Language Arts

Generating Expository

• Develop informative/expository writing to examine a topic with relevant facts, examples, and details. (6.W.2.A.b)

Generating Claims, Evidence, and Reasoning

• Develop argumentative writing by introducing a claim with clear reasons (for example, choose a skill that the school should include in classroom instruction, such as how to edit videos using software, create a specific claim that explains your opinion, and give three reasons for the opinion). (6.W.2.A.c)
• Develop argumentative writing by supporting a claim with clear reasons and relevant evidence. (6.W.2.A.c)

Generating Narratives

• Develop narratives including poems about real or imagined experiences with clearly identified characters (for example, write a short narrative about a character who goes to a summer camp, using sensory language and description to convey the character’s experiences and growth). (6.W.2.A.a)
• Develop narratives with well-structured event sequences, narrative techniques, and relevant descriptive details. (6.W.2.A.a)

Revision and Editing

• Review and revise for organization and content to include introduction, clear focus throughout, and conclusion with consideration for the task, purpose, and audience. (6.W.3.A.a)
• Choose precise language and establish and maintain an appropriate and consistent style with complete sentences (for example, replace general vocabulary in a text about an endangered animal with domain-specific terms such as conservation, species, and habitat). (6.W.3.A.b)
• Demonstrate a command of the conventions of standard English grammar and usage, including spelling and punctuation. (6.W.3.A.c)
• Use transitions to clarify relationships, connect ideas and claims, and signal time shifts (for example, incorporate transitions that connect new ideas to previous ideas and evidence to example statements). (6.W.3.A.d)

Sources and Research

• Conduct research gathering relevant information from multiple print and digital resources to answer a question (for example, find information in a variety of sources to support the claim that schools need to start teaching an important skill, such as money management or video editing). (6.W.1.A.a/b)
• Assess the credibility of sources; quote or paraphrase the data and conclusions of others while avoiding plagiarism. (6.W.1.A.b)
• Provide basic bibliographic information for sources; integrate information using a standard citation system (for example, provide bibliographic information for source, identify the author or title in text when appropriate). (6.W.1.A.a/b)

Speaking and Listening

• Delineate a speaker’s argument and claims in order to pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. (6.SL.1.B)
• Review the key ideas expressed by a speaker including those presented in diverse media, and demonstrate understanding of multiple perspectives through reflection and paraphrasing. (6.SL.1.C)
• Speak clearly, audibly, and to the point, using conventions of language as appropriate to task, purpose, and audience when presenting including appropriate volume. (6.SL.2.A)

Analyzing Ideas and Themes

• Explain the central/main idea of a text and cite evidence of its development (informational)(for example, describe how Phuong Le uses an anecdote to introduce the main idea in “Now Kids Are Computing in Kindergarten” at tweentribune.com and find details in the text that show why more students are learning computer science). (6.RI.1.D)
• Using appropriate text, determine the theme(s) of a text and cite evidence of its development (literature)(for example, describe how themes concerning greed and kindness are developed in Katherine Paterson’s The Tale of the Mandarin Ducks by identifying patterns and outcomes of character behavior). (6.RL.1.D)
• Summarize the text (for example, summarize what happens in “Eleven” by Sandra Cisneros; specify who the main characters are, what the primary problem is, and important details of the setting). (6.RI.1.D & 6.RL.1.D)

Analyzing Narratives

• Describe how a text’s plot unfolds in a series of episodes (for example, in “All Summer in a Day,” how did William’s attitude towards Margot affect the development of the plot). (6.RL.2.D)
• Explain how a character responds or changes as the plot moves towards a resolution (for example, explain how Cole changes over the course of Ben Michaelsen’s Touching Spirit Bear and identify which events most contributed to his growth). (6.RL.2.D)

Analyzing Point of View

• Explain how an author’s point of view or purpose is conveyed in a text (informational) (for example, which statement BEST reveals the author’s purpose of the passage?). (6.RI.2.B)
• Explain how an author develops the point of view of the narrator or speaker in a text (literature) (for example, how does the author use dialogue, description, and characters’ reflections to develop point of view and why was that point of view was selected). (6.RL.2.B)

Text Evidence and Inference 

• Draw conclusions, infer, and analyze by citing textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text (both informational and literature).

Analyzing Words and Language 

• Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings using context, affixes, or reference materials (literature and information) (for example, define the meaning of unknown words and phrases, such as posterity, tranquility, and constitution, in the Preamble to the Constitution). (6.RL.1.B & 6.RI.1.B)
• Analyze how word choice, including the use of figurative language and/or the repetition of words or word sounds, contributes to meanings (literature and informational) (for example, describe how specific word choices in the Preamble to the Constitution, such as blessings of liberty and more perfect union, reveal the founders’ belief in a government of the people and their vision for the future of the United States). (6.RL.2.C & 6.RI.2.C)

Comparing Texts

• Compare and contrast one author’s presentation of events with that of another (for example, compare how Russell Freedman depicts the beginning of the Montgomery bus boycott in his book Freedom Walkers: The Story of the Montgomery Bus Boycott to Martin Luther King Jr.’s speech about the boycott that he delivered on December 5, 1955). (6.RI.3.B)
• Compare and contrast texts in different genres that address similar themes or topics (for example, compare how Maya Angelou’s poem “Caged Bird” and Virginia Hamilton’s “The People Could Fly” address themes of freedom and confinement and explain how both use flying as a metaphor for freedom). CT2 (6.RL.3.B)

Math 6 or Advanced Math 6

Area and Surface Area

• Calculate the area of compound polygons (6.GM.A.1)
• Calculate the surface area of rectangular prisms and triangular prisms. (6.GM.A.4)

Evaluating Algebraic Expressions

• Describe the difference between an expression and an equation. (6.EEI.A.1)
• Write and evaluate algebraic expressions. (6.EEI.A.2d) 
• Understand the meaning of the variable in the context of the situation. (6.EEI.A.2e)

Factors and Multiples

• Find the greatest common factor (GCF) of 2 numbers (each <=100) and the least common multiple (LCM)  of two whole numbers ( each <=12) (6.NS.B.4a)

Long Division and Operations with Decimals

• Fluently divide multi-digit whole numbers. (6.NS.B.2)
• Fluently add, subtract,multiply, and divide decimals. (Including word problems) (6.NS.B.3)

Fraction Division

• Compute and interpret quotients of positive fractions.   For example, solve the problem 2794   or 3 ½ / 1 ¼ . (6.NS.A.1)

Volume

• Calculate the volume of right rectangular prisms. (6.GM.A.2)

Ratios, Rates, and Percentages

• Create tables of equivalent ratios, find missing values in the tables (6.RP.A.3.a)
• Solve single step unit rate problems (6.RP.A.3.b)
• Solve single step percent problems. (6.RP.A.3.c)
• Convert measurement units within and between two systems of measurement. (6.RP.A.3.d)

Algebraic Equations

•  Identify and generate equivalent algebraic expressions using mathematical properties (6.EEI.A.3)
• Solve one-step linear equations in one variable involving non-negative rational numbers (positive decimals and fractions) (6.EEI.B.7)
• Write and solve algebraic equations to represent real-world problems (6.EEI.B.6)
• Identify independent and dependent variables and their relationship (6.EEI.C.9a)

Signed Numbers and Absolute Value

• Understand that the absolute value of a rational number is its distance from 0 on the number line in a real world-situation (6.NS.C.7)

Inequalities

• Solve one-step inequalities (6.EEI.B.7)
• Graph the solution set of an inequality on a number line (6.EEI.B.8)
• Write inequalities to represent mathematical and real-world constraints and contexts (6.EEI.B.8)

Coordinate Plane

• Graph points in all four quadrants of a coordinate plane (6.GM.A.3a)
• Calculate the distance between points that share a coordinate (6.GM.A.3.c)
• Represent polygons on a coordinate plane by plotting and connecting their vertices (6.GM.A.3.d)

Distributions, Center, and Variability

• Create and interpret a given numerical (quantitative) data set using a dot plot, histogram and box-and-whisker plot. (6.DSP.B.4a)
• Create and interpret a given categorical data set using a circle (pie) graph. (6.DSP.B.4b)
• Describe the overall shape and any unusual features of a graph of quantitative data and use that, along with a measure of center and spread to describe the data. (6.DSP.A.2)

Students in Advanced Math 6 Complete all of the 6th grade and the first half of 7th grade content

