are safe and effective for various activities.
I can do a proper warm-up and cool down after an activity and understand the importance of it.
I can identify opportunities to be physically active at home, school and in the community to improve/ maintain my well-being.
I can engage in moderate to vigorous activities in a variety of settings.
I can work as a team member in a variety of activities while communicating, cooperating and using fair play rules.
I can show respect and acceptance of others’ skills and abilities
I can set realistic goals to improve my health, fitness level and life.
I can identify and choose activities to improve my personal fitness level–at home, at a fitness center, etc.
Orchestra
I can do everything I did in 7th grade orchestra, and the following:
I can identify and perform in D, G, C, A, E, F, B-flat Majors and G, D, A minors in 1-octave which may include shifting into other positions.
I can correctly identify, create, and perform using sixteenth notes, sixteenth rests, dotted eighth note/sixteenth note combinations, and triplets.
I can do vibrato exercises and am developing the skill to utilize it in performance
I can correctly play my part with the rest of the orchestra in grade levels 2-2.5.
I can work alone and in a small group without the teacher’s guidance.
I can respectfully follow a student leader in the classroom setting.
I can identify and perform in D, G, C, A, E, F, B-flat Majors and G, D, A minors in 1-octave which may include shifting into other positions.
I can correctly identify, create, and perform using sixteenth notes, sixteenth rests, dotted eighth note/sixteenth note combinations, and triplets.
I can do vibrato exercises and am developing the skill to utilize it in performance
I can correctly play my part with the rest of the orchestra in grade levels 2-2.5.
I can work alone and in a small group without the teacher’s guidance.
I can respectfully follow a student leader in the classroom setting.
Choir
I can do everything I did in 7th grade and the following:
I can correctly identify and perform sixteenth notes, eighth note/sixteenth note combinations, and triplets
I can perform rhythms in 3/8 and 5/4 time signatures
I can identify solfege syllables in a piece of music
I can label and count rhythms in a piece of music
I can sight-read in C, F, and G major
I can identify A, D, and E minor
I can learn and sing an age-appropriate solo
I can sing a variety of languages and styles
I can sing with a healthy, developmentally appropriate tone
I can critique performances of choirs and soloists thoughtfully with appropriate vocabulary
I can explain the meaning and context of a piece of music using developmentally appropriate vocabulary
I can perform and be an audience member at a concert
I can correctly identify and perform sixteenth notes, eighth note/sixteenth note combinations, and triplets
I can perform rhythms in 3/8 and 5/4 time signatures
I can identify solfege syllables in a piece of music
I can label and count rhythms in a piece of music
I can sight-read in C, F, and G major
I can identify A, D, and E minor
I can learn and sing an age-appropriate solo
I can sing a variety of languages and styles
I can sing with a healthy, developmentally appropriate tone
I can critique performances of choirs and soloists thoughtfully with appropriate vocabulary
I can explain the meaning and context of a piece of music using developmentally appropriate vocabulary
I can perform and be an audience member at a concert
ELA
I can recognize how language functions in different cultures, contexts and disciplines. and apply this knowledge when reading, writing and speaking, I can use verbs to achieve an particular effect
When responding to texts, I can cite evidence that strongly supports my, a peer's or the author's claim and make logical inferences. add to how--summarizing, theme, inference,
I can develop criteria to evaluate the quality of a text taking into consideration cultural perspective, identities, time periods, personal events and situations.
When participating in collaborative conversations and small collaborative groups, I can create and follow specific norms for these conversations
I can write for a variety of purposes and audiences.
In my writing I can use a variety of transitions to clarify my ideas.
I can report on something I created and explain what I learned using relevant and sound evidence and well chosen details to connect to my audience, purpose or situation.
I can provide helpful feedback to my peers and use feedback from my peers and adults to improve my writing, creating, and speaking
When responding to texts, I can cite evidence that strongly supports my, a peer's or the author's claim and make logical inferences. add to how--summarizing, theme, inference,
I can develop criteria to evaluate the quality of a text taking into consideration cultural perspective, identities, time periods, personal events and situations.
When participating in collaborative conversations and small collaborative groups, I can create and follow specific norms for these conversations
I can write for a variety of purposes and audiences.
