3 Volume
J. A. DOBBINS MIDDLE SCHOOL
8th Grade
Name: HR Teacher: *Students are required to bring this manual to all classes daily.*
StudentSuccess Guide
2
J. A. DOBBINS MIDDLE SCHOOL: TEAM 8-1 BLUE
Student Success Guide
J. A. Dobbins Middle School 437 Williams Lake Road Powder Springs, GA 30127 Phone 770.443.4835 • Fax 770.439.1672
TABLE OF CONTENTS SECTION 1: WELCOME TO 8TH GRADE
1
ABOUT J.A. DOBBINS MIDDLE SCHOOL MEET THE TEACHERS POLICIES & PROGRESS: HOT TOPICS DISCIPLINE POLICY 8TH GRADE LATE WORK POLICY MY TECHNOLOGY PAGES CITATIONS AND REFERENCES AGENDA SHEETS HALLWAY PASSPORT
2 3 5 7 8 19 10 12 49
SECTION 2: ENGLISH-LANGUAGE ARTS
51
SYLLABUS 8TH GRADE ENGLISH LANGUAGE ARTS COMMON CORE GA PERFORMANCE STANDARDS
52 53
SECTION 3: MATHEMATICS
58
SYLLABUS 8TH GRADE
59 60
MATH COMMON CORE GA PERFORMANCE STANDARDS
SECTION 4: PHYSICAL SCIENCE
64
SYLLABUS PHYSICAL SCIENCE STANDARDS INVESTIGATIVE NOTEBOOK LAB REPORT PROCESSING MAP LAB REPORT TEMPLATE
65 66 67 68 69
SECTION 5: GEORGIA STUDIES
71
SYLLABUS GEORGIA STUDIES STANDARDS INTERACTIVE NOTEBOOK
72 62 77
ii
1 Section
Welcome to 8th Grade!
W
Overcome the earth, and the stars shall be yours. –Boethius elcome back to another school year at J. A. Dobbins Middle School. This year, we look forward to a wonderful and lively experience both in and out of the classroom. For you, eighth grade is a big year and with that comes many challenges. Your goals this year are to stay on task, always try your absolute best, be a proactive member of your learning community and team, and never say you can’t do it!
1
About J. A. Dobbins Middle School
Mission Engaging our students to be LiFelong learners in a saFe environment while promOting academic success and sharing Responsibility in order To create excellence.
Vision Disciplined Citizens Motivated Learners Striving for Excellence
Meet the Teachers Nothing great was every achieved without enthusiasm.
E
-Ralph Waldo Emerson
Ighth grade consists of dynamic, hardworking teachers who believe that every child can succeed. Each teacher has a passion for innovation, great instruction, strive for rigor, and aim for relevance.
THE BLUE TEAM Name: Latressa Davis / Teaching Experience: 10 years / Degree: M.Ed in Reading / Endorsements: ESOL / Subjects Taught: English-Language Arts, Reading
Name: Maria Forese / Teaching Experience: 17 years/ Degree: Ed.S in Educational Leadership / Subjects Taught: Science, Social Studies, EnglishLanguage Arts
Name: Nicole Houston / Teaching Experience: 8 years / Degree: Ed.S in Teaching and Learning / Endorsements: Gifted / Subjects Taught: Math, Science, Social Studies
Name: Jeffrey Pittman / Teaching Experience: 8 years / Degree: M.Ed in Social Studies / Endorsements: Gifted / Subjects Taught: Social Studies
Name: Monique Prince / Teaching Experience: 8 years / Degree: M.Ed in Curriculum and Instruction / Endorsements: Gifted / Subjects Taught: Science, Social Studies
Name: Kimberly Silas / Teaching Experience: 15 years / Degree: Ed.S in Curriculum / Endorsements: Gifted / Subjects Taught: Math, Social Studies
Name: Bradshaw Gaynor / Teaching Experience: 31 years / Degree: B.A in Education / Subjects Taught: Science, Social Studies, Math, English-Language Arts, Visual Arts
THE GOLD TEAM Name: Melanie Proctor / Teaching Experience: 15 years / Degree: Ed.S in Curriculum/ Subjects Taught: English-Language Arts, Reading, Science, Social Studies
Name: Alanna Bowie / Teaching Experience: 11 years / Degree: Ed.S in Middle School Education / Subjects Taught: Math, Social Studies
THE GREEN TEAM Name: Jeremy Adomnik / Teaching Experience: 13 years / Degree: Ed.D in Instructional Leadership / Endorsement: Support Specialist/ Subjects Taught: Science
Name: Elizabeth Cairnes / Teaching Experience: 28 years / Degree: Ed.S in Curriculum and Instruction / Subjects Taught: English-Language Arts, Social Studies
Name: Donna Guthrie / Teaching Experience: 31 years / Degree: Ed.S in Math / Endorsements: Gifted / Subjects Taught: Math, Social Studies
Policies & Progress: Hot Topics Promotion/Retention Students must pass five (5) out of six (6) classes, meet or exceed on the CRCT to be promoted to th
th
9 grade. Failure to do so will result in possible retention (repeating the 8 grade).
8th Grade Walk
To participate in the walk, students must pass five (5) out of six (6) classes. Parents, family, and friends are invited to share in the joy of this milestone during the final days of the school year.
Make Up Work It is the responsibility of the student to arrange with teachers to collect and submit make up work because of an absence. absent to turn in all make up work.
Students have the same number of days
It is recommended that if a student is going to
be out several days, arrangements should be made for someone to pick up work for the absent student.
Lockers & Restroom The schedule is designed for students to have three (3) designated locker and restroom breaks: during homeroom, after Connections, and before final dismissal. Passes to lockers will be limited as students are expected to come to each class already prepared.
Transitions Student will participate in silent transitions between classes and throughout the halls. Students who fail to follow silent transition will receive disciplinary action.
Help Session If you see that you may be or are struggling with course assignments and assessments, stop by your class(es) for extra help. every Wednesday from 7:45 to 8:15 am. the session.
These help sessions take place
Remember to bring all your materials to
Do not wait until the last minute to seek help.
begin August 15, 2011 (subject to change). they seek assistance.
Help Sessions will
Students must sign in each day that
Homeroom Upon arrival to school, students should head straight to their homerooms if they are not getting breakfast. Students will be allowed to use the restroom and go to their lockers in the morning. Students who use homeroom time to wander the halls will lose the opportunity to leave homeroom in the mornings. Repeated infractions will result in disciplinary actions. Homeroom time is a quiet, during which students are expected to read, study, or work quietly. Failure to follow this policy will result in disciplinary consequences.
Team Celebrations We would like to celebrate your success this school year! What will it take to be a part of our regular team celebrations? •
Being an active participant in class
•
Coming to school prepared to learn
•
Completing all assignments
•
Performing at mastery level for each content area
Do you have what it takes?
We are celebrating A/B Honor Roll, Good Citizenship, Academic
Improvement (per subject area), and Top Readers (per nine weeks).
See you at the next
celebration!
Parent Involvement Are you currently in a field that has a real-world connection to the content we learn in class? Please let us know so that we may invite you in to speak with our students. Please let us know if you ever interested in volunteering in our classes for big projects throughout the year. We greatly appreciate your support. Other ways you can stay involved are (a) keeping up with teacher websites, (b) checking student agendas, (c) talking about what your child has learned each day, and (d) making sure students are doing their homework nightly.