Science

Experimental Design

• Analyze the potential impacts of a design in order to prioritize criteria and constraints (ETS1.A.1)
• Evaluate competing designs to solve a specific problem using criteria and constraints (ETS1.B.1)
• Analyze test data to support an argument for an optimal design. (ETS1.B.2)
• Synthesize data to develop a model to optimize a design through repeated testing. (ETS1.B.3)

Human Impact

• Analyze data that population growth increases the use of natural resources and causes environmental changes. (ESS3.C.1)
• Design a method to monitor and minimize human impacts on the environment. (ESS3.C.2)
• Analyze evidence of factors that cause a change in global temperatures for the past century. (ESS3.D.1)

Energy - Potential 

• Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system (PS3.A2)

Energy - Kinetic

• Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object (PS3.A1)

Energy - Transfer & Conservation

• Construct, use and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object (PS3.B1)

Ecosystem Populations - Interactions

• Construct an explanation that predicts the patterns of interactions among and between the biotic and abiotic factors in a given ecosystem (LS2.A2)
• Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem (LS2.B1)

Ecosystem Populations - Resource Availability 

• Analyze and interpret data to provide evidence for the effects of resource availability on individual organisms and populations of organisms in an ecosystem (LS2.A1)

Ecosystem Populations - Design Solutions

• Evaluate benefits and limitations of differing design solutions for maintaining an ecosystem (LS2.C2)
  • Recognizing patterns in data
  • Evaluating empirical evidence to support arguments about changes to ecosystems

Force and Motion - Changes 

• Plan and conduct an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object (PS2.A2)

Force and Motion - Collisions

• Design a solution that minimizes the force of an object during a collision and develop an evaluation of the solution (PS2.A1)

Force and Motion - Electric & Magnetic 

• Analyze diagrams and collect data to determine the factors that affect the strength of electric and magnetic forces (PS2.B1)
• Conduct an investigation and evaluate the experimental design to provide evidence that field exist between objects exerting forces on each other even though the objects are not in contact (PS2.B3)

Organism Needs - Matter & Energy Flow in Organisms 

• Explain and describe how photosynthesis and cellular respiration are used within cells. (for example, model how autotrophs transfer energy from the sun, and use carbon dioxide, and water to create sugars and oxygen, and how cellular respiration uses the products from photosynthesis to provide usable energy for cells and organisms) (LS1.C1)

Organism - Cell Structure and Function

• Provide evidence that organisms (unicellular and multicellular) are made of cells and that a single cell must carry out all of the basic functions of life (LS1.A1)
• Develop and use a model to describe the function of a cell as a whole and ways parts of the cells contribute to that function (LS1.A2)

Organism - Levels of Organization

• Develop an argument supported by evidence for how multicellular organisms are organized by varying levels of complexity; cells, tissue, organs, organ systems (LS1.A3)
• Present evidence that body systems interact to carry out key body functions, including providing nutrients and oxygen to cells, removing carbon dioxide and waste from cells and the body, controlling body motion/activity and coordination, and protecting the body (LS1.A4)

Social Studies

Early Human Communities 

• Explain environmental and cultural influences on the development of early human communities (ex. explain the role of rivers in early human communities, how humans interact with the environment, beginning indicators: religion, language, government)                        
• Explain the causes and results of the Neolithic Revolution in relation to the development of new and more complex societies in Asia, Africa, and the Americas (for example, explain how and why humans began to shift from hunting and gathering to domestication of plants and animals in relation to the development of new and more complex societies)   

Mesopotamia 

• Explain how the cultural, religious, social, economic, political, and technological features of Mesopotamia impacted one another (for example, explain the connection between the architectural advancements of the ziggurats as influenced by their religious beliefs and government structure)
• Explain significant influences on the development of Mesopotamian civilization (for example, explain how the need to mobilize labor to create and maintain irrigation systems to use the waters of the Tigris and Euphrates for agriculture encouraged the development of urban centers and government in Mesopotamia).
• Analyze laws, policies, and processes to determine how Hammurabi’s Code affected individuals and groups in Mesopotamian society

Belief Systems: Judaism, Early Christianity and Early Islam

• From a historical perspective, explain the origins and fundamental characteristics of Judaism (for example, explain how the early history of Judaism and the Jewish people influenced the development of Jewish beliefs and practices and the spread of Judaism across the Mediterranean region and Southwest Asia)
• From a historical perspective, explain the origins and fundamental characteristics of Christianity (for example, explain how Christianity developed out of Jewish traditions on the fringes of the Roman Empire and how its message may have appealed to those on the margins of society)
• From a historical perspective, explain the origins and fundamental characteristics of Islam (for example, explain how Muhammad and his followers and successors were able to spread Islam and conquer large areas of Southwest Asia and the Mediterranean region in the first decades of the religion)

Ancient Egypt 

• Explain how the cultural, religious, social, economic, political, and technological features of Ancient Egypt impacted one another (for example, explain the influence of their religious beliefs on advancements such as pyramids, inventions/technologies/medicine, and government structure)
• Explain significant influences on the development of ancient Egypt (for example, explain how the flood patterns of the Nile River influenced the development of Egyptian agriculture and trade, cultural diffusion and the relationship between the Kingdom of Kush and ancient Egypt)
• Explain the origins, functions, and structure of the Egyptian theocratic government (for example, the all-encompassing influence of religion on government and Egyptians’ daily lives)

Belief Systems: Hinduism & Buddhism 

• From a historical perspective, explain the origins and fundamental characteristics of Hinduism (ex. explain how Hinduism incorporated traditions from various cultures, and explain core Hindu beliefs and practices)
• From a historical perspective, explain the origins and fundamental characteristics of Buddhism (ex. explain how Buddhism emerged from Hindu traditions, and explain core Buddhist beliefs and practices)
• Explain the spread of Hinduism and Buddhism throughout various societies (ex. explain how Buddhism has declined in India and Hinduism has become the dominant religion and compare and contrast the social and political orders of the civilizations)

Indus Valley

• Explain how the cultural, religious, social, economic, political, and technological features of Indus Valley civilizations impacted one another (ex. explain the connections between city-planning and architectural achievements, the impacts of the caste system and its role in social stratification and government even into the modern era)
• Explain significant influences on the development of civilizations in the Indus Valley (ex. explain how monsoon rains facilitated agriculture in the Indus Valley, Indo-Aryan migration and the development of the caste system)
• Explain the historical theories regarding the reasons for the decline of the Harappan Civilization (ex. explain how changes in regional climate may have led to migration away from urban centers in the Indus Valley, decreased agricultural production, and a corresponding decline in trade)

Early China

• Explain how the cultural, religious, social, economic, political, and technological features of early China impacted one another (ex explain the connections between strong government and standardization affects the early stability of a society, as evidenced by certain dynasties and the Mongol Empire/Genghis Khan) 
• Explain significant influences on the development of Chinese civilization (ex. explain the cultural and economic impacts of the Silk Road)
• Explain the origins , functions, and decline of significant dynasties and empires in Early China. (ex. Mandate of Heaven, dynastic cycle, explain how social, economic, environmental, and military factors worked together to contribute to the decline of the Han dynasty)
• Explain the origins and significance of the expansion of Mongol rule

Health

Health Behaviors and Influences on Health

• Evaluate ideas and perspectives regarding the influence that family, friends, and culture have on health choices and behaviors during adolescence (FIS.2.A.6b)
  • Connects at least 4 influences to health choices/behaviors and outcomes
  • Family, friends/peers, culture, faith/religion, location/geography, , socioeconomic status, sex, media, thoughts, history, etc. 

Safety Education

• Recognize basic aid techniques that help save lives, reduce the severity of an injury and enhance recovery (RA.2.B.6)
  • Appropriately matches at least 3 injuries/accidents with aid technique
  • Life threatening (CPR, Heimich), injury/sprain/strain (RICE, splint), burn (cool water, clean dressing), etc.

Substance Education

• Differentiate between over the counter (OTC) and prescription drugs, their purpose, precautions and guidelines for use (RA.3.B.6)
• Present different opinions and arguments about the effects of TAOD on individuals, family, and society (RA.3.C.6c)
  • Students can accurately demonstrate both standards in presentations
    • Matches at least 3 common OTC drugs and 3 common Rx drugs/substances with appropriate purposes, precautions, and guidelines while giving opinions about these substances’ effects on individuals, family, and society, etc.
      • At least 5 total effects shared/presented

Socioemotional Learning 

• Describe how to constructively manage feelings caused by disappointment, stress, separation or loss (FIS.2.C.6a)
• Students can accurately describe at least 5 appropriate coping strategies and select at least 2 that are personal, individual strategies that they find helpful to cope with stress 

The Adolescent Human Body/Human Sexuality Instruction 

• Describe how hormones are responsible for the development of secondary sex characteristics and for the production and release of reproductive cells, allowing the opportunity for fertilization (FIS.1.K.6)
• Identify [body] changes during puberty and proper hygiene practices (ME.1.A.6)
  • Students can accurately identify all structures and functions of the endocrine and reproductive systems of the human body.
  • Students can accurately define fertilization and puberty by describing at least 3 physical, 3 mental/emotional, and 3 social changes occurring during adolescence.
  • Students can accurately describe at least 5 proper hygiene practices to consider during adolescence/puberty. 

