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Language Arts Grade 8

Required Textbooks Elements of Writing: 2nd Course by James L. Kinneavy and John E. Warriner - Holt, Rinehart, and Winston, 1998 Elements of Literature: 2nd Course by Robert Anderson, John Malcolm Brinnin, John Leggett, and Judith L. Irvin - Holt, Rinehart, and Winston, 2000 Standardized Assessment

The Virginia Standards of Learning (SOL) Assessment is given in two parts to all eighth grade students in the spring semester. The first test, Writing, is administered to students in March, while the second test, Reading/Literature and Research, is given in May. The results of the tests are combined to produce one final score.

During second semester, students participate in simulated SOL testing sessions using practice tests developed by teachers in Hanover County. The purpose of these sessions is to provide students with a practice testing experience, as well as to identify strengths and weaknesses in content knowledge and skills prior to the SOL testing in May. Discussion and analysis of test questions help students evaluate their knowledge and strengthen test-taking strategies.

Technology In the English classroom, students use technology to:

• access, retrieve, organize, analyze, and evaluate electronic information from a variety of sources, documenting sources appropriately;

• communicate an understanding of literature, grammar, and the writing process; • present information using a variety of multimedia; • use advanced publishing software and graphics programs to produce page layouts; • compose and edit a multipage document at the keyboard using word processing skills

and the writing process; • develop and use databases to organize, analyze, and evaluate information; • use search strategies to retrieve electronic information; and • use local and worldwide network communication systems.

Parent Tips

Parental involvement in schooling can lead to academic benefits for students. Parents are encouraged to: • help students manage and organize daily and weekly routines, allocating time for

homework and extended assignments; • read and discuss literary assignments with students; • review and discuss students’ writing, making suggestions for revision; • visit the library in order to learn about outstanding literature (e.g., Newbery Medal

winners); • share and define new vocabulary words; • read and discuss newspaper/magazine articles and historical/current events; • supervise visits to sites on the Internet that extend student appreciation of the

language arts; • have students keep a writing journal;

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• expose students to pieces of both fiction and nonfiction; • model lifelong learning skills by reading alongside students for thirty minutes each

day; and • encourage use of writing process by using the following:

Prewriting (Planning)

♦ Use brainstorming, listing, clustering, freewriting, and class discussion to generate topic ideas.

♦ Choose and limit topic. ♦ Develop and organize details by making an outline, creating a list, or using graphic

organizers. ♦ Conduct research, if necessary. ♦ Suit topic to purpose and audience.

Drafting/Composing ♦ Compose sentences and paragraphs (including thesis statement) from ideas

generated in the prewriting stage. ♦ Develop a strong main idea, good supporting details (elaboration), and a powerful

conclusion. ♦ Ensure that the essay has a definitive beginning, middle, and end. ♦ Assign a meaningful title to the piece.

Revising (Rearranging) ♦ Read draft for coherence, unity, and content. ♦ Examine word choice to make certain that vocabulary is precise for maximum

impact on the reader. ♦ Utilize peer editing workshops when appropriate. ♦ Produce additional drafts to ensure a polished final product.

Editing (Correcting) ♦ Scrutinize work for sentence completeness, subject-verb agreement, verb tense

consistency, and pronoun-antecedent agreement. ♦ Identify and correct errors in mechanics: capitalization, punctuation, spelling, and

formatting.

Proofreading ♦ Examine work one more time to be certain that all desired changes have been

made. ♦ Check to see that the title of the paper still reveals the work’s central idea and

purpose.

Publishing/Final Draft ♦ Share final product with, or submit final product to, the intended audience.

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Helpful websites for parents: • Hanover’s language arts website: http://hcps2.hanover.k12.va.us/instruction/la/default.htm • Virginia English Standards of Learning Curriculum Framework:

http://www.pen.k12.va.us/vdoe/instruction/english/englishcf/html • readwritethink.org • www.reading.org/links/lit_tp.html • www.rif.org.uk/advice/parents_resources.htm • www.ncte.org

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Language Arts Objectives 8.1 The student will use interviewing techniques to gain information.

• Prepare and ask relevant questions for the interview. • Make notes of responses. • Compile and report responses. • Evaluate the effectiveness of the interview.

8.2 The student will develop and deliver oral presentations in groups and individually.

• Choose topic and purpose appropriate to the audience. • Choose vocabulary and tone appropriate to the audience, topic, and purpose. • Use appropriate verbal and nonverbal presentation skills. • Respond to audience questions and comments. • Use grammatically correct language. • Critique oral presentations.

8.3 The student will analyze mass media messages.

• Evaluate the persuasive technique being used. • Describe the possible cause-effect relationships between mass media coverage and

public opinion trends. • Evaluate sources, including advertisements, editorials, and feature stories, for

relationships between intent and factual content. 8.4 The student will apply knowledge of word origins, derivations, inflections, analogies, and

figurative language to extend vocabulary development. • Identify simile, metaphor, personification, hyperbole, and analogy. • Use context, structure, and connotations to determine meaning of words and phrases.

8.5 The student will read and analyze a variety of narrative and poetic forms.

• Explain the use of symbols and figurative language. • Describe inferred main ideas or themes, using evidence from the text as support. • Describe how authors use characters, conflict, point of view, and tone to create

meaning. • Compare and contrast the use of the poetic elements of word choice, dialogue, form,

rhyme, rhythm, and voice. • Compare and contrast authors’ styles.

8.6 The student will read, comprehend, and analyze a variety of informational sources.

• Draw on background knowledge and knowledge of text structure to understand selections.