J. A. Dobbins 8th Grade Discipline Policy Every student at J. A. Dobbins Middle school deserves to have the best possible learning environment to allow them to experience academic success. Therefore, eighth grade teachers have developed the following disciplinary guidelines. Students must adhere to all school rules and procedures as well as those outlined below throughout the building. BE PREPARED – bring all necessary materials and supplies BE PUNCTUAL – arrive on time, sit in assigned seat BE POSITIVE – show respect to all, show respect to property BE READY TO PARTICIPATE – pay attention, be actively engaged, take notes, ask questions. These rules and expectations are in accordance with the school’s discipline policy and will be strictly enforced by all eighth grade teachers.
If the rules and expectations are not
followed, a conduct cut will be documented and the student will be moved to the next step of the discipline plan.
Prior to issuing a conduct cut, teachers will use a number of
strategies in an attempt to rectify the behavior.
Parents will be notified after the first
conduct cut is issued. Step 1
Consequences Verbal warning OR Redirection and/or Seating change, Student-Teacher conference; phone call home
2
Silent Lunch (up to two days) OR Cool off room and/or Class isolation
3
Silent Lunch (up to two days) OR Team isolation AND Team conference
4
Silent Lunch (up to two days) OR Detention AND Parent-Student-Team Conference
5
Office Referral OR Detention AND Parent-Student-Team-Administrative Conference
6
Office Referral (further consequences handled my Administration)
Please note that any infraction that is considered a Level 1 or Level 2 offense or causes a major disruption to the learning environment will result in an automatic referral to an administrator.
Some Level 3 offenses will also be referred to an administrator.
offenses are listed in your child’s student handbook.
These
8th Grade Late Work Policy When students do not complete homework and class work, it results in a loss of valuable instructional time and lower grades.
In an effort to better prepare our students for ninth grade
and their future years of schooling, a no late work policy will be implemented. do not turn in assignments on the due date will receive a zero.
Students who
The goal of this policy is to
provide consistency about late work between all team teachers, and to provide opportunities for our students to be successful during the academic school year.
Students who are absent on
the day assignments are addressed will receive one day for every day that he/she is absent to complete missed assignments. There are several things you can do to help your child be more successful in school. First, we suggest that your child keep an agenda.
In this agenda, the student should write
down their class work and homework to ensure parent, teacher, and student communication. Please check the agenda nightly or often as possible, in addition to teacher web pages. Secondly, remind students to pack up their backpacks at night to make sure homework is not left at home by mistake in the morning.
Finally, check student grades through Parent Portal
weekly for current averages, upcoming tests and quizzes, and school updates.
Thank you, 8 BLUE Ms. L. Davis, ldavis@paulding.k12.ga.us Ms. M. Forese, mforese@paulding.k12.ga.us Ms. N. Houston ahouston@paulding.k12.g.us Mr. J. Pittman, jpittman@paulding.k12.ga.us Ms. M. Prince, mprince@paulding.k12.ga.us Ms. K. Silas, ksilas@paulding.k12.ga.us 8 GOLD Ms. M. Proctor, mproctor@paulding.k12.ga.us Ms. A. Bowie, abowie@paulding.k12.ga.us 8 GREEN Mr. J. Adomnik, jadomnik@paulding.k12.ga.us Mrs. E. Cairnes, ecairnes@paulding.k12.ga.us Ms. D. Guthrie, dguthrie@paulding.k12.g.us
My Technology Pages District/School Web Pages Paulding County School System J.A. Dobbins Middle School
www.paulding.k12.ga.us www.dobbinsmiddleschool.org
Teachers’ Web Pages
Students’ Web Pages WEBSITE Georgia OAS - www.georgiaoas.org PLATO - https://ple.platoweb.com
EDMODO - www.edmodo.com Science Textbook – www.pearsonsuccessnet.com Classworks - http://tinyurl.com/3rqx337 New Georgia Encyclopedia http://www.georgiaencyclopedia.org/nge/Home.jsp Georgia Government – www.georgia.gov Georgia - http://georgia.org/ Explore Georgia - http://www.exploregeorgia.org/ ELA Games http://www.gamequarium.com/languagearts.htm Physics Games - http://www.physicsgames.net/ Chemistry Games http://www.sheppardsoftware.com/Elementsgames.ht m PHeT http://phet.colorado.edu/en/simulations/category/new Web Grammar – www.webgrammar.com ELA Chomp Chomp – www.chompchomp.com/menu.htm Writing – www.writesite.org CCGPSELA - http://www.livebinders.com/play/play_or_edit?
USERNAME/PASSWORD User: grade8 Password: grade8 Account Login: pcs4 User: Password: plato User: Password: science8 User: student8 Password: science8 User: Password: Daily Grammar – www.dailygrammar.com Comprehension - http://goo.gl/Nfc8r Writing – www.writingfun.com Reading – http://goo.gl/O45Q0l Writing Tips - http://goo.gl/ITf1v Vocabulary – www.vocabtest.com Writing Tips - http://goo.gl/ITf1v Math http://www.ixl.com/math/standards/georgia/grade-8 Math – www.khanacademy.org Math – www.purplemath.com Math – www.crctlessons.com CCGPSMA - http://www.livebinders.com/play/play_or_edit?
id=395684
id=399873
Creating Citations and References Citations Within Text: Brief parenthetical citations are inserted within the text wherever you incorporate another’s words, facts, or ideas. If the author has already been identified in the text, then only the year is enclosed in the parentheses. (See the two examples below.)
This same point is made by others (Smith, 1998). Smith (1998) makes this same point.
Book - Single Author Angelou, M. (1994). The complete collected poems of Maya Angelou. New York: Random House. Book - Multiple Authors Axelrod, R. B., & Cooper, C. R. (1994). The St. Martin's guide to writing (4th ed.). New York: St. Martin's. Note: List all authors regardless of the number. Book - Corporate/Organization Author U.S. Department of Labor. (1996). Occupational outlook handbook (1999-2000 ed.). Washington, DC: Bernan. Book - Unknown or No Author The HarperCollins world atlas. (1994). New York: Scott, Foresman. Edited Book Williams, M. W. (Ed.). (1993). The African American encyclopedia. (Vols. 1-6). New York: Marshall Cavendish. Chapter or Article in an Edited Book Milton, J. (1992). Paradise lost. In M. Mack, B. M. W. Knox, J. C. McGalliard, P. M. Passinetti, H. E. Hugo, P. M. Spacks, R. Wellek, K. Douglas, & S. Lawall. (Eds.), Norton anthology of world masterpieces (6th ed., Vol. 1, pp. 2179-2219). New York: Norton. General Encyclopedia - Unsigned Article Amendment. (1996). In The encyclopedia Americana (Vol. 1, p.668). Danbury, CT: Grolier. General Encyclopedia - Signed Article Murphy, B.A. (1996). Civil rights. In The world book encyclopedia (Vol. 4, pp. 608-611). Chicago: World Book. Magazine Article Norment, L. (1995, August). 50 years of fashion and beauty. Ebony, 50, 115-118, 120, 122.