Nutrition Concepts

• Describe and differentiate the contribution specific nutrients make towards growth, repair, and cellular needs of the body (ME.2.A.6)
  • Students can accurately identify the role that all 6 main nutrients play in the body.
    • At least 2 roles identified/explained for each nutrient 

Disease Prevention

• Analyze information about the transmission and prevention of communicable diseases (RA.1.C.6)
  • Students can accurately explain concepts of transmission of pathogens (bacterial, viral, fungal, other microorganisms) 
  • Students can accurately explain the prevention of at least 5 common communicable diseases (cold, flu, tuberculous, hepatitis, STIs/HIV/AIDS, chicken pox/shingles, measles/mumps, pertussis, pink eye, etc.) 

Physical Education

Catching & Throwing/Passing & Receiving)

• Throws with a mature pattern for distance or power appropriate to the practice task (S1.M2.6)
• Catches with a mature pattern from a variety of trajectories using different objects in varying practice tasks (S1.M3.6; S1.M21.6)

Dribbling & Kicking

• Foot-dribbles or dribbles with an implement, with control, changing speed and direction in a variety of practice tasks (S1.M9.6)

Striking with Long Implement & Volleying 

• Two-hand volleys with control in a variety of practice tasks (S1.M17.6)
• Strikes a pitches ball/object with an implement with force in a variety of practice tasks (S1.M20.6)

Striking with Short Implement 

• Demonstrates the mature form of the forehand and backhand strokes with a short-handled implement in net games such as paddle ball, pickleball or short-handled racket tennis (S1.M14.6)

Outdoor Pursuits 

• Demonstrates correct technique for basic skills in 1 self-selected outdoor activity (S1.M22.6)
• Participates in a variety of lifetime recreational team sports, outdoor pursuits or dance activities. (S3.M5.6)

Offensive and Defensive Strategies and Tactics

• Executes at least 1 of the following offensive tactics to create open space: moves to open space without the ball; uses a variety of passes, pivots and fakes; give and go (S2.M2.6)
• Executes at least 2 of the following offensive tactics to create open space:  uses a variety of passes, pivots and fakes; give and go (S2.M2.7)
• Transitions from offense to defense or defense to offense by recovering quickly and communicating with teammates (S2.M6.7)
• Executes at least 3 of the following offensive tactics to create open space: moves to create open space on and off the ball; uses a variety of passes, fakes and pathways; give and go (S2.M2.8)
• Identifies the correct defensive play based on the situation (S2.M11.6)
• Selects the correct defensive play based on the situation (S2.M11.7)
• Reduces open spaces in the field by working with teammates to maximize coverage (S2.M11.8)

Fitness and Wellness

• Describes how being physically active leads to a healthy body (S3.M1.6; S5.M1.6)
• Differentiates between aerobic and anaerobic capacity, and between muscular strength and endurance (S3.M10.6)
• Defines resting heart rate and describes its relationship to aerobic fitness and the Borg Rating of Perceived Exertion (RPE) Scale (S3.M13.6)
• Creates open space by using locomotor movements in combination with movement (S2.M1.6)
• Demonstrates correct rhythm and pattern for one of the following dance forms: folk, social, creative, line, or world dance (S1.M1.6)
• Identifies the 5 components of health-related fitness and explains the connections between fitness and overall physical and mental health (S3.M1.8)

Conduct/Behavior 

• Exhibits personal responsibility by using appropriate etiquette, demonstrating respect for facilities/equipment and exhibiting safe behaviors (S4.M1.6)
• Accepts differences among classmates in physical development, maturation and varying skill levels by providing encouragement and positive feedback (S4.M4.6)
• Cooperates with a small group of classmates during adventure activities, game play or team-building activities (S4.M5.6)
• Demonstrates respect for self and others in activities and games by following the rules, encouraging others and playing in the spirit of the game or activity (S5.M6.6)

Language Arts

Generating Expository 

• Develop informative/explanatory writing to examine a topic with relevant descriptive facts, examples, and details. (7.W.2.A.b)
• Establish relationships between ideas and supporting evidence. (7.W.2.A. b)

Generating Claims, Evidence, and Reasoning 

• Develop argumentative writing by introducing and supporting a claim with clear reasons and relevant evidence (for example, write an introduction that is appropriate to the structure of a text, uses an interesting fact or anecdote to capture a reader’s interest, contains a strong claim, previews the reasons that will support the claim, and concludes with a section that summarizes content presented and emphasizes important ideas, e,g, make a claim about whether parents or schools should be responsible for dealing with bullies and provide grounds for the claim). (7.W.2.A.c)
• Develop argumentative writing by acknowledging counterclaims, and establishing relationships among claims and supporting evidence  (for example, generate a claim about the use of cell phones as educational tools in schools, acknowledge a counterclaim that argues the opposite position, and describe why a person might take either position). (7.W.2.A.c)

Generating Narratives

• Develop narratives including poems about real or imagined experiences which establish and maintain a consistent point of view and include clearly identified characters. (7.W. 2.A.a)
• Develop narratives with well structured event sequences and relevant descriptive details (for example, write a short narrative about a character who matured or changed as a person; explain which events caused this change and what outcomes resulted). (7.W. 2.A.a)

Revision and Editing

• Review and revise for organization and content to include an introduction, clear focus throughout, and a conclusion with consideration for the task, purpose, and audience; add or delete content to clarify meaning (for example, revise sentences that repeat the same ideas or use the same words as earlier sentences by deleting the sentences, finding appropriate synonyms, or adding to their ideas). (7.W.3.A.a)
• Choose appropriate, precise language  for the style, task, and audience; convey the relationship among ideas through varied sentence structures (for example, replace nonspecific linking verbs with specific task-appropriate verbs and change vague pronouns to more accurate nouns; for example, clarify important ideas that the audience of a text may be unfamiliar with and replace slang words and idioms with formal language). (7.W.3.A.b)
• Demonstrate a command of standard English and usage, including spelling and punctuation. (7.W.3.A.c)
• Use effective transitions to clarify relationships, connect ideas and claims, and signal time shifts. (7.W.3.A.d)

Sources and Research

• Conduct research gathering relevant information from  multiple print and digital sources to answer a question using search terms effectively (for example, use digital or print sources to answer a research question about the possible causes for the extinction of the dinosaurs and summarize how each source addresses the question). (7.W.1.A.a/b)
• Assess the credibility and accuracy of each  source (for example, use a search engine to find a web page that describes how astronauts train for space and explain why this particular webpage would or would not be a credible and accurate source for a research paper). (7.W.1.A.b)
• Quote or paraphrase the data and conclusions of others while  avoiding plagiarism and following a standard format for citation (for example, identify the speaker or author when incorporating quotes and ideas from outside sources, including page numbers for quotes from print sources, and bibliography entries for each source). (7.W.1.A.a/b)

Speaking and Listening

• Delineate a speaker’s argument and claims, evaluating reasoning in order to pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. (7.SL.1.B)
• Acknowledge new information expressed by others including those presented in diverse media and, when warranted, modify their own views. (7.SL.1.C)
• Speak clearly, audibly, and to the point, using conventions of language as appropriate to task, purpose, and audience when presenting including appropriate volume at an understandable pace. (7.SL.2.A)

Analyzing Claims, Evidence, and Reasoning

• Evaluate an author’s argument (for example, determine the central claim in “They’re Coming for Your Cigarettes. But That’s Ok” at nytimes.com and what conclusions the writers draw about the issue of smoking in rented residences). (7.RI.2.D)
• Assess whether the reasoning is sound and the evidence is relevant and sufficient to support the claim (for example, read Lauren Miller’s “The Homework Revolution” at teenink.com and evaluate the relevance and sufficiency of her evidence for the claim at schools are assigning too much homework). (7.RI.2.D)