• Analyze the author’s credentials, viewpoint, and impact. • Analyze the author’s use of text structure and word choice. • Analyze details for relevance and accuracy. • Read and follow instructions to complete an assigned task. • Summarize and critique text. • Evaluate and synthesize information to apply in written and oral presentations. • Draw conclusions based on explicit and implied information. • Make inferences based on explicit and implied information.

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8.7 The student will write in a variety of forms, including narrative, expository, persuasive,

and informational. • Use prewriting strategies to generate and organize ideas. • Organize details to elaborate the central idea. • Select specific vocabulary and information. • Revise writing for word choice, sentence variety, and transitions among paragraphs. • Use available technology.

8.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling,

sentence structure, and paragraphing. • Use a variety of graphic organizers, including sentence diagrams, to analyze and

improve sentence formation and paragraph structure. • Use and punctuate correctly varied sentence structures to include conjunctions and

transition words. • Choose the correct case and number for pronouns in prepositional phrases with

compound objects. • Maintain consistent verb tense across paragraphs. • Use comparative and superlative degrees in adverbs and adjectives.

Emphasis on Grammar: • use complete sentences with appropriate punctuation, including the punctuation of

dialogue and the punctuation between dependent and independent clauses • diagram complex sentences • use a singular verb with a singular subject and a plural verb with a plural subject, e.g.,

John buys lunch, but most of his friends bring lunches from home. • use a singular pronoun to refer to a singular antecedent and a plural pronoun to refer

to a plural antecedent, e.g., All students should bring their notebooks to class. Each student must provide his own pen.

• use objective pronouns in prepositional phrases with compound objects, e.g., Grandma gave cookies to Peter and me.

• choose and maintain tense (present, past, future) and throughout an entire paragraph or text

• use comparative and superlative adjectives, e.g., Jim was the brightest student in the middle school. He was even brighter than some of the students in the high school.

• use comparative and superlative adverbs, e.g., The second time she read aloud, she read more fluently than the first time. After much practice, she read most fluently of all her classmates.

• use and correctly punctuate transitional words, such as furthermore, however, since, and next

• use and correctly punctuate conjunctions, such as either/or and neither/nor.

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Mathematics

Required Textbooks Mathematics 6: Glencoe Mathematics: Applications and Concepts, Course 1; The McGraw Hill Companies, Inc., 2005. Mathematics 7: Glencoe Mathematics: Applications and Concepts, Course 2; The McGraw Hill Companies, Inc., 2005. Pre-Algebra: Glencoe Mathematics: Pre-Algebra; The McGraw Hill Companies, Inc., 2005. Algebra I: Glencoe Mathematics: Algebra I; The McGraw Hill Companies, Inc., 2005.

Geometry: Glencoe Mathematics Geometry; The McGraw Hill Companies, Inc., 2005. Algebra II: Glencoe Mathematics: Algebra 2; The McGraw Hill Companies, Inc. 2005.

Standardized Assessment

The Virginia Standards of Learning (SOL) Assessments for Math 6, Math 7, and Math 8 are given to all students enrolled in Math 6, Math 7, or Pre-Algebra in the late spring. These assessments cover the math objectives for the specified course. The Virginia Standards of Learning (SOL) Assessments for Algebra I, Geometry, and Algebra II are given to all students enrolled in these individual courses in the late spring. In March, all math students participate in a simulated SOL testing session using a cumulative practice test developed by teachers in Hanover County. The purpose of this session is to provide students with a practice testing experience and to identify strengths and weaknesses in content knowledge and skills prior to the SOL testing in May. Discussion and analysis of test questions help students evaluate their knowledge and strengthen test-taking strategies.

Technology In the mathematics classroom, students use technology to:

• collect and display real-time data; • present data in a variety of graphical forms; • learn abstract mathematical concepts through constructions, visual displays, and

measurement; • construct spreadsheets to perform numerical calculations; and • communicate understanding of mathematical concepts, skills, and processes.

The following equipment is used in the instructional program for Math 6, Math 7 and Pre-Algebra:

• Scientific calculator, such as the TI-30XASEVA made by Texas Instruments The following equipment is used in the instructional program for Algebra I, Geometry

and Algebra II: • Graphing Calculator, such as the TI-83 Plus or TI-84 Plus made by Texas Instruments

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Parent Tips Parental involvement in schooling can lead to academic benefit. Parents are encouraged to: • help students manage and organize daily and weekly routines, allocating time for

homework and extended assignments; • provide supplies including calculators, pencils, notebook paper, graph paper, scissors,

a protractor, and a compass; • review mathematics homework for accuracy and understanding by asking students to

explain strategies and solutions; • encourage students to review their notes and work sample problems in preparation for

each quiz and test, periodically reviewing material from previous chapters; • read newspaper articles and discuss news reports that incorporate mathematics or

statistics; and • talk with students about ways to use mathematics including problem solving and

logical reasoning in their daily lives.