Note: For a magazine the complete cover date is given. "50" is the volume number, and "115-118, 120, 122" are the page numbers. Magazine Article - Unsigned Panther's passage. (1998, May 18). People, 49, 70. Newspaper Article - Daily Weidner, D. (1995, August 28). Scientists have some success against disease with nicotine. Winston-Salem Journal, pp. B1, B7. Newspaper Article - Daily - No Author Cambodian orphans use Internet to reach out. (1999, January 15). WinstonSalem Journal, pp. A2. Newspaper Article - Editorial No golden opportunity [Editorial]. (1999, February 4). The Wall Street Journal, pp. A22. Article from an Electronic Magazine on the World Wide Web FORMAT: Author. (Date). Article title. Magazine title, vol #, page #. Retrieved [date] from the World Wide Web: [web address] World Wide Web Site Document FORMAT: Author. (Copyright date or date of latest update or posting). Title of site or description of site. Retrieved [date accessed] from the World Wide Web: [web address of the document] Twitter Tweet FORMAT: Twitter handle (Author). (Year, Month Day of tweet). Full text of tweet [Twitter post]. Retrieved from [fill in your website here].
AGENDA DATE
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
07/30/2012
07/31/2012
08/01/2012
08/02/2012
08/03/2012
ENGLISHLANGUAGE ARTS
MATH
PHYSICAL SCIENCE
GEORGIA STUDIES
CONNECTIONS
AGENDA
DATE
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
08/06/2012
08/07/2012
08/08/2012
08/09/2012
08/10/2012
THURSDAY
FRIDAY
ENGLISHLANGUAGE ARTS
MATH
PHYSICAL SCIENCE
GEORGIA STUDIES
CONNECTIONS
AGENDA DATE
MONDAY
TUESDAY
WEDNESDAY
08/13/2012
08/14/2012
08/15/2012
08/16/2012
08/17/2012
ENGLISHLANGUAGE ARTS
MATH
PHYSICAL SCIENCE
GEORGIA STUDIES
CONNECTIONS
AGENDA MONDAY DATE
08/20/2012
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
08/21/2012
08/22/2012
08/23/2012
08/24/2012
ENGLISHLANGUAGE ARTS
MATH
PHYSICAL SCIENCE
GEORGIA STUDIES
CONNECTIONS
AGENDA MONDAY DATE
08/27/2012
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
08/28/2012
08/29/2012
08/30/2012
08/31/2012
ENGLISHLANGUAGE ARTS
MATH
PHYSICAL SCIENCE
GEORGIA STUDIES
CONNECTIONS
AGENDA DATE
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
09/03/2012
09/04/2012
09/05/2012
09/06/2012
09/07/2012
ENGLISHLANGUAGE ARTS
MATH
PHYSICAL SCIENCE
GEORGIA STUDIES
CONNECTIONS
AGENDA MONDAY DATE
09/10/2012
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
09/11/2012
09/12/2012
09/13/2012
09/14/2012
ENGLISHLANGUAGE ARTS
MATH
PHYSICAL SCIENCE
GEORGIA STUDIES
CONNECTIONS
AGENDA MONDAY DATE
09/17/2012
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
09/18/2012
09/19/2012
09/20/2012
09/21/2012
ENGLISHLANGUAGE ARTS
MATH
PHYSICAL SCIENCE
GEORGIA STUDIES
CONNECTIONS
AGENDA MONDAY DATE
ENGLISHLANGUAGE ARTS
MATH
PHYSICAL SCIENCE
GEORGIA STUDIES
CONNECTIONS
10/01/2012
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
10/02/2012
10/03/2012
10/04/2012
10/05/2012
AGENDA MONDAY DATE
10/08/2012
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
10/09/2012
10/10/2012
10/11/2012
10/12/2012
ENGLISHLANGUAGE ARTS
MATH
PHYSICAL SCIENCE
GEORGIA STUDIES
CONNECTIONS
AGENDA
MONDAY DATE
10/15/2012
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
10/16/2012
10/17/2012
10/18/2012
10/19/2012
THURSDAY
FRIDAY
ENGLISHLANGUAGE ARTS
MATH
PHYSICAL SCIENCE
GEORGIA STUDIES
CONNECTIONS
AGENDA DATE
MONDAY
TUESDAY
WEDNESDAY
10/22/2012
10/23/2012
10/24/2012
10/25/2012
10/26/2012
ENGLISHLANGUAGE ARTS
MATH
PHYSICAL SCIENCE
GEORGIA STUDIES
CONNECTIONS
AGENDA DATE
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
10/29/2012
10/30/2012
10/31/2012
11/01/2012
11/02/1012
ENGLISHLANGUAGE ARTS
MATH
PHYSICAL SCIENCE
GEORGIA STUDIES
CONNECTIONS
AGENDA DATE
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
11/05/2012
11/06/2012
11/07/2012
11/08/2012
11/09/2012
ENGLISHLANGUAGE ARTS
MATH
PHYSICAL SCIENCE
GEORGIA STUDIES
CONNECTIONS
AGENDA DATE
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
11/12/2012
11/13/2012
11/14/2012
11/15/2012
11/16/2012
ENGLISHLANGUAGE ARTS
MATH
PHYSICAL SCIENCE
GEORGIA STUDIES
CONNECTIONS
AGENDA DATE
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
11/26/2012
11/27/2012
11/28/2012
11/29/2012
11/30/2012
ENGLISHLANGUAGE ARTS
MATH
PHYSICAL SCIENCE
GEORGIA STUDIES
CONNECTIONS
AGENDA DATE
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
12/03/2012
12/04/2012
12/05/2012
12/06/2012
12/07/2012
ENGLISHLANGUAGE ARTS
MATH
PHYSICAL SCIENCE
GEORGIA STUDIES
CONNECTIONS
AGENDA DATE
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
12/10/2012
12/11/2012
12/12/2012
12/13/2012
12/14/2012
ENGLISHLANGUAGE ARTS
MATH
PHYSICAL SCIENCE
GEORGIA STUDIES
CONNECTIONS
AGENDA DATE
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
12/17/2012
12/18/2012
12/19/2012
12/20/2012
12/21/2012
ENGLISHLANGUAGE ARTS
MATH
PHYSICAL SCIENCE
GEORGIA STUDIES
CONNECTIONS
AGENDA DATE
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
01/07/2013
01/08/2013
01/09/2013
01/10/2013
01/11/2013
ENGLISHLANGUAGE ARTS
MATH
PHYSICAL SCIENCE
GEORGIA STUDIES
CONNECTIONS
AGENDA DATE
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
01/14/2013
01/15/2013
01/16/2013
01/17/2013
01/18/2013
ENGLISHLANGUAGE ARTS
MATH
PHYSICAL SCIENCE
GEORGIA STUDIES
CONNECTIONS
AGENDA DATE
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
01/21/2013
01/22/2013
01/23/2013
01/24/2013
01/25/2013
ENGLISHLANGUAGE ARTS
MATH
PHYSICAL SCIENCE
GEORGIA STUDIES
CONNECTIONS
AGENDA DATE
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
01/28/2013
01/29/2013
01/30/2013
01/31/2013
02/01/2013
ENGLISHLANGUAGE ARTS
MATH
PHYSICAL SCIENCE
GEORGIA STUDIES
CONNECTIONS
AGENDA DATE
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
02/04/2013
02/05/2013
02/06/2013
02/07/2013
02/08/2013
ENGLISHLANGUAGE ARTS
MATH
PHYSICAL SCIENCE
GEORGIA STUDIES
CONNECTIONS
AGENDA DATE
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
02/11/2013
02/12/2013
02/13/2013
02/14/2013
02/15/2013
ENGLISHLANGUAGE ARTS
MATH
PHYSICAL SCIENCE
GEORGIA STUDIES
CONNECTIONS
AGENDA DATE
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
02/25/2013
02/26/2013
02/27/2013
02/28/2013
03/01/2013
ENGLISHLANGUAGE ARTS
MATH
PHYSICAL SCIENCE
GEORGIA STUDIES
CONNECTIONS
AGENDA DATE
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
03/04/2013
03/05/2013
03/06/2013
03/07/2013
03/08/2013
ENGLISHLANGUAGE ARTS
MATH
PHYSICAL SCIENCE
GEORGIA STUDIES
CONNECTIONS
AGENDA DATE
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
03/11/2013
03/12/2013
03/13/2013
03/14/2013
03/15/2013
ENGLISHLANGUAGE ARTS
MATH
PHYSICAL SCIENCE
GEORGIA STUDIES
CONNECTIONS
AGENDA DATE
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
03/18/2013
03/19/2013
03/20/2013
03/21/2013