Analyzing Ideas and Themes

• Explain the central/main idea(s) of a text and explain the relationship between the central idea(s) and supporting evidence (for example, explain how details are used in Danny Lewis’ article at smithsonianmag.com, “A New Earth-Sized Planet is Getting Astronomers Riled Up,” to introduce, develop, and conclude the discussion of the importance of a newly discovered planet). (7.RI.1.D)
• Using appropriate text, determine the theme(s) of a text and explain the relationship between the theme(s) and supporting evidence (for example, describe how Meg’s understanding of individuality and being different changes by the end of Madeleine L’Engle’s book A Wrinkle in Time, explain what theme her opinions reveal, and describe which events caused her to change her mind about the idea of being unique). (7.RL.1.D)
• Summarize the text distinct from personal opinions (informational and literature). (7.RI.1.D. & RL.1.D)

Analyzing Narratives

• Analyze how the setting, characters, and plot of a text effect each other and contribute to meaning (for example, describe how the character Madame Loisel changes in Guy de Maupassant’s “The Necklace” after she loses the necklace at the ball and how this event affects her living situation, actions, and attitude towards life). (7.RL.2.D)

Analyzing Point of View

• Analyze how an author develops his/her point of view or purpose and distinguishes it from those of others (for example, outline the different points of view presented in Rik Stevens’ “Is ‘America’s Stonehenge’ History or Hooey?” at tweentribune.com and describe how the author maintains an objective position on the topic). (7.RI.2.B)
• Analyze how an author develops and contrasts the point of view of different characters or narrators in a text. (7.RL.2.B)

Text Evidence and Inference 

• Draw conclusions, infer, and analyze by citing several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text (both informational and literature). (7.RL.1.A & 7.RI.1.A)

Analyzing Words and Language 

• Determine the meaning of words and phrases as they are used in text, including figurative and connotative meaning using context, affixes, or reference materials (for example, describe how the word choices in a passage from John Steinbeck’s Travels with Charley: In Search of America characterize the places he visits and reveal the passage’s tone).  (7.RL.1.B & RI.1.B)
• Analyze how specific word choices contribute to meaning and tone (in literary and informational texts) (for example, describe how Emily Dickinson’s use of language in “The Railway Train” develops an extended metaphor and themes about the relationships among people, technology, and the natural world). (7.RL.2.C & RI.2.C)

Comparing Texts

• Compare and contrast how two or more authors’ writing about the same topic make decisions about craft and structure (informational). (7.RI.3.B)
• Compare and contrast a fictional portrayal of a time, place, or character with realistic accounts of the same subject matter (for example, compare how the San Francisco earthquake of 1906 is portrayed in Laurence Yep’s Dragonwings to how it is portrayed in historical accounts of the quake; describe how Yep created drama and tension in the plot through his description of the event). (7.RL.3.B)

Math 7 or Advanced Math 7

Scale Drawings & Unit Rates

• Solve problems involving scale drawings of real objects and geometric figures, including computing actual lengths and areas from a scale drawing and reproducing the drawing at a different scale (7.GM.A.1)
• Compute unit rates that involve complex fractions, with like or different units (7.RP.A.1)

Proportional Relationships

• Recognize and represent proportional relationships between quantities in all forms:  graph, table, equation, and real-world problems (7.RP.A.2)
• Solve problems involving ratios, rates, and proportional relationships (7.RP.A.3)

Circles

• Analyze the relationships among the circumference, the radius, the diameter, the area and Pi in a circle. (7.GM.A.4a)
• Know and apply the formulas for circumference and area of circles to solve problems (for example, when given the radius or diameter of a circle, calculate its circumference and area).(7.GM.A.4b)

Integers and Rational Numbers

• Apply and extend previous understandings of numbers to add and subtract rational numbers (7.NS.A.1)
• Apply and extend previous understandings of numbers to multiply and divide rational numbers (7.NS.A.2)  
• Solve real-world problems involving the four arithmetic operations with rational numbers (7.NS.A.3) 

Linear Equations

• Use properties of operations to generate equivalent expressions (7.EEI.A.1)
• Solve problems using numerical and algebraic expressions and equations. (7.EEI.B)

Inequalities

• Write (from a word problem), solve and graph inequalities of the form px + q > r or px + q < r, where p, q and r are rational numbers. (7.EEI.B.4c)

Ratios, Rates, and Percentages

• Create tables of equivalent ratios, find missing values in the tables (6.RP.A.3.a)
• Solve single step unit rate problems (6.RP.A.3.b)
• Solve single step percent problems. (6.RP.A.3.c)
• Convert measurement units within and between two systems of measurement. (6.RP.A.3.d)

Algebraic Equations

• Identify and generate equivalent algebraic expressions using mathematical properties (6.EEI.A.3)
• Solve one-step linear equations in one variable involving non-negative rational numbers (positive decimals and fractions) (6.EEI.B.7)
• Write and solve algebraic equations to represent real-world problems (6.EEI.B.6)
• Identify independent and dependent variables and their relationship (6.EEI.C.9a)

Signed Numbers and Absolute Value

• Understand that the absolute value of a rational number is its distance from 0 on the number line in a real world-situation (6.NS.C.7)

Inequalities

• Solve one-step inequalities (6.EEI.B.7)
• Graph the solution set of an inequality on a number line (6.EEI.B.8)
• Write inequalities to represent mathematical and real-world constraints and contexts (6.EEI.B.8)

Proportional Relationships (Percents)

• Solve problems involving rates and percentages.(7.PRP.A.3)

Representative Samples 

• Make inferences about a population based on a sample (DSP.A.1, DSP.A.2)
• Gauge the accuracy of inferences about a population by generating multiple samples (DSP.A.1, DSP.A.2)

Comparing Distributions

• Describe different data distributions using the most appropriate statistical measures of center, frequency and variability. (7.DSP.B.3)
• Compare the numerical measures of center, measures of frequency and measures of variability from two random samples to draw inferences about the population (7.DSP.B.4)

Area and Volume

• Find the area of triangles, quadrilaterals and other polygons composed of triangles and rectangles (7.GM.B.6.a)
• Find the volume and surface area of prisms, pyramids and cylinders. (7.GM.B.6.b)

Angle Relationships

• Use angle properties (complementary, supplementary, vertical and adjacent) to write and solve equations for an unknown angle. (7.GM.B.5)

Constructing Geometric Figures

• Use a variety of tools to construct geometric shapes. (7.GM.A.2)

Simple Probability Models

• Find probabilities of simple events. (7.DSP.C.5)
• Investigate the relationship between theoretical and experimental probabilities for simple events (7.DSP.C.6)
• Explain possible discrepancies between a developed probability model and observed frequencies (7.DSP.C.7)

Probability of Compound Events 

• Find probabilities of compound events using organized lists, tree diagrams or simulations (7.DSP.C.8)

Students in Advanced Math 7 Complete the second half of 7th grade and all of the 8th grade content.

Science

Experimental Design

• Analyze the potential impacts of a design in order to prioritize criteria and constraints (ETS1.A.1)
• Evaluate competing designs to solve a specific problem using criteria and constraints (ETS1.B.1)
• Analyze test data to support an argument for an optimal design. (ETS1.B.2)
• Synthesize data to develop a model to optimize a design through repeated testing. (ETS1.B.3)

Human Impact

• Analyze data that population growth increases the use of natural resources and causes environmental changes (ESS3.C.1)
• Design a method to monitor and minimize human impacts on the environment (ESS3.C.2)
• Analyze evidence of factors that cause a change in global temperatures for the past century (ESS3.D.1)

Matter - Atoms & Molecules 

• Develop a model to describe the atomic composition of simple molecules and extended structures (PS1.A.1)

Matter - Synthetic Materials 

• Gather and organize information about the production of synthetic materials from natural resources (PS1.A3)
• Describe how natural resources go through chemical changes to produce synthetic materials that impact society (PS1.A3)

Matter - Thermal Energy & Particle Motion 

• Develop a model that predicts and describes the connection between states of matter, particle motion, and temperature when thermal energy is added or removed (PS1.A4)

Matter - Evidence of Chemical Reactions

• Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred (PS1.A2)

Matter - Reactions & Conservation of Mass

• Develop and use a model to describe how the total number of atoms remains the same during a chemical reaction and thus mass is conserved (PS1.B1)

Matter - Reactions & Thermal Energy

• Construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes ((PS1.B2)
  • Explain the success or failure of the absorption or release of thermal energy
  • Explain modifications to device and results