Three helpful parent resources are Math on Call: A Mathematics Handbook, Algebra To Go, and Geometry To Go published by Great Source Education Group. Some websites offering mathematics information, activities, and practice include: • Glencoe Online Learning Centers:

www.glencoe.com/sites/virginia/student/mathematics • Virginia Department of Education: www.pen.k12.va.us • U. S. Department of Education: www.ed.gov • Figure This!, Math Challenges for Families: www.figurethis.org • For a free challenge book and tips for parents call toll free 1-877-GO-SOLVE • National Council of Teachers of Mathematics: www.nctm.org • A site for teachers, parents, and students of all ages: www.math.com • Fun Brain: www.funbrain.com • NASA: www.nasa.gov • PBS Mathline: www.pbs.org/mathline/ • The Virginia Algebra Resource Center (ARC) (Algebra I and Geometry):

http://teach.virginia.edu/k12/algebra • www.mathematics.com • Jefferson Lab: Virginia State Standards of Learning: http://eduation.jlab.org/solquiz • The Math Lab: www.themathlab.com • Purplemath-Your Algebra Resource (Algebra I): www.purplemath.com • Cool Math: www.coolmath.com • www.mathsciencecenter.info • www.http://hcps2.k12.va.us

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Pre-Algebra Objectives Number and Number Sense 8.1 The student will

• simplify numerical expressions involving positive exponents, using rational numbers, order of operations, and properties of operations with real numbers;

• recognize, represent, compare, and order numbers expressed in scientific notation; and

• compare and order decimals, fractions, percents, and numbers written in scientific notation.

8.2 The student will describe orally and in writing the relationship between the subsets of the

real number system. Computation and Estimation 8.3 The student will solve practical problems involving rational numbers, percents, ratios,

and proportions. Problems will be of varying complexities and will involve real-life data, such as finding a discount and discount prices and balancing a checkbook.

8.4 The student will apply the order of operations to evaluate algebraic expressions for given

replacement values of the variables. Problems will be limited to positive exponents. 8.5 The student, given a whole number from 0 to 100, will identify it as a perfect square or

find the two consecutive whole numbers between which the square root lies. Measurement 8.6 The student will verify by measuring and describe the relationships among vertical

angles, supplementary angles, and complementary angles and will measure and draw angles of less than 360°.

8.7 The student will investigate and solve practical problems involving volume and surface

area of rectangular solids (prisms), cylinders, cones, and pyramids. Geometry 8.8 The student will apply transformations (rotate or turn, reflect or flip, translate or slide,

and dilate or scale) to geometric figures represented on graph paper. The student will identify applications of transformations, such as tiling, fabric design, art, and scaling.

8.9 The student will construct a three-dimensional model, given the top, side, and/or bottom

views.

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8.10 The student will • verify the Pythagorean Theorem, using diagrams, concrete materials, and

measurement; and • apply the Pythagorean Theorem to find the missing length of a side of a right triangle

when given the lengths of the other two sides. Probability and Statistics 8.11 The student will analyze problem situations, including games of chance, board games, or

grading scales, and make predictions, using knowledge of probability. 8.12 The student will make comparisons, predictions, and inferences, using information

displayed in frequency distributions; box-and-whisker plots; scattergrams; line, bar, circle, and picture graphs; and histograms.

8.13 The student will use a matrix to organize and describe data. Patterns, Functions, and Algebra 8.14 The student will

• describe and represent relations and functions, using tables, graphs, and rules; and • relate and compare tables, graphs, and rules as different forms of representation for

relationships. 8.15 The student will solve two-step equations and inequalities in one variable, using concrete

materials, pictorial representations, and paper and pencil. 8.16 The student will graph a linear equation in two variables, in the coordinate plane, using a

table of ordered pairs. 8.17 The student will create and solve problems, using proportions, formulas, and functions. 8.18 The student will use the following algebraic terms appropriately: domain, range,

independent variable, and dependent variable.

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Algebra I Objectives A.1 The student will solve multistep linear equations and inequalities in one variable, solve

literal equations (formulas) for a given variable, and apply these skills to solve practical problems. Graphing calculators will be used to confirm algebraic solutions.

A.2 The student will represent verbal quantitative situations algebraically and evaluate these

expressions for given replacement values of the variables. Students will choose an appropriate computational technique, such as mental mathematics, calculator, or paper and pencil.

A.3 The student will justify steps used in simplifying expressions and solving equations and

inequalities. Justifications will include the use of concrete objects; pictorial representations; and the properties of real numbers, equality, and inequality.

A.4 The student will use matrices to organize and manipulate data, including matrix addition,

subtraction, and scalar multiplication. Data will arise from business, industrial, and consumer situations.

A.5 The student will create and use tabular, symbolic, graphical, verbal, and physical

representations to analyze a given set of data for the existence of a pattern, determine the domain and range of relations, and identify the relations that are functions.

A.6 The student will select, justify, and apply an appropriate technique to graph linear

functions and linear inequalities in two variables. Techniques will include slope-intercept, x- and y-intercepts, graphing by transformation, and the use of the graphing calculator.

A.7 The student will determine the slope of a line when given an equation of the line, the

graph of the line, or two points on the line. Slope will be described as rate of change and will be positive, negative, zero, or undefined. The graphing calculator will be used to investigate the effect of changes in the slope on the graph of the line.

A.8 The student will write an equation of a line when given the graph of the line, two points

on the line, or the slope and a point on the line. A.9 The student will solve systems of two linear equations in two variables both

algebraically and graphically and apply these techniques to solve practical problems. Graphing calculators will be used both as a primary tool for solution and to confirm an algebraic solution.

A.10 The student will apply the laws of exponents to perform operations on expressions with

integral exponents, using scientific notation when appropriate. A.11 The student will add, subtract, and multiply polynomials and divide polynomials with

monomial divisors, using concrete objects, pictorial and area representations, and algebraic manipulations.

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A.12 The student will factor completely first- and second-degree binomials and trinomials in one or two variables. The graphing calculator will be used as a tool for factoring and for confirming algebraic factorizations.

A.13 The student will express the square root of a whole number in simplest radical form and

approximate square roots to the nearest tenth. A.14 The student will solve quadratic equations in one variable both algebraically and

graphically. Graphing calculators will be used both as a primary tool in solving problems and to verify algebraic solutions.