03/22/2013
ENGLISHLANGUAGE ARTS
MATH
PHYSICAL SCIENCE
GEORGIA STUDIES
CONNECTIONS
AGENDA DATE
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
03/25/2013
03/26/2013
03/27/2013
03/28/2013
03/29/2013
ENGLISHLANGUAGE ARTS
MATH
PHYSICAL SCIENCE
GEORGIA STUDIES
CONNECTIONS
AGENDA DATE
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
04/01/2013
04/02/2013
04/03/2013
04/04/2013
04/05/2013
ENGLISHLANGUAGE ARTS
MATH
PHYSICAL SCIENCE
GEORGIA STUDIES
CONNECTIONS
AGENDA DATE
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
04/15/2013
04/16/2013
04/17/2013
04/18/2013
04/19/2013
ENGLISHLANGUAGE ARTS
MATH
PHYSICAL SCIENCE
GEORGIA STUDIES
CONNECTIONS
AGENDA DATE
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
04/22/2013
04/23/2013
04/24/2013
04/25/2013
04/26/2013
ENGLISHLANGUAGE ARTS
MATH
PHYSICAL SCIENCE
GEORGIA STUDIES
CONNECTIONS
AGENDA DATE
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
04/29/2013
04/30/2013
05/01/2013
05/02/2013
05/03/2013
ENGLISHLANGUAGE ARTS
MATH
PHYSICAL SCIENCE
GEORGIA STUDIES
CONNECTIONS
AGENDA DATE
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
05/06/2013
05/07/2013
05/08/2013
05/09/2013
05/10/2013
ENGLISHLANGUAGE ARTS
MATH
PHYSICAL SCIENCE
GEORGIA STUDIES
CONNECTIONS
AGENDA DATE
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
05/13/2013
05/14/2013
05/15/2013
05/16/2013
05/17/2013
ENGLISHLANGUAGE ARTS
MATH
PHYSICAL SCIENCE
GEORGIA STUDIES
CONNECTIONS
AGENDA DATE
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
05/20/2013
05/21/2013
05/22/2013
05/23/2013
05/24/2013
ENGLISHLANGUAGE ARTS
MATH
PHYSICAL SCIENCE
GEORGIA STUDIES
CONNECTIONS
Hallway Passport for ____________________________________ Date
Time
First Marking Period Out/In Destinatio n
TEACHER
Date
Time
Second Marking Period Out/In Destinatio n
TEACHER
CODES FOR DESTINATION G = GUIDANCE COUNSELOR RESTROOM
L = LOCKER
A = ADMINISTRATOR/OFFICE
Hallway Passport for ____________________________________ Third Marking Period
Fourth Marking Period
R=
Date
Time
Out/In
Destinatio n
TEACHER
CODES FOR DESTINATION G = GUIDANCE COUNSELOR RESTROOM
Date
Time
L = LOCKER
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J. A. DOBBINS MIDDLE SCHOOL: TEAM 8 BLUE
EnglishLanguage Arts
2 Section
It’s not a successful climb unless you enjoy the journey. Dan Benson
8th English Language Arts Syllabus Teacher: Ms. LaTréssa N. Davis Teacher: Mrs. Maria Forese
Email: ldavis@paulding.k12.ga.us Email: mforese@paulding.k12.ga.us
Course Description
The curriculum in this course is the Georgia Performance Standards. The lessons taught in this course will help students broaden their literacy knowledge, deepen their thinking about important topics, develop their communication skills, connect their learning to other classes, and work with a variety of people on different tasks. This course focuses on the following areas: Reading and Literature, Reading across the Curriculum, Writing, Conventions, and Listening, Speaking and Viewing.
Grading Policy Summative Assessments- 60% - Summative assessments may include, but are not limited to, unit tests, projects and other assignments representing mastery of standards. Formative Assessments- 40% - Formative assessments may include, but are not limited to, quizzes, class work, and other assignments representing mastery of elements and/or parts of standards.
Policies / Regulations Due Dates- Student work must be completed within the prescribed due dates. Homework- Homework is expected to be completed as assigned. Make-up work- Students will be given ample time, depending on the length of absence, to complete all make-up work without penalty for any excused absence. Academic Honesty- Receiving or giving information for an assignment is cheating and when caught in the act students will not receive credit nor receive the opportunity to make-up the assignment. Plagiarism is not acceptable: If a student takes information from the Internet or any printed resources without a citation (see pages 11-12), it is considered plagiarism and will result in consequences, including a grade of zero.
English Language Arts Supplies
Students should bring the necessary supplies with them to class every day.
1. One 1-inch three-ring binder with pockets 2. One set of 5-tab dividers for ELA binder - Tabs need to be labeled: EQ/Notes, Warm-up, Vocabulary, Class work, and Writing. 3. Notebook paper with three holes 4. Pencils, pens (blue or black), and highlighters 5. Supplies such as markers, colored pencils, poster board, etc. will be needed for projects (announcements will be made prior to projects being assigned).
Expectation/Discipline
Students are expected to follow all school rules and procedures, as well as rules and procedures established by the students’ team teachers in the classroom and hallways.
*The teacher reserves the right to adjust the course work and/or differentiate instruction as needed to meet the needs of students and ensure academic success. 8th Grade English Language Arts Common Core Georgia Performance Standards (ELACCGPS)
READING LITERARY (RL)
READING INFORMATIONAL (RI)
Key Ideas and Details
Key Ideas and Details
ELACC8RL1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
ELACC8RI1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
ELACC8RL2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
ELACC8RI2: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
ELACC8RL3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
ELACC8RI3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
Craft and Structure
Craft and Structure
ELACC8RL4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
ELACC8RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
ELACC8RL5: Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
ELACC8RI5: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
ELACC8RL6: Analyze how differences in the points of view of characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
ELACC8RI6: Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
Integration of Knowledge and Ideas
Integration of Knowledge and Ideas
ELACC8RL7: Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.
ELACC8RI7: Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
ELACC8RL8: (Not applicable to literature)
ELACC8RI8: Delineate and evaluate the
argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. ELACC8RL9: Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.
ELACC8RI9: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
Range of Reading and Level of Text Complexity
Range of Reading and Level of Text Complexity
ELACC8RL10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently
ELACC8RI10: By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.