Thermal Energy - Properties of Matter & Mass

• Plan and conduct an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample (PS3.A4)

Thermal Energy - Transfer

• Create and use a device and collect data to show that the device slows or promotes the transfer of thermal energy (PS3.A3)

Energy - Wave Properties 

• I can relate the parts of a simple wave to the energy it carries. (ex. Calculate and compare the amplitude, wavelength, or frequency of waves.) (PS4.A.1)

Energy - Wave Interactions

• Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials (PS4.A2)

Earth Systems - Water Cycle

• Create a model to explain the roles of the sun and gravity in the water cycle (ESS2.C1)

Earth Systems - Weather

• Research, collect, and analyze data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions (ESS2.C2)

Earth Systems - Global Climate Change

• Analyze evidence of the factors that have caused the change in global temperatures over the past century (ESS3.D1)

Earth Systems - Regional Climates

• Students can develop a model to explain how a regional climate is impacted by patterns of oceanic and atmospheric movement (ESS2.C3)

Earth Systems - Catastrophic Events

• Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects (ESS3.B1)

Social Studies

Ancient Greece

• Compare and contrast the characteristics of significant Greek city-states (Ex: Compare features of Mycenae, Athenian, Spartan society, and explain the factors that influenced the development of each polis)
• Explain the significance of art, architecture, science, literature, theater, mythology, and/or philosophy in Classical Greek society  (Ex: Explain how major works of Greek drama and mythology reflected or influenced Classical society)
• Explain the legacy of Greek government on later societies (Ex: Explain how later societies drew on Classical Greek ideas of limited government, democracy, and trial by jury in constructing their own political systems) 
• Explain the causes and/or impact of conflicts, competition, and alliances (cooperation) upon Ancient Greece (Ex: Explain how the conquests of Alexander the Great caused cultural diffusion affecting art, mathematics, science, religion, philosophy, and/or political thought throughout the lands he conquered)

Ancient Rome

• Explain the significance of major achievements and characteristics of the Roman Republic (Ex: Explain how the Roman laws developed and evolved over time, how laws helped Rome build and rule one of the most powerful empires in history, and how its government influenced the political systems of later societies)
• Analyze the rise, fall, and significance of the Roman Empire (Ex: Explain how external pressures and internal tensions combined to lead to the division and the fall of the Roman Empire)
• Explain the spread and influence of Christianity within the Roman Empire and explain the spread and influence

Medieval Near East

• Explain the longevity of the Byzantine Empire including how it survived despite the fall of Rome (for example, analyze the reasons Constantinople withstood repeated attacks; explain how significant political, military, economic, and cultural characteristics of the Byzantine Empire allowed it to endure numerous crises)
• Explain the spread of Muslim rule and the significant cultural characteristics and contributions of early Islamic civilization (for example, explain how Muhammad and his followers and successors were able to spread Islam and conquer large areas of the Near East and North Africa in the first decades of the religion and how the Golden Age of Islam nurtured learning)

Medieval Europe

• Analyze the causes and effects of the changing views of Medieval European society 
• Explain the significance of conflict and/or cooperation (migrations, invasions, trade) between states in the Early Middle Ages
• Explain the significance of political, religious, and economic developments in Medieval Europe

Ancient Eastern African Societies 

• Analyze the importance of trade to the development of Kush (Nubia)
• Analyze the role trade & religion played in the culture developments in Aksum
• Explain the lasting impact of the Bantu migrations on the people of Southern Africa

Medieval West African Kingdoms

• Analyze how agriculture & trans-Saharan trade impacted the development of the West African Kingdoms
• Compare & contrast the way West African Kingdom cultures were impacted by Islam & interactions with other religions
• Describe how West Africa changed as a result of additional interactions & connections with Europe, the Middle East, & the Americas

Indigenous Latin America

• Explain the significance of the major achievements of the Maya (for example, explain how the development of an accurate calendar increased agricultural efficiency by helping farmers plan when to plant and harvest their crops)
• Analyze significant features of the Inca and Aztec empires (for example, compare Inca and Aztec social structures, ritual practices, engineering achievements, and the expansion and administration of their empires)

Health

Health Behaviors and Influences on Health 

• Critique personal behaviors and their cause and effect that relate to the following choices: eating breakfast daily; refraining from the use of tobacco and alcohol; sleeping six to eight hours a night; maintaining a healthy weight; daily moderate to vigorous physical activities; making healthy food choices (ME.1.A.7)
  • Connects all personal choices/behaviors listed with cause and effect relationships and outcomes
  • Able to self-assess all choices/behaviors listed

Safety Education

• Demonstrate basic first aid procedures such as the abdominal thrust, rescue breathing and CPR/AED, poison control, burn management, control bleeds, sprain/strain (RICE) treatments (RA.2.B.7)
  • Properly performs the first aid procedures for all 6 mentioned situations using the First Aid Procedures Checklist

Substance Education 

• Compare peer pressure to peer support and evaluate how each influences the making of informed and reasoned decisions regarding TAOD use (RA.3.C.7)
  • Students can compare at least 3 positive and 3 negative peer pressures.
  • Students can explain these 6 personal pressures and how they would help/hurt a personal decision to use/not use TAOD.
  • Students can reason, through their decision making reflections, why to avoid TAOD use.

Socioemotional Learning 

• Describe how healthy lifestyle choices affect the functioning of the CNS and PNS (FIS.1.G.7)
  • Students can explain 3 ways that healthy choices affect the CNS and explain 3 ways that healthy choices affect the PNS.
• Analyze various techniques designed to enhance coping abilities and manage stress (ME.4.D.7)
  • Students can practice and describe at least 3 techniques designed to cope with, and manage, stress. 

Adolescent Human Body/Human Sexuality Instruction 

• Describe the patterns of transmission, treatments, and prevention of sexually transmitted infections (RA.1.D.7c)
• Describe how to protect self and others from STIs and explain the role of abstinence for prevention (RA.1.F.7)
  • Students can participate in a simulation activity about infected persons and transmission of an STI and then complete a written reflection activity, accurately explaining how transmission occurred and what role abstinence would have played in transmission and prevention.  (contact w/affected person; no contact with abstinence)

Nutrition Concepts 

• Apply nutrition knowledge to compare the nutrient contribution of a food to its energy contribution (ME.2.A.7; ME.2.E.7)
  • Students can accurately identify how many calories are in each of the 3 main macronutrients (Carbohydrate=4, Protein=4, Fats=9)
  • Students can accurately describe/explain caloric balance.
    • Define food as energy/kcal, calories in vs calorie expenditure, healthy balance of energy for weight management

Physical Education

Catching & Throwing/Passing & Receiving

• Throws with a mature pattern for distance or power appropriate to the activity in a dynamic environment (S1.M2.7)
• Catches with a mature pattern from a variety of trajectories using different objects in small-sided game play (S1.M3.7; S1.M21.7)

Dribbling & Kicking

• Foot-dribbles, or dribbles, with an implement, combined with passing, in a variety of practice tasks (S1.M9.7)

Striking with Long Implement & Volleying 

• Two-hand volleys with control in a dynamic environment (S1.M17.7)
• Strikes a pitched ball/object with an implement to open spaces in a variety of practice tasks (S1.M20.7)

Striking with Short Implement 

• Forehand and backhand-volleys with a mature form and control using a short-handled implement (S1.M16.7)

Outdoor Pursuits 

• Demonstrates correct rhythm and pattern for different dance forms: folk, social, creative, line, or world dance (S1.M1.7)
• Demonstrates correct technique for a variety of skills in 1 self-selected outdoor activity (S1.M22.7)

Fitness & Wellness 

• Describes and demonstrates the difference between dynamic and static stretches (S3.M9.7)
• Demonstrates correct rhythm and pattern for different dance forms: folk, social, creative, line, or world dance (S1.M1.7)
• Reduces open space by using locomotor movements in combination with movement concepts (S2.M1.7)
• Defines how the RPE Scale can be used to determine the perception of the work effort or intensity of exercise (S3.M13.7)
• Identifies the 5 components of health-related fitness and explains the connections between fitness and overall physical and mental health (S3.M1.8)* off grade level

Conduct & Behavior

• Exhibits responsible social behaviors by cooperating with classmates, demonstrating inclusive behaviors and supporting classmates (S4.M1.7)
• Demonstrates knowledge of rules and etiquette by self-officiating modified physical activities and games (S4.M6.7)
• Independently uses physical activity and exercise equipment appropriately and safely (S4.M7.7)