A.15 The student will, given a rule, find the values of a function for elements in its domain and

locate the zeros of the function both algebraically and with a graphing calculator. The value of f(x) will be related to the ordinate on the graph.

A.16 The student will, given a set of data points, write an equation for a line of best fit and use

the equation to make predictions. A.17 The student will compare and contrast multiple one-variable data sets, using statistical

techniques that include measures of central tendency, range, and box-and-whisker graphs.

A.18 The student will analyze a relation to determine whether a direct variation exists and

represent it algebraically and graphically, if possible.

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Geometry Objectives G.1 The student will construct and judge the validity of a logical argument consisting of a set

of premises and a conclusion. This will include • identifying the converse, inverse, and contrapositive of a conditional statement; • translating a short verbal argument into symbolic form; • using Venn diagrams to represent set relationships; and • using deductive reasoning, including the law of syllogism.

G.2 The student will use pictorial representations, including computer software,

constructions, and coordinate methods, to solve problems involving symmetry and transformation. This will include • investigating and using formulas for finding distance, midpoint, and slope; • investigating symmetry and determining whether a figure is symmetric with respect

to a line or a point; and • determining whether a figure has been translated, reflected, or rotated.

G.3 The student will solve practical problems involving complementary, supplementary, and congruent angles that include vertical angles, angles formed when parallel lines are cut by a transversal, and angles in polygons.

G.4 The student will use the relationships between angles formed by two lines cut by a transversal to determine if two lines are parallel and verify, using algebraic and coordinate methods as well as deductive proofs.

G.5 The student will

• investigate and identify congruence and similarity relationships between triangles; and

• prove two triangles are congruent or similar, given information in the form of a figure or statement, using algebraic and coordinate as well as deductive proofs.

G.6 The student, given information concerning the lengths of sides and/or measures of angles, will apply the triangle inequality properties to determine whether a triangle exists and to order sides and angles. These concepts will be considered in the context of practical situations.

G.7 The student will solve practical problems involving right triangles by using the

Pythagorean Theorem, properties of special right triangles, and right triangle trigonometry. Solutions will be expressed in radical form or as decimal approximations.

G.8 The student will • investigate and identify properties of quadrilaterals involving opposite sides and

angles, consecutive sides and angles, and diagonals; • prove these properties of quadrilaterals, using algebraic and coordinate methods as

well as deductive reasoning; and • use properties of quadrilaterals to solve practical problems.

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G.9 The student will use measures of interior and exterior angles of polygons to solve problems. Tessellations and tiling problems will be used to make connections to art, construction, and nature.

G.10 The student will investigate and solve practical problems involving circles, using

properties of angles, arcs, chords, tangents, and secants. Problems will include finding arc length and the area of a sector, and may be drawn from applications of architecture, art, and construction.

G.11 The student will construct a line segment congruent to a given line segment, the bisector

of a line segment, a perpendicular to a given line from a point not on the line, a perpendicular to a given line at a point on the line, the bisector of a given angle, and an angle congruent to a given angle.

G.12 The student will make a model of a three-dimensional figure from a two-dimensional

drawing and make a two-dimensional representation of a three-dimensional object. Models and representations will include scale drawings, perspective drawings, blueprints, or computer simulations.

G.13 The student will use formulas for surface area and volume of three-dimensional objects to

solve practical problems. Calculators will be used to find decimal approximations for results.

G.14 The student will

• use proportional reasoning to solve practical problems, given similar geometric objects; and

• determine how changes in one dimension of an object affect area and/or volume of the object.

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Algebra II Objectives AII.1 The student will identify field properties, axioms of equality and inequality, and

properties of order that are valid for the set of real numbers and its subsets, complex numbers, and matrices.

AII.2 The student will add, subtract, multiply, divide, and simplify rational expressions,

including complex fractions. AII.3 The student will

• add, subtract, multiply, divide, and simplify radical expressions containing positive rational numbers and variables and expressions containing rational exponents; and

• write radical expressions as expressions containing rational exponents and vice versa.

AII.4 The student will solve absolute value equations and inequalities graphically and algebraically. Graphing calculators will be used as a primary method of solution and to verify algebraic solutions.

AII.5 The student will identify and factor completely polynomials representing the difference

of squares, perfect square trinomials, the sum and difference of cubes, and general trinomials.

AII.6 The student will select, justify, and apply a technique to solve a quadratic equation over

the set of complex numbers. Graphing calculators will be used for solving and for confirming the algebraic solutions.

AII.7 The student will solve equations containing rational expressions and equations containing

radical expressions algebraically and graphically. Graphing calculators will be used for solving and for confirming the algebraic solutions.

AII.8 The student will recognize multiple representations of functions (linear, quadratic,

absolute value, step, and exponential functions) and convert between a graph, a table, and symbolic form. A transformational approach to graphing will be employed through the use of graphing calculators.

AII.9 The student will find the domain, range, zeros, and inverse of a function; the value of a

function for a given element in its domain; and the composition of multiple functions. Functions will include exponential, logarithmic, and those that have domains and ranges that are limited and/or discontinuous. The graphing calculator will be used as a tool to assist in investigation of functions.

AII.10 The student will investigate and describe through the use of graphs the relationships

between the solution of an equation, zero of a function, x-intercept of a graph, and factors of a polynomial expression.

AII.11 The student will use matrix multiplication to solve practical problems. Graphing

calculators or computer programs with matrix capabilities will be used to find the product.

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AII.12 The student will represent problem situations with a system of linear equations and solve the system, using the inverse matrix method. Graphing calculators or computer programs with matrix capability will be used to perform computations.