WRITING (W) Text Types and Purposes ELACC8W1: Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented. ELACC8W2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the information or explanation presented. ELACC8W3: Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences. a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Production and Distribution of Writing ELACC8W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) ELACC8W5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8.) ELACC8W6: Use technology, including the Internet, to produce and publish writing & present the relationships between info. and ideas efficiently as well as to interact and collaborate with others. Research to Build and Present Knowledge ELACC8W7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. ELACC8W8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. ELACC8W9: Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”). b. Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”). Range of Writing ELACC8W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
SPEAKING AND LISTENING (SL) Comprehension and Collaboration ELACC8SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. c. Pose questions that connect the ideas of several speakers and elicit elaboration and respond to others’ questions and comments with relevant evidence, observations, and ideas. d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views and understanding in light of the evidence presented. ELACC8SL2: Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. ELACC8SL3: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. Presentation of Knowledge and Ideas ELACC8SL4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. ELACC8SL5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. ELACC8SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 for specific expectations.)
LANGUAGE (L) Conventions of Standard English ELACC8L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences. b. Form and use verbs in the active and passive voice. c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. d. Recognize and correct inappropriate shifts in verb voice and mood.*
ELACC8L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break. b. Use an ellipsis to indicate an omission. c. Spell correctly. Knowledge of Language ELACC8L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact). Vocabulary Acquisition and Use ELACC8L4: Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). ELACC8L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g. verbal irony, puns) in context. b. Use the relationship between particular words to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute). ELACC8L6: Acquire and use accurately grade-appropriate general academic and domainspecific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
J. A. DOBBINS MIDDLE SCHOOL: TEAM 8 BLUE
3 Section
Mathematics
All that I can, I will. French Saying 8th Grade Math Course Syllabus: 2012 - 2013 TEACHERS:
Mrs. K. Silas ksilas@paulding.k12.ga.us
Ms. A. Houston ahouston@paulding.k12.ga.us
*Students need to bring all of the following materials and supplies to class daily. Math Binder (properly set up w/dividers) Paper (lined & graph) Pencils, pocket pencil sharpener, extra lead Pens, colored pencils, highlighters All books/materials /supplies that have been issued Divider tabs (5) Pocket Folder with prongs (Green)
COURSE OBJECTIVE: Students will work toward mastering the eighth grade math Georgia Performance Standards (GPS) in numbers and operations, algebra, geometry, probability and data analysis. In each area, they will explore reallife scenarios to gain an understanding of how math is applicable to everyday life. To facilitate the learning process, we will operate a standards-based classroom in which students will have the opportunity to grapple with, make sense of and apply the mathematics. In a standards-based classroom, the emphasis is on student understanding and problem solving, as opposed to just getting an answer. Toward that end the following activities can be expected: • • • • • •
Teachers pose complex, thought provoking problems. Students struggle with problems. Students present various ideas or solutions to the class. Class discusses different solutions and methods. Teacher summarizes the class conclusions. Students practice similar problems. (Vandewalle)
STUDENT EXPECTATIONS: “Mathematics is not a spectator sport.” The preceding quote is the premise of the 8th grade math student expectations. Active participation is crucial to student success. To that end, students are expected to: 1) Maintain a math notebook, in which they will take notes (including copying example problems) on a daily basis. This is extremely critical to student success since we do not use a traditional textbook; therefore, students will rely heavily on their notes and examples as a reference throughout the year. 2) Complete all assignments, including homework and projects. 3) Be attentive in class, participate and remain on-task (even during partner or group work). 4) Work collaboratively with peers - actively participate and contribute to group assignments. 5) Ask questions when additional information is needed. CLASSROOM CONDUCT: In addition to following all Paulding County and JA Dobbins policies and procedures as outlined in the handbook, students are expected to adhere to the following classroom rules: 1) 2) 3) 4)
Arrive to class on-time with all materials (including homework) daily. Do not eat, chew or drink (except water). DMS Policy No gum!! Refrain from displaying or using electronic devices; cell phones must be turned off or on silent. RESPECT: Show respect to the teacher, substitutes and each other at all times. This includes not speaking while others are speaking.
GRADING POLICY: Summative assessments will be weighted as 60% of the student’s total grade. Summative assessments may include, but are not limited to, unit tests, projects and other assignments representing mastery of standards. Formative assessments, which are weighted as 40% of the student’s total grade, include quizzes, class work, homework, and other assignments representing the formation of knowledge relative to the standards. In addition, informal assignments may be recorded (per teacher discretion) as un-weighted grades to document students’ participation and progress toward standards. MATH NBI POLICY: Needs Based Instruction (NBI) is an academic period during which students will participate in instructional and assessment activities designed to meet academic needs. This instruction may be for the purpose of providing remediation, enrichment, teaching new content as a continuation of the regular classroom, working on interdisciplinary projects or any other academic activity. Accordingly, math NBI assignments will be assessed and may count in any grading category regardless of the classroom in which they are assigned.
8th Grade Mathematics Common Core Georgia Performance Standards (MACCGPS) THE NUMBER SYSTEM Know that there are numbers that are not rational, and approximate them by rational numbers. • 8.NS.1 Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number. •
8.NS.2 Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., pi²).
EXPRESSIONS AND EQUATIONS Work with radicals and integer exponents. • 8.EE.1 Know and apply the properties of integer exponents to generate equivalent numerical expressions. •
8.EE.2 Use square root and cube root symbols to represent solutions to equations of the form x² = p and x³ = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that the square root of 2 is irrational.
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8.EE.3 Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other.
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8.EE.4 Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology.
Understand the connections between proportional relationships, lines, and linear equations. • 8.EE.5 Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. •
8.EE.6 Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; 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.
Analyze and solve linear equations and pairs of simultaneous linear equations. • 8.EE.7 Solve linear equations in one variable. • 8.EE.7.a Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively
transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers). •
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8.EE.7.b Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.
8.EE.8 Analyze and solve pairs of simultaneous linear equations. • 8.EE.8.a Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously. •
8.EE.8.b Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection.
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8.EE.8.c Solve real-world and mathematical problems leading to two linear equations in two variables.
FUNCTIONS Define, evaluate, and compare functions. • 8.F.1 Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. •
8.F.2 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).
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8.F.3 Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear.
Use functions to model relationships between quantities. • 8.F.4 Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values. •
8.F.5 Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.
GEOMETRY Understand congruence and similarity using physical models, transparencies, or geometry software. • 8.G.1 Verify experimentally the properties of rotations, reflections, and translations: •
8.G.1.a Lines are taken to lines, and line segments to line segments of the same length.
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8.G.1.b Angles are taken to angles of the same measure.
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8.G.1.c Parallel lines are taken to parallel lines.
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8.G.2 Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.
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8.G.3 Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.
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8.G.4 Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.
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8.G.5 Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles.
Understand and apply the Pythagorean Theorem. • 8.G.6 Explain a proof of the Pythagorean Theorem and its converse. •
8.G.7 Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in realworld and mathematical problems in two and three dimensions.
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8.G.8 Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.
Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres. •
8.G.9 Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.
STATISTICS AND PROBABILITY Investigate patterns of association in bivariate data. • 8.SP.1 Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association. •
8.SP.2 Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.
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8.SP.3 Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept.
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8.SP.4 Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables.