Language Arts

Generating Expository

• Develop informative/explanatory writing to examine a topic with relevant facts, examples, and details (for example, write informative writing which uses an interesting fact or anecdote to capture a reader’s interest followed by facts, examples, and details, and concludes with a section that summarizes content presented and emphasizes important ideas). (8.W.2.A.b)
• Establish relationships between ideas and supporting evidence. (8.W.2.A.b)

Generating Claims, Evidence, and Reasoning

• Develop argumentative writing by introducing and supporting a claim with clear reasons and relevant evidence (for example, write an essay with an introduction that is appropriate to the structure of a text, contains a strong claim, previews the reasons that will support the claim, supports the claim with evidence, and concludes with a section that summarizes content presented and emphasizes important ideas). (8.W.2.A.c)
• Develop argumentative writing by acknowledging counterclaims; and establishing relationships among claims, counterclaims, and supporting evidence for example, generate a claim about the use of cell phones as educational tools in schools, acknowledge a counterclaim that argues the opposite position, and describe why a person might take either position). (8.W.2.A.c)

Generating Narratives

• Develop narratives including poems about real or imagined experiences which establish and maintain a consistent point of view and include clearly identified characters. (8.W.2.A.a)
• Develop narratives with  well-structured event sequences, narrative techniques, and relevant descriptive details (for example, in a narrative about a person who goes out of his or her way to help someone else who is struggling or in trouble, describe the main character’s relationships to the other characters in the text, why the main character decided to help another character, and incorporate dialogue and sensory details). (8.W.2.A.a)

Revision and Editing

• Review and revise for organization and content to include an introduction, maintain a clear focus throughout, provide a conclusion with consideration for the task, purpose, and audience; add or delete content, and change organization to achieve the writer's purpose. (8.W.3.A.a)
• Choose precise language and make syntactical choices appropriate for the style, task, and audience  (for example, revise sentences that begin with the same phrase or word by adding an adverbial clause or by rephrasing the sentence). (8.W.3.A.b)
• Demonstrate a command of the conventions of standard English grammar and usage, including spelling and punctuation. (8.W.3.A.c)
• Use a variety of appropriate transitions to clarify relationships, connect ideas and claims, and signal time shifts. (8.W.3.A.d)

Sources and Research

• Conduct research gathering relevant information from multiple print and digital sources to answer a question (including a self-generated question) using search terms effectively (for example, create a research question about the U.S.’s role in conflicts in the Middle East and related questions about the U.S.’s role in other international conflicts). (8.W.1.A.a/b)
• Assess the credibility and accuracy of each source. (8.W.1.A.b)
• Quote or paraphrase the data and conclusions of others while avoiding plagiarism and integrating information using a standard citation system (for example, use MLA style to properly cite sources in text and in a works cited list when paraphrasing or quoting an author’s ideas). (8.W.1.A.a/b)

Speaking and Listening

• Delineate a speaker’s argument and claims, evaluating reasoning and sufficiency of evidence in order to pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas (for example, listen to a text and identify the primary claim, the evidence that best supports the claim, and where they lack evidence). (8.SL.1.B)
• Acknowledge new information expressed by others including those presented in diverse media and, when warranted, qualify or justify their own views in light of evidence presented (for example, after listening to the text, identify the counterargument the speaker acknowledges). (8.SL.1.C)
• Speak audibly and to the point, using conventions of language as appropriate to task, purpose, and audience when presenting including appropriate volume, clear articulation, and accurate pronunciation at an understandable pace. (8.SL.2.A)

Analyzing Claims, Evidence, and Reasoning

• Evaluate an author’s argument, assessing whether the reasoning is sound and the evidence is relevant and sufficient (for example, read the text, identify the relevant argument, and explain why the evidence for the claim is or is not sufficient and credible). (8.RI.2.D)
• Recognize when irrelevant evidence is introduced. (8.RI.2.D)

Analyzing Ideas and Themes

• Explain the central/main idea(s) of a text and analyze its development over the course of a text (for example, describe the relationships among specific details from a text that communicate the main idea). (8.RI.1.D)
• Using appropriate text, determine the theme(s) of a text and analyze its development over the course of a text (for example, explain how character development, the setting, and the plot in a text support the theme). (8.RL.1.D)
• Provide an objective summary of the text. (8.RI.1.D & 8.RL.1.D)

Analyzing Narratives

• Analyze how literary devices are used to develop setting, reveal character, advance the plot, and contribute to the meaning (for example, how does the use of figurative language develop setting, plot, etc.?). (8.RL.2.D)

Analyzing Point of View

• Analyze how the author acknowledges and responds to conflicting evidence or points of view in a text. (8.RI.2.B)
• Analyze how differences in the points of view of the characters and the audience or the reader create dramatic irony (for example, describe how a reader’s understanding of the text differs from the understanding of the other characters and how these differences create dramatic irony). (8.RL.2.B)

Text Evidence and Inference 

• Draw conclusions, infer, and analyze by citing the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text (both informational and literature). (8.RL.1.A and 8.RI.1.A)

Analyzing Words and Language 

• Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings using context, affixes, or reference materials (for example, based on the passage, what does the specific word mean?). (8.RL.1.B and 8.RI.1.B)
• Analyze how specific word choices and sentence structures contribute to meaning and tone (for example, how does the author’s word choice in the first paragraph contribute to the tone of the passage?). (8.RL.2.C and 8.RI.2.C)

Comparing Texts

• Explain how contemporary texts make use of archetypal characters or universal themes from older or traditional texts (for example, describe the common archetype of the [wise mentor, underdog, hero, ally/loyal sidekick, trickster] and explain how this character type is developed in texts; identify how the contemporary text draw upon the theme presented in a traditional text). (8.RL.3.B)
• Analyze two or more texts that provide conflicting information on the same topic, and identify where the texts disagree on matter of fact or interpretation. (8.RI.3.B)

Math Pre Algebra

Transformations and Congruence

• Understand and describe that two-dimensional figures are congruent if a series of rigid transformations can be performed to map the pre-image to the image (8.GM.A.2)
• Describe the effect of translations, rotations and reflections on two-dimensional figures using coordinates. (8.GM.A.3)

Transformations and Similarity

• Describe the effect of dilations on two-dimensional figures using coordinates (8.GM.A.3)
• Understand and describe that two-dimensional figures are similar if a series of transformations (rotations, reflections, translations, and dilations) can be performed to map the pre-image to the image. (8.GM.A.4)

Angles of Two-Dimensional Figures 

• Demonstrate why the corresponding angles and alternate interior angles of parallel lines crossed by a transversal are congruent (8.GM.A.5)
• ATF2—Demonstrate the angle properties of triangles (8.GM.A.5)

Linear Equations (Proportional Relationships)

• Compare proportional relationships represented in different ways 8.EEI.B.5b
• Derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.  8.EEI.B.6b
• Understand the connections between proportional relationships, lines and linear equations.

Equations and Inequalities

• Solve linear equations and inequalities with rational number coefficients, including equations and inequalities whose solutions require expanding expressions using the distributive property and combining like terms. (8.EEI.C.7)
• Create and identify linear equations with one solution, infinitely many solutions or no solutions. (8.EEI.C.7)

Systems of Linear Equations

• Estimate the solutions to systems of linear equations from a graph of the equations (8.EEI.C.8a)
• Identify systems of linear equations with one solution, no solution, or infinitely many solutions (8.EEI.C.7.a)
• Solve systems of two linear equations in two variables using various methods (8.EEI.C.8)

Concept of Functions

• Determine whether a given relationship between two quantities is a linear function, a nonlinear function, or not a function. (8.F.A.3)
• Sketch the graph of a function when given a verbal description of its features (8.F.B.5)  

Linear Functions

• Compare the properties of two linear functions represented in different ways. (8.F.A.2)
• Construct a function to model a linear relationship between two quantities. (8.F.B.4b)

Exponents

• Know and apply the properties of integer exponents to generate equivalent expressions. (8.EEI.A.1) 

Cube and Square Roots/ Rational and Irrational Numbers

• Evaluate the cube and square roots of perfect cubes and squares. (8.EEI.A.2.b)
• Solve equations of the form x2=p and x3=p, where p is a positive rational number.  (8.EEI.A.2.a)
• Estimate the value of expressions involving irrational numbers. Limit to square root of 100 (8.NS.A.2)
• Generate equivalent representations of rational numbers. (8.NS.A.1.c and d)

Pythagorean Theorem

• Use the Pythagorean Theorem to determine the unknown side lengths of right triangles.  (8.GM.B.7)
• Use the Pythagorean Theorem to find the distance between two points on the coordinate plane  (8.GM.B.8)
• Explain a proof of the Pythagorean Theorem and its converse. (8.GM.B.6)

Surface Area & Volume

• Find the volume of cones. (8.GM.C.9.b)
• Find the volume of spheres. (8.GM.C.9.b)
• Find the volume of pyramids. (8.GM.C.9.b)
• Find the surface area of rectangular and triangular pyramids. (8.GM.C.9.a)

Bivariate Quantitative Data

• Describe patterns of association in a set of bivariate measurement data represented with a scatterplot.  (8.DSP.A.1)
• Write the equation of a line of best fit to model a linear association in a set of bivariate measurement data represented with a scatterplot.  (8.DSP.A.2)
• Use the equation of a linear model of bivariate measurement data to solve problems. (8.DSP.A.3)

Bivariate Categorical Data

• Create  two-way tables to solve problems involving bivariate categorical data.  (8.DSP.A.4)
• Determine relative frequencies for data displayed in a two-way table.
• Determine possible associations between categories displayed in a two-way table.