AII.13 The student will solve practical problems, using systems of linear inequalities and linear

programming, and describe the results both orally and in writing. A graphing calculator will be used to facilitate solutions to linear programming problems.

AII.14 The student will solve nonlinear systems of equations, including linear-quadratic and

quadratic-quadratic, algebraically and graphically. The graphing calculator will be used as a tool to visualize graphs and predict the number of solutions.

AII.15 The student will recognize the general shape of polynomial, exponential, and logarithmic

functions. The graphing calculator will be used as a tool to investigate the shape and behavior of these functions.

AII.16 The student will investigate and apply the properties of arithmetic and geometric

sequences and series to solve practical problems, including writing the first n terms, finding the nth term, and evaluating summation formulas. Notation will include Σ and an.

AII.17 The student will perform operations on complex numbers and express the results in

simplest form. Simplifying results will involve using patterns of the powers of i. AII.18 The student will identify conic sections (circle, ellipse, parabola, and hyperbola) from

his/her equations. Given the equations in (h, k) form, the student will sketch graphs of conic sections, using transformations.

AII.19 The student will collect and analyze data to make predictions and solve practical

problems. Graphing calculators will be used to investigate scatterplots and to determine the equation for a curve of best fit. Models will include linear, quadratic, exponential, and logarithmic functions.

AII.20 The student will identify, create, and solve practical problems involving inverse variation

and a combination of direct and inverse variations.

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Physical Science Grade 8

Required Textbooks Science Explorer, Physical Science (Virginia Education) – Prentice Hall, 2003 Standardized Assessment

The Virginia Standards of Learning (SOL) Assessment is given to all eighth grade students in the late spring. The eighth grade science assessment covers Virginia’s 6th grade general science standards, life science standards, and physical science standards.

During second semester, the students participate in a simulated SOL testing session using a cumulative practice test developed by teachers in Hanover County. The purpose of this session is to provide students with a practice testing experience, as well as to identify strengths and weaknesses in content knowledge and skills prior to the SOL testing in May. Discussion and analysis of test questions help students evaluate their knowledge and strengthen test-taking strategies.

Technology In the science classroom, students use technology to: • collect and display real-time data; • use technical databases; • present data in a variety of graphical forms; • acquire understanding of abstract scientific concepts through simulations, visual

displays, and oral presentations; • perform simulations of experiments; • research scientific information from current sources; and • communicate understanding of science concepts, skills, and processes.

Parent Tips

Parental involvement in schooling can lead to academic benefits for students. Parents are encouraged to: • visit the Hanover Instructional Website to see science resources that are available

online. Go to http://hcps2/instruction/science/default.htm. • help students manage and organize daily and weekly routines, allocating time for

homework and extended assignments; • review science labs and class assignments with students; • visit local museums, nature centers, and other places of scientific interest with

students; • visit the local library and check new science-related books and periodicals; • supervise visits to sites on the Internet that extend student understanding of the life,

physical, and Earth sciences. Suggested sites include: www.nasa.gov (NASA homepage) www.discovery.com (Discovery Channel homepage) www.mtwilson.edu (Mount Wilson Observatory) www.weather.com (The Weather Channel homepage) www.exploratorium.edu (Science experiments and facts) http://www.chem4kids.com (Introductory chemistry site) http://www.epa.gov/kids/(Environmental Protection Agency student site)

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http://mathsciencecener.info (Mathematics and Science Center) www.nws.noaa.gov (National Weather Service) www.smv.org (Science Museum of Virginia) www.cbf.org (Chesapeake Bay Foundation) www.fws.gov (U.S. Fish and Wildlife Service) www.cellsalive.com(Cell information and images) http://www.usgs.gov/education/ (USGS education service page) http://education.jlab.org/solquiz/ (SOL practice tests) http://www.pen.k12.va.us/VDOE/Assessment/releasedtests.html (Released Virginia SOL test items from 2000-2003)

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Physical Science Objectives PS.1 The student will plan and conduct investigations.

• Use chemicals and equipment safely. • Accurately measure and report length, mass, volume, density, temperature, weight,

and force using metric units. • Make conversions among metric units applying appropriate prefixes. • Gather data using triple beam and electronic balances, thermometers, metric rulers,

graduated cylinders, and spring scales. • Express numbers using scientific notation where appropriate. • Use research methods to investigate practical problems and questions. • Complete a research project that incorporates research skills, experimental design,

recording and analyzing data, and drawing valid conclusions in an appropriate written form.

• Judge the authority, credibility, and potential bias of a research source. • Identify independent and dependent variables, constants, controls, and repeated trials. • Construct data tables showing the independent and dependent variables, derived

quantities, and the number of trials that are constructed and interpreted. • Construct and interpret data tables for descriptive statistics showing specific measures

of central tendency, the range of the data set, and the number of repeated trials. • Construct and interpret frequency distributions, scattergrams, line plots, and

histograms. • Create valid conclusions after analyzing trends in data. • Develop and reinforce an understanding of the nature of science.

PS.2 The student will investigate and understand the basic nature of matter.