4 Section
J. A. DOBBINS MIDDLE SCHOOL: TEAM 8 BLUE
Physical Science
There is no penalty for overachievement. George William Miller.
Physical Science Course Syllabus: 2012 – 2013 Instructors: Ms. M. Prince-mprince@paulding.k12.ga.us Ms. A. Houston-ahouston@paulding.k12.ga.us Mr. B. Gaynor-bgaynor@paulding.k12.ga.us Twitter: http://twitter.com/MsPrince8
Facebook: http://www.facebook.com/MsPrinceScience
INTRODUCTION Physics comes from the Greek word physica, meaning "natural things" (Breckenridge, 1993, p.6). In physical science, we study the nonliving systems of the world. Physical science requires a basic math foundation. According to the Georgia Department of Education, “a content standard is not met unless applicable characteristics of science are also addressed at the same time” (GaDOE, 2006, p. 1). GRADING POLICY Summative assignments = 60% Formative assessments = 40% All assignments are expected to be turned in at the time that they are due! Absentee make up work will be completed and returned within a time equivalent to the number of days absent. PLEASE NOTE: STUDENTS IN ATTENDANCE ON THE DAY AN ASSIGNMENT WAS ASSIGNED WILL NOT RECEIVE EXTRA TIME DUE TO AN ABSENCE PRIOR TO THE DUE DATE. GRADE RECOVERY Students are considered proficient in a standard when they master a skill or concept at an 80% or greater. Students with grades lower than an 80% in a standard MUST complete the required Plato units for grade recovery during an allotted amount of time. Students must request grade recovery work. SCIENCE INVESTIGATIVE NOTEBOOK & CLASS MATERIALS 1. Pens (blue or black) 2. pencils 3. color pencils 4. flash drive (except SanDisk) 5. highlighters 6. 2" binder 7. 2 divider tabs (NOTES & ANCHOR CHARTS) ADVANCE CONTENT SCIENCE Students in this class will be challenged beyond the expectations of a regular science class. Students are expected to push themselves harder to exceed standards. Student work must be typed if handwriting is illegible in order to receive credit on assignments. Work is not accepted late and it is the student’s responsibility to gather make up work without prompting. We will also use a great deal of technology to support classroom instruction and learning. “Sweat is the cologne of accomplishment.”
--Heywood Broun
"We must move beyond just being good to becoming great."
--Ms. Prince
Physical Science Standards S8P1. Students will examine the scientific view of the nature of matter.
a. Distinguish between atoms and molecules. b. Describe the difference between pure substances (elements and compounds) and mixtures. c. Describe the movement of particles in solids, liquids, gases, and plasmas states. d. Distinguish between physical and chemical properties of matter as physical (i.e., density, melting point, boiling point) or chemical (i.e., reactivity, combustibility). e. Distinguish between changes in matter as physical (i.e., physical change) or chemical (development of a gas, formation of precipitate, and change in color). f. Recognize that there are more than 100 elements and some have similar properties as shown on the Periodic Table of Elements. g. Identify and demonstrate the Law of Conservation of Matter.
S8P2. Students will be familiar with the forms and transformations of energy. a. Explain energy transformation in terms of the Law of Conservation of Energy. b. Explain the relationship between potential and kinetic energy. c. Compare and contrast the different forms of energy (heat, light, electricity, mechanical motion, sound) and their characteristics. d. Describe how heat can be transferred through matter by the collisions of atoms (conduction) or through space (radiation). In a liquid or gas, currents will facilitate the transfer of heat (convection).
S8P3. Students will investigate relationship between force, mass, and the motion of objects.
a. Determine the relationship between velocity and acceleration. b. Demonstrate the effect of balanced and unbalanced forces on an object in terms of gravity, inertia, and friction. c. Demonstrate the effect of simple machines (lever, inclined plane, pulley, wedge, screw, and wheel and axle) on work.
S8P4. Students will explore the wave nature of sound and electromagnetic radiation. a. Identify the characteristics of electromagnetic and mechanical waves. b. Describe how the behavior of light waves is manipulated causing reflection, refraction diffraction, and absorption. c. Explain how the human eye sees objects and colors in terms of wavelengths. d. Describe how the behavior of waves is affected by medium (such as air, water, solids). e. Relate the properties of sound to everyday experiences. f. Diagram the parts of the wave and explain how the parts are affected by changes in amplitude and pitch.
S8P5. Students will recognize characteristics of gravity, electricity, and magnetism as major kinds of forces acting in nature. a. Recognize that every object exerts gravitational force on every other object and that the force exerted depends on how much mass the objects have and how far apart they are. b. Demonstrate the advantages and disadvantages of series and parallel circuits and how they transfer energy. c. Investigate and explain that electric currents and magnets can exert force on each other.
Investigative Notebook Setup Left Side On this side, your goal is to do the following: •
Reorganize new into creative formats
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Express opinions and feelings
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Explore new ideas
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Explore connections to what has been learned
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Apply skills learned (diagrams, analogies, graphs, tables, charts, models, pictures, drawings)
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Add completed worksheets, writing prompts, self-reflections, songs, and ideas
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ALWAYS fill with color
Right Side
LAB REPORT PROCESSING MAPS Gathered and cited research (see p. 43) about topic Hypothesis C
Identify the control, constants, independent, and dependent variables (as applicable).
List all the necessary materials w/ amounts for the experiment.
Write out the procedures for the experiment.
Problem Questio Hypothesis n
Data Observations and Analysis
Data Observations and Analysis
Data Observations and Analysis
Conclusion: Restate purpose of lab. Explain how this lab reflects the standard you’re studying. Restate your hypothesis. Is it valid or not? Use data observation and analysis to support the validity (or invalidation) of your hypothesis. Identify any flaws (sources of error in measurement) that may have affected the results. Identify one or more ways that your results support the standard you’ve covered in an effort to help your peers see the big picture..