Scientific Notation

• Use scientific notation to express very large or very small quantities in context (for example, express the diameter of the Earth. (8.EEI.A.3)
• Perform operations with numbers expressed in scientific notation. (8.EEI.A.4.a)
• Estimate the difference between two numbers expressed in scientific notation.  (8.EEI.A.3)

Students may also be in Algebra I or Geometry in 8th Grade.

Science

Experimental Design

• Analyze the potential impacts of a design in order to prioritize criteria and constraints (ETS1.A.1)
• Evaluate competing designs to solve a specific problem using criteria and constraints (ETS1.B.1)
• Analyze test data to support an argument for an optimal design. (ETS1.B.2)
• Synthesize data to develop a model to optimize a design through repeated testing. (ETS1.B.3)

Human Impact

• Analyze data that population growth increases the use of natural resources and causes environmental changes (ESS3.C.1)
• Design a method to monitor and minimize human impacts on the environment (ESS3.C.2)
• Analyze evidence of factors that cause a change in global temperatures for the past century (ESS3.D.1)

Gravity - Mass

• Create and analyze a graph to use as evidence to support the claim that gravitational interactions depend on the mass of interacting objects (PS2.B2)

Gravity - Galaxies & Solar System Motions

• Develop and use a model to describe the role of gravity in the moons within galaxies and the solar system (ESS1.A.3)

Earth Processes - Scale

• Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying me and spatial scales (ESS2.A.2)

Earth Processes - Plate Tectonics 

• Develop and use a model to illustrate that energy from Earth’s interior drives convection which cycles Earth’s crust leading to melting, crystallization, weathering, and deformation of large rock formations, including generation of ocean seafloor at ridges, submergence of ocean seafloor at trenches, mountain building and active volcanic chains (ESS2.B.1)
• Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of plate tectonics (ESS2.B.1)

Earth Processes - Uneven Distribution of Resources 

• Construct a scientific explanation based on evidence for how the uneven distribution of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes and human activity (ESS3.A.1)

Earth Processes - Catastrophic Events 

• Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects (ESS3.B1)

Earth Changes - Geologic Time

• Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s history (ESS1.C1)

Earth Changes - Fossil Record

• Analyze and interpret evidence from the fossil record to infer patterns of environmental change resulting in extinction and changes to life forms throughout the history of the Earth (LS4.A1)

Earth, Sun, Moon System - Patterns

• Develop and use a model of the Earth-sun-moon system to explain the cyclic patterns of lunar phases and eclipses of the sun and moon (ESS1.A1)

Earth, Sun, Moon System - Seasons

• Develop and use a model of the Earth-Sun system to explain the cyclical pattern of seasons, which includes Earth’s tilt and directional angle of sunlight on different areas of Earth throughout the year (ESS1.A2)

Solar System - Properties & Scale

• Analyze and interpret data to determine scale properties of objects in the solar system (ESS1.B1)

Natural Selection - Genetic Variation 

• Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment (LS4.B1)
• Construct an explanation for how specialized plant structures and animal behaviors (behavioral adaptations) affect the probability of successful reproduction (LS1.B1)

Natural Selection - Populations Over Time

• Interpret graphical representations to explain how natural selection leads to increases and decreases of specific traits in populations over time (LS4.C1)

Artificial Selection 

• Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms (LS4.B2)

Advanced 8th Grade Science — do I put the one advanced 8th grade standard?

Social Studies

When Worlds Collide: Colonization

• Compare the development and characteristics of various pre-contact Native American societies (Ex. explain how environmental factors and contact with other societies help account for similarities and differences in the culture, social structure, economic and political organization, and subsistence methods of various Native American societies in pre-contact North America)
• Evaluate the consequences of colonization in North America on Europe, Africa and America's indigenous population between the 15th and 18th centuries. (Ex. motivations for earlier European colonization, interactions between colonists and indigenous peoples, & how the introduction of new resources affected daily lives of colonists and indigenous peoples)

Society in Colonial America

• Compare the development of the three colonial regions through the lenses of government, religion, economics and culture (motivations for settlement in Massachusetts Bay, Virginia and Pennsylvania, the impact of town-hall meetings and the House of Burgesses on government systems in America and the development of American Cultural movements such as the Great Awakening)
• Analyze the influence of European economic activity and philosophical movements on life in Colonial America (explain how mercantilism & trade impacted colonial society and how the spread of the Enlightenment led to new political theories on government & freedom.) 

Causes of the American Revolution 

• Analyze the factors, including the French and Indian War,  that contributed to the outbreak of the American Revolutionary War (French and Indian War led to increased taxation and tension between the American Colonists and England, measures such as the Stamp Act and Townshend Acts contributed to American hostility against the British government)
• Interpret the themes of the Declaration of Independence and its creation (ex. explain the reasons for a formal declaration of American independence, the process of drafting the document, and ideological and political influences on its content)

American Revolution

• Analyze factors that contributed to the American victory in the Revolutionary War (Ex. Explain why France, Spain, & the Dutch Republic joined the war against Britain and how their involvement helped America gain its independence, how the distance between Britain and America complicated the British war effort, and why Loyalist support was insufficient to counter the Patriot cause)
• Explain the political, social, and economic impact of the Revolutionary War (for example, explain how the Revolutionary War and its aftermath influenced US relations with other countries, Native Americans and other groups of people already in America, generated debt and inflation, and failed to resolve issues such as slavery)

Development of American Government & Politics 

• Evaluate the effectiveness of the Articles of Confederation in addressing political and economic issues after the Revolutionary War (Ex. explain how the Continental Congress addressed some issues following the Articles of Confederation, such as passing the Northwest Ordinance establishing the primacy of the federal government in territorial expansion, and how it was unable to effectively deal with other matters, including foreign policy, trade, taxation, and internal unrest)
• Explain the  principles and individual rights expressed in the Constitution (Ex. examine the impacts of popular sovereignty, federalism, limited government, separation of power, checks and balances and judicial review in American Government, the freedoms listed in the Bill of Rights and how the Constitution can be changed to meet national challenges)

First Presidents 

• Evaluate the responses of early American leaders to social, political, and economic challenges facing the new nation (Ex. events and decisions of Presidents Washington - Monroe that shaped the role of the executive branch & impacted foreign &  domestic policies
• Interpret differences between political parties and their impact on the development of American Politics (Ex. Explain how disagreements about foreign & economic policy and the balance of state & federal power led to the creation of two factions that evolved into political parties)

US Expansionism 

• Analyze the legacy of Andrew Jackson’s administration through his attempt to redefine presidential power and his policies toward Native Americans (Ex. evaluate the impact of Andrew Jackson’s election to the presidency, decisions as president)
• Analyze the forced removal and resettlements of Native Americans to determine its impact on their cultures and civilizations (the impact the Indian Removal Act had on Native American populations across America)  
• Evaluate the social, cultural, and political impact resulting from the idea of manifest destiny (Ex.explain the importance of the idea of manifest destiny to small farmers and frontiersmen, and how it was used by proponents of US expansionism to justify their positions on issues such as the Mexican-American War, the Oregon boundary dispute with Britain, and the removal of Native Americans.  In addition, explain how settlers’ experiences and attitudes shaped the social, religious, cultural, and political characteristics of the American West)
• Explain the impact of 19th-century social movements on American society and reform (Ex. how America’s cultural identity is impacted through social movements such as women’s rights, temperance and public education, how gender roles change based on class, ethnicity and racial lines, how art and literature influence these movements) 