• Define matter. • Explain why the mass of an object is constant while its weight can change. • Describe and compute the relationship among mass, volume, and density. • Differentiate between elements, compounds, and mixtures. • Compare and contrast the four phases of matter (solid, liquid, gas, plasma) in terms of

molecular structure, molecular motion, shape, volume, and viscosity. • Explain and give examples of phase changes in matter including melting, freezing,

vaporization, condensation and sublimation. • Interpret a phase-change diagram. • Discuss the cause and effect of phase changes (solids to liquids; liquids to gases;

gases to liquids; liquids to solids). • Describe the physical properties of matter (shape, density, solubility, odor, melting

point, boiling point, color). • Describe the chemical properties of matter (acidity, basicity, combustibility,

reactivity). • Differentiate between physical and chemical properties and changes in matter. • Differentiate between inorganic and organic compounds. • Differentiate between acids and bases. • Relate pH number to the strength of an acid or base and explain the nature and use of

the pH scale. • Describe salt formation in neutralization reactions.

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• Use observation and experimentation to compare the properties of substances (i.e. solubility in water, conductivity, combustion, melting, etc.).

• Use Archimedes Principle to explain why objects float or sink. • State and give examples of Boyle’s Law and Charles’s Law.

PS.3 The student will investigate and understand the modern and historical models of atomic

structure. • Describe an atom as the basic building block of matter that consists of subatomic

particles. • Relate the historical development of the atom to current atomic theories. • Describe the contributions of Dalton, Thomson, Rutherford, and Bohr in

understanding the atom and the modern model of atomic structure. • Describe methods that scientists used to infer the structure of an atom. • Construct a model of an atom using the Bohr theory.

PS.4 The student will investigate and understand the organization and use of the periodic table

of elements to obtain information. • Differentiate between naturally occurring elements and elements that are artificially

produced in a laboratory setting. • Use the periodic table to identify the symbol, atomic number, atomic mass, and state

of an element; • Determine the number of protons, neutrons, and electrons from the atomic number

and atomic mass of an element using the periodic table. • Define the terms ion and isotope. • Use the periodic table to determine the energy levels and number of electrons in the

outer energy level (valence) of an atom. • Distinguish among metals, non-metals, and metalloid on the periodic table and use

this information to predict characteristics and appropriate uses of elements. • Distinguish between groups (families) and periods on the periodic table. • Identify periodic trends in the elements. • Predict the type of bonding in a compound from the position of the elements on the

periodic table. • Differentiate between ionic and covalent bonding.

PS.5 The student will investigate and understand changes in matter and the relationship of

these changes to the Law of Conservation of Matter and Energy. • Differentiate between chemical and physical changes. • Interpret a simple chemical equation written in words including products, reactions,

yield, number of formula units (molecules) of a substance, and number of atoms of each element found on the product and reactant sides of the equation.

• Cite evidence of a chemical reaction (i.e. temperature change, gas production, color change, and precipitate).

• Write balanced chemical equations. • Use the Law of Conservation of Matter (Mass) to explain why an equation must be

balanced. • Based upon observation and experimentation, classify a chemical reaction as

synthesis, decomposition, or replacement (single and double). • Describe the Law of Conservation of Energy. • Differentiate between exothermic and endothermic reactions.

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• Demonstrate how concentration, surface area, temperature, and catalysts affect the rate of a chemical reaction.

• Describe nuclear reactions (products of fusion and fission and their effects on human beings and the environment).

• Describe ways that humans detect and use radioactivity. • Interpret information on the half-life of an element and use the periodic table to infer

instability of nuclei. • Distinguish between alpha, beta, and gamma radiation on the basis of their

penetrative abilities. PS.6 The student will investigate and understand states and forms of energy and how energy is

transferred and transformed. • Classify examples of the various energy forms (i.e. mechanical, chemical, electrical,

heat, light, nuclear, and sound). • Identify examples of energy conversions such as: kinetic to potential, chemical to

electrical, heat to light, light to electrical, electrical to mechanical, mechanical to sound, electrical to sound, and nuclear to electrical.

• Distinguish between potential and kinetic energy and cite examples of each. • Describe how weight and height affect the potential energy of an object and use the

information to select the object with the greatest potential energy. • Predict the relative amounts of kinetic and potential energy of an object at different

times using a roller coaster, pendulum, ball, or spring. • Describe how mass and velocity affect the kinetic energy of an object and use the

information to select the object with the greatest kinetic energy. • Describe and be able to compute mathematical relationships among kinetic energy,

mass, and velocity. • Describe and be able to compute mathematical relationships among potential energy,

gravitational force (weight), and distance. • Demonstrate how to produce heat from mechanical action and explain its production

in terms of molecules. PS.7 The student will investigate and understand temperature scales, heat, and heat transfer.

• Discuss Celsius and Kelvin temperature scales. • Distinguish between heat and temperature. • Describe how heat can be measured indirectly by measuring temperature change. • Describe phase change, freezing point, melting point, boiling point, vaporization, and

condensation. • Compare temperature with molecular movement and define the theoretical point at

which molecular movement stops as absolute zero. • Relate phase changes to changes in temperature and heat energy. • Compare and contrast conduction, convection, and radiation and provide common

examples of each. • Using water, demonstrate how the amount (mass) and temperature (oC) affect the

total amount of heat (calories). • Explain how the addition/removal of heat affects solids, liquids, and gases in

refrigeration, heat engines, thermostats, and heat pumps.