LAB REPORT TEMPLATE (Page 1)
TITLE OF THE LAB Student Name(s) Lab Dates Teacher(s) Names Class Period
LAB REPORT TEMPLATE (Pages 2-4) Problem Question & Standard [5 PTS]: What is it that you want to know? What standard/element does this lab support? Research [10 PTS]: What do other scientists and authors have to say about the topic that your testing? (Do not tell me that you used books and the internet to find research.) This must be written in paragraph format. Include at least two (2) in-text citations. Hypothesis [5 PTS]: If [independent variable] then [dependent variable] because [rationale based on good reasoning and information gathered]. Materials [5 PTS]: Create a BULLETED list of items needed and their exact quantities to do the experiment. Procedures [20 PTS]: Create a NUMBERED list (1, 2, 3, …) of steps (in order) that are used to conduct the experiment. (DO NOT write first, second, third, etc.) Data [15 PTS]: How will you display the data: bar, pie, line graphs, scatter plots, frequency table, photographs, or charts? Choose two different ways to display the data. Observations [12 PTS]: Create a bulleted list of at least three (3) qualitative and quantitative observations. Observations include, but are not limited to color, odor, texture, structure, composition, organization, movement, direction, location, temperature, magnetism, and pressure. DO NOT RECORD INFERENCES. Conclusion [18 PTS]: Explain your purpose for doing this experiment. What was your hypothesis? Was your hypothesis valid? Explain using observations made to support the outcome or results. Were there any flaws (possible errors in measurement) while conducting this experiment? What knowledge, relevant to the observed standard(s), can you draw from this experiment and share with other science students? References [10 PTS]: Include a minimum of two (2) in-text citations and references at the end of your report. Please note: YOUR LAB REPORT PROCESSING MAPS ARE CONSIDERED YOUR ROUGH DRAFT [40 PTS WITH COLOR] TO THE FINAL REPORT AND MUST BE INCLUDED AS THE LAST PAGE OF YOUR REPORT
5 Section
Georgia Studies
Bravery is believing in yourself, and that thing that nobody can teach you. El Cordobés Georgia Studies Course Syllabus: 2012-2013
Teacher: Mr. Jeffrey Pittman Teacher: Mrs. Maria Forese Teacher: Mr. Bradshaw Gaynor
E-Mail: jpittman@paulding.k12.ga.us E-Mail: mforese@paulding.k12.ga.us E-Mail: bgaynor@paulding.k12.ga.us
Textbook Information: 1) Georgia in the American Experience 2) Creating America: A History of the United States Course Objectives The curriculum for this course consists of a thorough examination of the geography, history, government, and economy of Georgia from pre-colonial times to the present. This course will also examine the geography, history, and government of the United States. Class Expectations Throughout the course students will be participating in class discussion, completing various reading and writing assignments and projects, interpreting maps, and analyzing primary and secondary sources to increase their level of understanding of Georgia Studies. Students are expected to take notes when given, attend class daily, participate in class, and complete all assignments on time. In addition, the Advanced Georgia Studies class will be given more time for enrichment tasks, justifying historical events and decisions, and exploring more current social issues as they relate to the standards. This will be done by analyzing more primary documents and formulating questions and responses to them, multimedia student projects and presentations, debates, reenactments, and conducting more extensive research. Students will be expected to utilize various forms of technology for the class, including PowerPoint, green-screen technology, still and video cameras for presentations, student blogs, and podcasts. Behavior Expectations: Students are expected to follow all school rules and procedures, as well as rules and procedures established by the students’ team teachers in the classroom and hallways. I.
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Course Requirements/Grading Policy: Summative Assessments- 60% a. Summative assessments may include, but are not limited to, unit tests, projects interactive notebook checks, and other assignments representing mastery of standards. Formative Assessments- 40% a. Formative assessments may include, but are not limited to, quizzes, class work and other assignments representing mastery of elements and/or parts of standards.
Supplies 1-inch binder, pens, pencils, color pencils, 4 divider tabs (1st Qtr, 2nd Qtr, 3rd Qtr, 4th Qtr) Georgia Performance Standards- Georgia Studies In eighth grade, students study Georgia geography, history, government, and economics. While the four strands are interwoven, ample opportunity is also provided for in-depth study of the geography of Georgia and the government of Georgia. U.S. historical events are included, as appropriate, to ensure students understand Georgia’s role in the history of the United States. Historical Understandings SS8H1 The student will evaluate the development of Native American cultures and the impact of European exploration and settlement on the Native American cultures in Georgia.
a. Describe the evolution of Native American cultures (Paleo, Archaic, Woodland, and Mississippian) prior to European contact. b. Evaluate the impact of European contact on Native American cultures; include Spanish missions along the barrier islands, and the explorations of Hernando DeSoto. c. Explain reasons for European exploration and settlement of North America, with emphasis on the interests of the French, Spanish, and British in the southeastern area. SS8H2 The student will analyze the colonial period of Georgia’s history. a. Explain the importance of James Oglethorpe, the Charter of 1732, reasons for settlement (charity, economics, and defense), Tomochichi, Mary Musgrove, and the city of Savannah. b. Evaluate the Trustee Period of Georgia’s colonial history, emphasizing the role of the Salzburgers, Highland Scots, malcontents, and the Spanish threat from Florida. c. Explain the development of Georgia as a royal colony with regard to land ownership, slavery, government, and the impact of the royal governors. SS8H3 The student will analyze the role of Georgia in the American Revolution. a. Explain the immediate and long-term causes of the American Revolution and their impact on Georgia; include the French and Indian War (Seven Years War), Proclamation of 1763, Stamp Act, Intolerable Acts, and the Declaration of Independence. b. Analyze the significance of people and events in Georgia on the Revolutionary War; include Loyalists, patriots, Elijah Clarke, Austin Dabney, Nancy Hart, Button Gwinnett, Lyman Hall, George Walton, Battle of Kettle Creek, and siege of Savannah. SS8H4 The student will describe the impact of events that led to the ratification of the United States Constitution and the Bill of Rights. a. Analyze the strengths and weaknesses of both the Georgia Constitution of 1777 and the Articles of Confederation and explain how weaknesses in the Articles of Confederation led to a need to revise the Articles. b. Describe the role of Georgia at the Constitutional Convention of 1787; include the role of Abraham Baldwin and William Few, and reasons why Georgia ratified the new constitution. SS8H5 The student will explain significant factors that affected the development of Georgia as part of the growth of the United States between 1789 and 1840. a. Explain the establishment of the University of Georgia, Louisville, and the spread of Baptist and Methodist churches. b. Evaluate the impact of land policies pursued by Georgia; include the headright system, land lotteries, and the Yazoo land fraud. c. Explain how technological developments, including the cotton gin and railroads, had an impact on Georgia’s growth. d. Analyze the events that led to the removal of Creeks and Cherokees; include the roles of Alexander McGillivray, William McIntosh, Sequoyah, John Ross, Dahlonega Gold Rush, Worcester v. Georgia, Andrew Jackson, John Marshall, and the Trail of Tears. SS8H6 The student will analyze the impact of the Civil War and Reconstruction on Georgia. a. Explain the importance of key issues and events that led to the Civil War; include slavery, states’ rights, nullification, Missouri Compromise, Compromise of 1850 and the Georgia Platform, Kansas-Nebraska Act, Dred Scott case, election of 1860, the debate over secession in Georgia, and the role of Alexander Stephens. b. State the importance of key events of the Civil War; include Antietam, the Emancipation Proclamation, Gettysburg, Chickamauga, the Union blockade of Georgia’s coast, Sherman’s Atlanta Campaign, Sherman’s March to the Sea, and Andersonville.