In my writing I can use a variety of transitions to clarify my ideas.
I can report on something I created and explain what I learned using relevant and sound evidence and well chosen details to connect to my audience, purpose or situation.
I can provide helpful feedback to my peers and use feedback from my peers and adults to improve my writing, creating, and speaking
Social Studies
I can demonstrate my understanding of cause and effect in consideration of geographical circumstances as they pertain to 19th Century American History.
I can demonstrate my understanding of cause and effect in consideration of historical events and figures as they pertain to 19th Century American History.
I can demonstrate my understanding of cause and effect in consideration of political environments as they pertain to 19th Century American History.
I can demonstrate my understanding of cause and effect in consideration of social and economic contexts as they pertain to 19th Century American History.
I can demonstrate my understanding of cause and effect using reliable resources as they pertain to 19th Century American History.
I can demonstrate my understanding of cause and effect using appropriate argumentative strategies as they pertain to 19th Century American History.
I can demonstrate my understanding of cause and effect in consideration of historical events and figures as they pertain to 19th Century American History.
I can demonstrate my understanding of cause and effect in consideration of political environments as they pertain to 19th Century American History.
I can demonstrate my understanding of cause and effect in consideration of social and economic contexts as they pertain to 19th Century American History.
I can demonstrate my understanding of cause and effect using reliable resources as they pertain to 19th Century American History.
I can demonstrate my understanding of cause and effect using appropriate argumentative strategies as they pertain to 19th Century American History.
Art
I can research to inform my art making process
I can experiment with different art making techniques and tools.
I can visually represent the elements and principles of design
I can write an Artist Statement for my artwork
I can create and maintain a portfolio of work
I can communicate about my artwork through verbal and written critiques
I can choose a piece of Artwork to research and produce art that expresses those qualities
I can compare and contrast my works of art and the works of art made by others.
I can write about my artwork using my personal story (my traditions, places, and culture) as the inspiration for my work.
I can identify artwork that is linked to a specific career
I can experiment with different art making techniques and tools.
I can visually represent the elements and principles of design
I can write an Artist Statement for my artwork
I can create and maintain a portfolio of work
I can communicate about my artwork through verbal and written critiques
I can choose a piece of Artwork to research and produce art that expresses those qualities
I can compare and contrast my works of art and the works of art made by others.
I can write about my artwork using my personal story (my traditions, places, and culture) as the inspiration for my work.
I can identify artwork that is linked to a specific career
Band
I can do everything I did in 7th grade band, and the following:
I can correctly identify and perform using dotted eighth note/sixteenth note combinations
I can correctly identify and perform using the 6/8 time signature
I can correctly identify and perform using cut time
I can correctly identify and perform a concert C major scale
I can correctly identify and perform a two octave chromatic scale
I can correctly identify and perform triplet patterns
I can correctly identify key signatures and accidentals in my music
I can correctly identify and perform using dotted eighth note/sixteenth note combinations
I can correctly identify and perform using the 6/8 time signature
I can correctly identify and perform using cut time
I can correctly identify and perform a concert C major scale
I can correctly identify and perform a two octave chromatic scale
I can correctly identify and perform triplet patterns
I can correctly identify key signatures and accidentals in my music
World Language
I can identify the general topic and some basic information in both very familiar and everyday contexts by recognizing practiced or memorized words, phrases, and simple sentences in texts that are written, spoken, or signed.
I can communicate in spontaneous spoken, written, or signed conversations on both very familiar and everyday topics, using a variety of practiced or memorized words, phrases, simple sentences, and questions.
I can present information on both very familiar and everyday topics using a variety of practiced or memorized words, phrases, and simple sentences through spoken, written, or signed language.
In my own and other cultures, I can make comparisons between products and practices to help me understand perspectives.
I can interact at a survival level in some familiar everyday contexts.
I can communicate in spontaneous spoken, written, or signed conversations on both very familiar and everyday topics, using a variety of practiced or memorized words, phrases, simple sentences, and questions.
I can present information on both very familiar and everyday topics using a variety of practiced or memorized words, phrases, and simple sentences through spoken, written, or signed language.
In my own and other cultures, I can make comparisons between products and practices to help me understand perspectives.
I can interact at a survival level in some familiar everyday contexts.