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PS.8 The student will investigate and understand characteristics of sound and technological

applications of sound waves. • Describe the nature of mechanical waves. • Describe how sound waves transfer energy through matter. • Describe how temperature and medium affect the speed of a sound wave. • Describe and be able to compute mathematical relationships among the wavelength,

frequency and speed of a wave. • Describe how to change the loudness/intensity (amplitude) and pitch (frequency) of a

sound wave. • Explain how different groups of musical instruments use vibrating strings and air

columns to produce sounds that vary in pitch and amplitude. • Explain the concept of resonance. • Describe the path of a wave when it strikes a solid barrier and make predictions based

upon this knowledge (reflection or echo). • Describe what happens when several sound waves move through the same substance

and cite common examples (interference). • Describe the difference in the pitch of a sound when a sound producer or an observer

moves toward or away from each other (Doppler Effect). • Describe ways that humans control and use sound (i.e. sonar, radar, medical

diagnosis, and communication devices). PS.9 The student will investigate and understand the nature and technological applications of

light. • Describe the properties of electromagnetic waves. • Describe the various types of electromagnetic waves in the electromagnetic spectrum

by wavelength, frequency, and energy including gamma rays, X-rays, ultraviolet, visible light, infrared, radio, and microwaves.

• Distinguish between the wave and particle nature of light and cite evidence to support each.

• Describe the concepts of reflection, refraction, diffraction, and interference. • Identify images formed by lenses and mirrors. • Distinguish among ordinary light, polarized light, and laser light. • Describe how humans have used knowledge of the nature of light to create devices.

PS.10 The student will investigate and understand scientific principles and technological

applications of work, force, and motion. • Discuss work, force, mechanical advantage, efficiency, and power. • Distinguish among Newtons, meters, and Joules, when calculating work. • Differentiate between work and power. • Describe and compute mathematically the relationships among work (force, distance),

time, and power. • Explain what power is and how it is calculated. • Identify examples of the following simple machines: inclined plane, wedge/screw,

lever, pulley, and wheel and axle. • Identify simple machines within a complex machine. • Discuss powered vehicles, rockets, and restraining devices. • Describe ways to make a machine more efficient.

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• Describe the benefits and limitations of machines. • Given the resistance force and effort force, determine the mechanical advantage of a

machine and select the most advantageous machine. • Describe and compute mathematically the relationship among work output (FR x dr),

work input (FE x de), and efficiency. • Differentiate between speed, velocity, and acceleration. • State Newton’s three laws of motion and discuss their application. • Distinguish between balanced and unbalanced forces and use the information to

predict the motion of objects. • Recognize and demonstrate the concept of inertia and predict outcomes. • Calculate force as a measure of mass and acceleration. • Recognize and demonstrate the concept of action/reaction forces and predict

outcomes. • Using the concept of momentum, predict the outcome of collisions. • Describe and be able to compute mathematical relationships among mass, velocity,

and momentum. • Use distance - time graphs to demonstrate how time, distance, velocity and

acceleration are related. • Explain the positive and negative effects of friction on the motion of objects. • Describe ways to change friction such as changing the surface area, slope,

lubrication, mass of the object, and wheels. • Describe the motion of objects that are moving under the influence of gravity and

predict outcomes. • Differentiate between mass and weight.

PS.11 The student will investigate and understand basic principles of electricity and magnetism.

• Explain current electricity in terms of atomic structure. • Compare and contrast current and static electricity. • Demonstrate how to use chemical energy to produce an electric current. • Identify and describe the role of the following in an electric circuit - energy source

(battery), energy receiver (bulb, motor, etc.), and wire. • Construct and compare series and parallel circuits. • Describe how voltage and resistance affect the current in a circuit and predict their

effects. • Calculate the current in a circuit, given the voltage and resistance. • Explain the attraction and repulsion of magnets. • Demonstrate how to use an electric current to produce a magnetic field. • Demonstrate how to change the strength of an electromagnet; predict the effect of

changing the voltage, coils, temperature, and core. • Demonstrate how to use a magnetic field to produce an electric current. • Describe ways that humans use knowledge of electricity and magnetism for uses with

generators and motors.

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Civics and Economics Required Textbooks Civics: Government and Economics in Action – Pearson/Prentice Hall, 2005

Standardized Assessment

The Virginia History and Social Studies Standards of Learning (SOL) assessment is given to all eighth graders during the spring semester in May. This cumulative test covers Civics and Economics. During second semester, students participate in a simulated Sol testing session using a cumulative practice test developed by teachers in Hanover County. The purpose of this session is to provide students with a practice testing experience, as well as to aid teachers in analyzing the strengths and weaknesses of Civics and Economics curriculum. Students have an opportunity to review the content and strengthen test taking strategies through a self-evaluation as the test questions are reviewed and discussed in class.

Technology In the social studies classroom students use technology to:

• access, retrieve, organize, analyze, and evaluate electronic information from a variety of sources, documenting sources appropriately;

• communicate understanding of social studies concepts, skills, and processes; • present social studies information in a variety of graphical forms; • create multimedia presentations of social studies topics of student interest; and • use search strategies to retrieve electronic information.

Parent Tips Parents are encouraged to become involved in student learning to benefit academic progress.

• Help students manage and organize daily and weekly routines, allocating time for homework which may include written work and/or studying information to prepare for classroom instructional activities.

• Encourage the use of content vocabulary and application of knowledge by discussing key people, places, events, and concepts relevant to the study of government, citizenship, elections, economic systems, and the choices for citizens within a market economy with free enterprise.

• Use local and national news, including newspapers, news magazines, newscasts, editorials, political cartoons, and educational television programming to discuss principles of freedom intrinsic to our democratic system of government, and citizen rights within our capitalist economic system. Help students recognize the relevancy of this 1787 plan of government by examining current events that prove the Constitution is a living document.

• Discuss the management of money (earning, saving, investing) with your child. Help them relate economic concepts to real life situations.

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Social Studies Objectives CE.1 The student will develop the social studies skills citizenship requires, including the

ability to • examine and interpret primary and secondary source documents; • create and explain maps, diagrams, tables, charts, graphs, and spreadsheets; • analyze political cartoons, political advertisements, pictures, and other graphic

media; • distinguish between relevant and irrelevant information; • review information for accuracy, separating fact from opinion; • identify a problem and recommend solutions; and • select and defend positions in writing, discussion, and debate.