c. Analyze the impact of Reconstruction on Georgia and other southern states, emphasizing Freedmen’s Bureau; sharecropping and tenant farming; Reconstruction plans; 13th, 14th, and 15th amendments to the constitution; Henry McNeal Turner and black legislators; and the Ku Klux Klan. SS8H7 The student will evaluate key political, social, and economic changes that occurred in Georgia between 1877 and 1918. a. Evaluate the impact the Bourbon Triumvirate, Henry Grady, International Cotton Exposition, Tom Watson and the Populists, Rebecca Latimer Felton, the 1906 Atlanta Riot, the Leo Frank Case, and the county unit system had on Georgia during this period. b. Analyze how rights were denied to African-Americans through Jim Crow laws, Plessy v. Ferguson, disenfranchisement, and racial violence. c. Explain the roles of Booker T. Washington, W. E. B. DuBois, John and Lugenia Burns Hope, and Alonzo Herndon. d. Explain reasons for World War I and describe Georgia’s contributions. SS8H8 The student will analyze the important events that occurred after World War I and their impact on Georgia. a. Describe the impact of the boll weevil and drought on Georgia. b. Explain economic factors that resulted in the Great Depression. c. Discuss the impact of the political career of Eugene Talmadge. d. Discuss the effect of the New Deal in terms of the impact of the Civilian Conservation Corps, Agricultural Adjustment Act, rural electrification, and Social Security. SS8H9 The student will describe the impact of World War II on Georgia’s development economically, socially, and politically. a. Describe the impact of events leading up to American involvement in World War II; include LendLease and the bombing of Pearl Harbor. b. Evaluate the importance of Bell Aircraft, military bases, the Savannah and Brunswick shipyards, Richard Russell, and Carl Vinson. c. Explain the impact of the Holocaust on Georgians. d. Discuss President Roosevelt’s ties to Georgia including his visits to Warm Springs and his impact on the state. SS8H10 The student will evaluate key post-World War II developments of Georgia from 1945 to 1970. a. Analyze the impact of the transformation of agriculture on Georgia’s growth. b. Explain how the development of Atlanta, including the roles of mayors William B. Hartsfield and Ivan Allen, Jr., and major league sports, contributed to the growth of Georgia. c. Discuss the impact of Ellis Arnall. SS8H11 The student will evaluate the role of Georgia in the modern civil rights movement. a. Describe major developments in civil rights and Georgia’s role during the 1940s and 1950s; include the roles of Herman Talmadge, Benjamin Mays, the 1946 governor’s race and the end of the white primary, Brown v. Board of Education, Martin Luther King, Jr., and the 1956 state flag. b. Analyze the role Georgia and prominent Georgians played in the Civil Rights Movement of the 1960s and 1970s; include such events as the founding of the Student Non-Violent Coordinating Committee (SNCC), Sibley Commission, admission of Hamilton Holmes and Charlayne Hunter to the University of Georgia, Albany Movement, March on Washington, Civil Rights Act, the election of Maynard Jackson as mayor of Atlanta, and the role of Lester Maddox. c. Discuss the impact of Andrew Young on Georgia.
SS8H12 The student will explain the importance of significant social, economic, and political developments in Georgia since 1970. a. Evaluate the consequences of the end of the county unit system and reapportionment. b. Describe the role of Jimmy Carter in Georgia as state senator, governor, president, and past president. c. Analyze the impact of the rise of the two-party system in Georgia. d. Evaluate the effect of the 1996 Olympic Games on Georgia. e. Evaluate the importance of new immigrant communities to the growth and economy of Georgia. Geographic Understandings SS8G1 The student will describe Georgia with regard to physical features and location. a. Locate Georgia in relation to region, nation, continent, and hemispheres. b. Describe the five geographic regions of Georgia; include the Blue Ridge Mountains, Valley and Ridge, Appalachian Plateau, Piedmont, and Coastal Plain. c. Locate and evaluate the importance of key physical features on the development of Georgia; include the Fall Line, Okefenokee Swamp, Appalachian Mountains, Chattahoochee and Savannah Rivers, and barrier islands. d. Evaluate the impact of climate on Georgia’s development. SS8G2 The student will explain how the Interstate Highway System, Hartsfield-Jackson International Airport, and Georgia’s deepwater ports, and the railroads help drive the state’s economy. a. Explain how the four transportation systems interact to provide domestic and international goods to the people of Georgia. b. Explain how the four transportation systems interact to provide producers and service providers in Georgia with national and international markets. c. Explain how the four transportation systems provide jobs for Georgians. Civics/Government Understandings SS8CG1 The student will describe the role of citizens under Georgia’s constitution. a. Explain the basic structure of the Georgia state constitution. b. Explain the concepts of separation of powers and checks and balances. c. Describe the rights and responsibilities of citizens. d. Explain voting qualifications and elections in Georgia. e. Explain the role of political parties in government. S8CG2 The student will analyze the role of the legislative branch in Georgia state government. a. Explain the qualifications, term, election, and duties of members of the General Assembly. b. Describe the organization of the General Assembly, with emphasis on leadership and the committee system. c. Evaluate how the legislative branch fulfills its role as the lawmaking body for the state of Georgia. SS8CG3 The student will analyze the role of the executive branch in Georgia state government. a. Explain the qualifications, term, election, and duties of the governor and lieutenant governor. b. Describe the organization of the executive branch, with emphasis on major policy areas of state programs; include education, human resources, public safety, transportation, economic development, and natural resources. c. Evaluate how the executive branch fulfills its role through state agencies that administer programs and enforce laws. SS8CG4 The student will analyze the role of the judicial branch in Georgia state government.
a. Explain the structure of the court system in Georgia including trial and appellate procedures and how judges are selected. b. Explain the difference between criminal law and civil law. c. Describe the adult justice system, emphasizing the different jurisdictions, terminology, and steps in the criminal justice process. d. Describe ways to avoid trouble and settle disputes peacefully. e. Evaluate how the judicial branch fulfills its role in interpreting the laws of Georgia and ensuring justice in our legal system. SS8CG5 The student will analyze the role of local governments in the state of Georgia. a. Explain the origins, functions, purposes, and differences of county and city governments in Georgia. b. Compare and contrast the weak mayor-council, the strong mayor-council, and the council-manager forms of city government. c. Describe the functions of special-purpose governments. d. Evaluate the role of local government working with state agencies to administer state programs. SS8CG6 The student will explain how the Georgia court system treats juvenile offenders. a. Explain the difference between delinquent behavior and unruly behavior and the consequences of each b. Describe the rights of juveniles when taken into custody. c. Describe the juvenile justice system, emphasizing the different jurisdictions, terminology, and steps in the juvenile justice process. d. Explain the seven delinquent behaviors that can subject juvenile offenders to the adult criminal process, how the decision to transfer to adult court is made, and the possible consequences. Economic Understandings SS8E1 The student will give examples of the kinds of goods and services produced in Georgia in different historical periods. SS8E2 The student will explain the benefits of free trade. a. Describe how Georgians have engaged in trade in different historical time periods. b. Explain how the four transportation systems from SS8G2 contribute to Georgia’s role in trade. SS8E3 The student will evaluate the influence of Georgia’s economic growth and development. a. Define profit and describe how profit is an incentive for entrepreneurs. b. Explain how entrepreneurs take risks to develop new goods and services to start a business. c. Evaluate the importance of entrepreneurs in Georgia who developed such enterprises as Coca-Cola, Delta Airlines, Georgia-Pacific, and Home Depot. SS8E4 The student will identify revenue sources for and services provided by state and local governments. a. Trace sources of state revenue such as sales taxes, federal grants, personal income taxes, and property taxes. b. Explain the distribution of state revenue to provide services. c. Evaluate how choices are made given the limited revenues of state and local governments. SS8E5 The student will explain personal money management choices in terms of income, spending, credit, saving, and investing.
INTERACTIVE NOTEBOOK SETUP Left Side On this side, your goal is to do the following: •
Reorganize new information into creative formats
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Express opinions and feelings
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Explore new ideas
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Explore connections to what has been learned
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Apply skills learned (diagrams, analogies, graphs, tables, charts, models, pictures, drawings)
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Add completed worksheets, writing prompts, selfreflections, songs, and ideas
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ALWAYS fill with color
Right Side On this side, the teacher will provide you with new information: •
Class notes
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Discussion notes
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Reading notes
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Handouts
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Titles and Unit Pages
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Project Information
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Warm ups