Causes of the Civil War

• Compare the impact of American economic development in the antebellum period between Northern & Southern States. (Ex. Explain how growth of wage labor, immigration, industrial production; advances in communication, transportation, & finance affected patterns of everyday life for workers & families, increased the scope & volatility of economic activity, & intensified sectional divisions in US in the antebellum era)
• Analyze how arguments over slavery fostered sectional divisions leading to the secession of southern states and the Civil War (Ex. Explain the impact of the abolitionist movement on sectional divides, explain the relationship between westward expansion & intense debates over slavery & why these differences were unable to be resolved peacefully. Explain why the election of Abraham Lincoln in 1860 served as a catalyst to secession for several southern states, and why Lincoln and other northerners felt it was necessary to bring these states back into the Union)

Civil War

• Analyze how various factors shaped the course and outcome of the Civil War (Ex. explain how factors such as military and civilian leadership, population, geography, economic and industrial capacity, and popular support affected the strength and success of the Union and Confederacy over the course of the Civil War, and how the Emancipation Proclamation changed the conduct and goals of the conflict)
• Explain the impact of the Civil War on various groups in American society (Ex, explain how enslaved people obtained their freedom and adapted to new conditions during the war, the Union's reasons for curbing civil liberties, the war’s influence on gender roles, the impact of the conflict on various Native American nations, and how issues of race and class contributed to the New York City draft riots of 1863)

Health

Health Behaviors and Influences on Health

• Analyze how social, emotional, physical, and mental health affect wellness (ME.1.A.8)
  • Identifies and explains at least 3 ways all of the listed areas of health can affect overall wellness. 
  • Able to self-assess personal health areas and relate to personal wellness in reflection activity. 

Safety Education

• Recognize problems in daily living that may contribute to self destructive behaviors and apply strategies to reduce the risks of harm to self and others (RA.2.A.8a)
  • Describe 2 examples of how a risky behavior of daily living can contribute to self destructive behavior.
  • Describe and apply at least 1 appropriate strategy to reduce risks to all individuals, using the same scenarios as above. 
• Prioritize and demonstrate the steps involved in assessing an emergency situation including 911 format, check, call, care (RA.2.B.8a)
  • Given a scenario, properly outlines and performs the steps involved in assessing the situation.  (911 format checklist, check/call/care procedures)

Substance Education

• Determine the cause and effect relationship between the use of alcohol, tobacco, and other substances and emergency situations (RA.3.C.8c)
  • Students can identify at least 2 cause and effect relationships between alcohol and emergency situations.
  • Students can identify at least 2 cause and effect relationships between tobacco and emergency situations.
  • Students can identify at least 2 cause and effect relationships between other substances and emergency situations.

Socioemotional Learning 

• Analyze marketing and advertising techniques that influence consumer decisions (ME.3.A.8)
  • Students can self-select at least 1 marketing/advertising piece of media and explain at least 3 ways it influences consumer decisions (positive or negative).
• Demonstrate strategies to prevent, manage, or report social problems related to abuse, exploitation, harassment, or bullying (ME.4.E.8a)
  • Students can react to a given scenario/role play that portrays a social problem by appropriately demonstrating at least 2 strategies or skills as noted in lessons/activities (advocacy skills/I statements, reporting techniques/trusted adult conversations, identifying bullying, etc.)

Adolescent Human Body/Human Sexuality Instruction 

• Recognize adolescent health issues and select appropriate strategies to solve or prevent problems including knowing symptoms and causes, early diagnosis and treatment, self-care and management (RA.1.D.8b)
  • Students can appropriately outline at least 2 strategies to solve/prevent problems for at least 5 different adolescent health issues (early pregnancy, STI/STD, abuse, puberty, disease/cancer of endocrine/reproductive organs, etc.)
• Explain the patterns of transmission, treatment (past and present), and prevention of STIs/HIV/AIDS (RA.1.E.8)
  • Students can accurately explain the patterns of transmission for the 5 most common STIs.
  • Students can provide at least 1 method of treatment for each of the 5 most common STIs.
  • Students can provide at least 2 methods of prevention for each of the 5 most common STIs. 

Nutrition Concepts 

• Justify food sources that supply each of the essential nutrients (ME.2.A.8)
  • Students can accurately use food labels to identify at least 5 food sources for each of the 6 main nutrients. (specifying grams of each nutrient in suggested food source, ingredient list contents, serving size amounts, etc.)

Disease Prevention 

• Explain how risk behaviors can contribute to the development of chronic disease (RA.1.A.8b)
  • Students can accurately explain how at least 5 specific chronic diseases can be connected to risk behaviors (at least 2 risk behaviors identified per chronic disease) (ex: regularly eating foods high in sodium & a sedentary lifestyle = potential for hypertension)
• Describe the body’s lines of defense and the stages of disease progression (RA.1.B.8)
  • Students can accurately identify and explain at least 5 parts/organs of the immune and lymph systems. (skin, lymph glands, lymph vessels, lymphocytes, spleen, tonsils, thymus, 
  • Students can outline, in order, and explain the 5 common stages of disease progress. (incubation, prodromal, illness, decline, convalescence) 

Consumer Health 

• Analyze how the Department of Health and Human Services, the Center for Disease Control and Prevention, and other public health agencies are responsible for disease reduction, control, prevention, research, education, and enforcement of laws (ME.3.C.8b)
  • Students can provide at least 2 ways that 3 health agencies (CDC, DHHS, 1 local health agency) provide support for EACH of the following:  disease reduction, disease control, disease prevention, disease research, disease education, and the enforcement of laws regarding disease 

Physical Education

Catching & Throwing/Passing & Receiving

• Passes and receives with an implement in combination with locomotor patterns of running and change of direction, speed and/or level with competency in various games (S1.M4.8)

Dribbling & Kicking

• Foot-dribbles, or dribbles, with an implement, with control, changing speed and direction during small-sided game play (S1.M9.8)

Striking with Long Implement & Volleying 

• Throws overhand using a mature pattern in non-dynamic environments (closed skills) with different sizes and types of objects to a large target (S1.E13.5a/b)
• Throws with accuracy, with both partners moving  (S1.E15.5a)
• Throws and catches with reasonable accuracy in dynamic, small-side practice tasks (S1.E15.5b; S1.E16.5c)
• Accurately catches an object above the head, at chest of waist level, and along the ground using a mature pattern in a non-dynamic environment (closed skills) with both partners moving (S1.E16.5a/b)

Striking with Short Implement 

• Demonstrates the mature form of forehand and backhand strokes with a short- or long-handled implement with power and accuracy in net games such as pickleball, tennis, badminton, or paddleball (S1.M14.8)

Outdoor Pursuits 

• Exhibits command of rhythm and timing by creating a movement sequence to music as an individual or in a group (S1.M1.8)
• Demonstrates correct technique for basic skills in at least 2 self-selected outdoor activities (S1.M22.8)

Fitness & Wellness 

• Identifies the 5 components of health-related fitness and explains the connections between fitness and overall physical and mental health (S3.M1.8)
• Defines how the RPE Scale can be used to determine the perception of the work effort or intensity of exercise (S3.M13.7)
• Exhibits command of rhythm and timing by creating a movement sequence to music as an individual or in a group (S1.M1.8)

Manipulative Skills

• Demonstrates competency in a variety of motor skills and movement patterns. (S1.M2,3,9,16,17,20,21.7)
• Passes and receives with an implement in combination with locomotor patterns of running and change of direction, speed and/or level with competency in various games (S1.M4.8)
• Foot-dribbles or dribbles with an implement with control, changing speed and direction during small-sided game play (S1.M9.8)
• Demonstrates the mature form of forehand and backhand strokes with a short- or long-handled implement with power and accuracy in net games such as pickleball, tennis, badminton, or padleball (S1.M14.8)

Offensive and Defensive Strategies and Tactics 

• Transitions from offense to defense or defense to offense by recovering quickly, communicating with teammates, and capitalizing on an advantage (S2.M6.8)
• Reduces open spaces in the field by working with teammates to maximize coverage (S2.M11.8)

Conduct & Behavior

• Responds appropriately to participants’ ethical and unethical behavior during physical activity by using rules and guidelines for resolving conflicts (S4.M4.8)
• Applies rules and etiquette by acting as an official for modified physical activities and games within a given set of parameters (S4.M6.8)
• Independently uses physical activity and fitness equipment appropriately and identifies specific safety concerns associated with the activity (S4.M7.8)