CE.2 The student will demonstrate knowledge of the foundations of American constitutional

government by • explaining the fundamental principles of consent of the governed, limited

government, rule of law, democracy, and representative government; • explaining the significance of the charters of the Virginia Company of London, the

Virginia Declaration of Rights, the Declaration of Independence, the Articles of Confederation, the Virginia Statute for Religious Freedom, and the Constitution of the United States, including the Bill of Rights; and

• identifying the purposes for the Constitution of the United States as they are stated in its Preamble.

CE.3 The student will demonstrate knowledge of citizenship and the rights, duties, and

responsibilities of citizens by • describing the processes by which an individual becomes a citizen of the United

States; • describing the First Amendment freedoms of religion, speech, press, assembly, and

petition, and the rights guaranteed by due process and equal protection of the laws; • describing the duties of citizenship, including obeying the laws, paying taxes,

defending the nation, and serving in court; • examining the responsibilities of citizenship, including registering and voting,

communicating with government officials, participating in political campaigns, keeping informed about current issues, and respecting differing opinions in a diverse society; and

• evaluating how civic and social duties address community needs and serve the public good.

CE.4 The student will demonstrate knowledge of personal character traits that facilitate

thoughtful and effective participation in civic life by • practicing trustworthiness and honesty; • practicing courtesy and respect for the rights of others; • practicing responsibility, accountability, and self-reliance; • practicing respect for the law; and • practicing patriotism.

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CE.5 The student will demonstrate knowledge of the political process at the local, state, and national levels of government by • describing the functions of political parties; • comparing the similarities and differences of political parties; • analyzing campaigns for elective office, with emphasis on the role of the media; • examining the role of campaign contributions and costs; • describing voter registration and participation; and • describing the role of the Electoral College in the election of the President and Vice

President. CE.6 The student will demonstrate knowledge of the American constitutional government by

• explaining the relationship of state governments to the national government in the federal system;

• describing the structure and powers of local, state, and national governments; • explaining the principle of separation of powers and the operation of checks and

balances; and • identifying the procedures for amending the Constitution of the United States.

CE.7 The student will demonstrate knowledge of how public policy is made at the local,

state, and national levels of government by • explaining the lawmaking process; • describing the roles and powers of the executive branch; • examining the impact of the media on public opinion and public policy; and • describing how individuals and interest groups influence public policy.

CE.8 The student will demonstrate knowledge of the judicial systems established by the

Constitution of Virginia and the Constitution of the United States by • describing the organization and jurisdiction of federal and state courts; • describing the exercise of judicial review; • explaining court proceedings in civil and criminal cases; and • explaining how due process protections seek to ensure justice.

CE.9 The student will demonstrate knowledge of how economic decisions are made in the

marketplace by • applying the concepts of scarcity, resources, choice, opportunity cost, price,

incentives, supply and demand, production, and consumption; • comparing the differences among free market, command, and mixed economies;

and • describing the characteristics of the United States economy, including free markets,

private property, profit, and competition.

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CE.10 The student will demonstrate knowledge of the structure and operation of the United States economy by • describing the types of business organizations and the role of entrepreneurship; • explaining the circular flow that shows how consumers (households), businesses

(producers), and markets interact; • explaining how financial institutions encourage saving and investing; and • examining the relationship of Virginia and the United States to the global economy,

with emphasis on the impact of technological innovations. CE.11 The student will demonstrate knowledge of the role of government in the United States

economy by • examining competition in the marketplace; • explaining the creation of public goods and services; • describing the impact of taxation, including an understanding of the reasons for the

16th amendment, spending, and borrowing; • explaining how the Federal Reserve System regulates the money supply; and • describing the protection of consumer rights and property rights.

CE.12 The student will demonstrate knowledge of career opportunities by

• identifying talents, interests, and aspirations that influence career choice; • identifying attitudes and behaviors that strengthen the individual work ethic and

promote career success; • identifying skills and education that careers require; and • examining the impact of technological change on career opportunities.

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Computer/Technology

Computer/Technology skills are essential components of every student’s education. These skills are taught in Language Arts, Mathematics, and through research in the Media Center. They are reinforced through all the disciplines. Minimum skills that students should acquire by the end of Grade 8 include the following:

8.1 Students will compose and edit a multipage document at the keyboard, using word processing skills and the writing process. 8.2 Students will use spreadsheets by entering data and setting up formulas, analyzing data, and creating graphs or charts to visually represent data. 8.3 Students will use databases by defining fields and entering data, sorting and producing reports in various forms. 8.4 Students will use advanced publishing software, graphics programs, and scanners to produce page layouts. 8.5 Students will integrate databases, graphics, and spreadsheets into word-processed documents. 8.6 Students will use local and worldwide network communication systems. 8.7 Students will develop hypermedia “homepage” documents that can be accessed by worldwide networks. 8.8 Students will have a basic understanding of computer processing, storing, retrieval, and transmission technologies and a practical appreciation of the relevant advantages and disadvantages of various processing, storage, retrieval and transmission technologies. 8.9 Students will use search strategies to retrieve electronic information. 8.10 Students will use electronic encyclopedias, almanacs, indexes, and catalogs to retrieve

and select relevant information. 8.11 Students will use laser discs with a computer in an interactive mode. 8.12 Students will use local and wide-area networks and modem-delivered services to access and retrieve information from electronic databases. 8.13 Students will use databases to perform research.