GRADE 8. Curriculum Package. (September 2010)

Transcription

1 GRADE 8 Curriculum Package (September 2010) For ease of reference, this Grade 8 Curriculum Package compiles all Prescribed Learning Outcomes and Suggested Achievement Indicators from within each subject-based curriculum into one comprehensive document.

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3 TABLE OF CONTENTS TABLE OF CONTENTS INTRODUCTION Introduction... 5 Required Areas of Study... 5 How to Use This Document... 5 GRADE 8 AND English Language Arts... 7 Health and Careers Education Mathematics Physical Education Science Social Studies Daily Physical Activity Applied Skills Business Education Home Economics Information Technology Technology Education Fine Arts Dance Drama Music Visual Arts

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5 INTRODUCTION T his document provides basic information about the provincial curriculum requirements for Grade 8 students in British Columbia. The full text of all provincial curricula is available online at REQUIRED AREAS OF STUDY As stated in the Required Areas of Study In An Educational Program Order ( e/m pdf) each school year a board must offer to all students in Grade 8 an educational program that meets all the Prescribed Learning Outcomes set out in the applicable educational program guide in: A second language, or in the case of a French immersion student, French Language Arts Social Studies English Language Arts, or in the case of a student enrolled in a francophone educational program, French Language Arts (Note: in order to satisfy the Grade 8 Second Language requirement, schools may choose to offer any language. A list of options is available on the Ministry of Education International Languages Curriculum web page: Mathematics Science Physical Education One of the following Fine Arts: Dance, Drama, Music, or Visual Arts One of the following Applied Skills: Technology Education, Information Technology, Home Economics, or Business Education Health and Career Education Daily Physical Activity HOW TO USE THIS DOCUMENT For each required area of study for Grade 8, the Prescribed Learning Outcomes and corresponding Suggested Achievement Indicators are presented in a series of tables. Prescribed Learning Outcomes Prescribed Learning Outcomes are content standards for the provincial education system; they are the prescribed curriculum. Clearly stated and expressed in measurable and observable terms, prescribed learning outcomes set out the required attitudes, skills, and knowledge what students are expected to know and be able to do by the end of the specified subject and grade. Schools are responsible for ensuring that all Prescribed Learning Outcomes for each required area of study are met; however, schools have flexibility in determining how delivery of the curriculum can best take place. It is expected that student achievement will vary in relation to the learning outcomes. Evaluation, reporting, and student placement with respect to these outcomes are dependent on the professional judgment and experience of teachers, guided by provincial policy. All prescribed learning outcomes complete the stem, It is expected that students will. Prescribed Learning Outcomes are presented by curriculum organizer (and suborganizer as applicable), and for some subjects are coded alphanumerically for ease of reference; however, this arrangement is not intended to imply a required instructional sequence. Suggested Achievement Indicators Suggested Achievement Indicators in relation to each Prescribed Learning Outcome are included to support the assessment of provincially prescribed curricula. Achievement indicators support the principles of assessment for learning, assessment as learning, and assessment of learning. They provide teachers and parents with tools that can be used to reflect on what students are learning, as well as provide students with a means of self-assessment and ways of defining how they can improve their own achievement. 5

6 INTRODUCTION Suggested Achievement Indicators describe what evidence to look for to determine whether or not the student has fully met the intent of the learning outcome. Since each achievement indicator presents only one aspect of the corresponding learning outcome, the entire set of achievement indicators can assist teachers when determining whether students have fully met the learning outcome. Achievement indicators are not mandatory; they are suggestions only, provided to assist in the assessment of how well students achieve the Prescribed Learning Outcomes. (Note: at the time of publication of this document, Suggested Achievement Indicators had not been developed for Dance, Drama, Music, and Visual Arts; and for Technology Education, Information Technology, and Business Education. For the complete curriculum go to 6

7 ENGLISH LANGUAGE ARTS GRADE 8 Prescribed Learning Outcomes and Suggested Achievement Indicators ENGLISH LANGUAGE ARTS GRADE 8 PURPOSES (ORAL LANGUAGE) The following suggested indicators may be used to assess student achievement for each corresponding Prescribed Learning Outcome. A1 interact and collaborate in pairs and groups to support the learning of self and others explore experiences, ideas, and information understand the perspectives of others comprehend and respond to a variety of texts create a variety of texts A2 express ideas and information in a variety of situations and forms to explore and respond recall and describe narrate and explain persuade and support engage and entertain By the end of Grade 8, students who have fully met the Prescribed Learning Outcome collaborate with members of a group (e.g., listen and speak respectfully, ask questions, take turns, cooperate, disagree courteously) to achieve a common purpose (e.g., discuss social issues, compare characters, explore themes) determine and distribute group roles and responsibilities (e.g., listen to and carry out instructions; take turns as leader, timekeeper, recorder, contributor, reporter) express opinions and ideas and encourage the opinions and ideas of others (e.g., invite participation, acknowledge other perspectives) demonstrate active nonverbal participation in group activities (e.g., physical proximity to group, eye contact, facial expression) identify and describe purpose for speaking sustain group and class discussions through relevant and thoughtful contributions (e.g., build on other students ideas) provide clear organizational cues when presenting or discussing (e.g., use transition words and phrases) modify language, ideas, and information in relation to the needs and interests of the audience present ideas, information, and emotions in an imaginative and relevant way (e.g., description, significant details) 7

8 ENGLISH LANGUAGE ARTS GRADE 8 A3 listen to comprehend, interpret, and evaluate ideas and information from a variety of texts, considering purpose messages tone structure effects and impact bias identify the purpose of the text, and the evidence used to support that purpose identify persuasive techniques (e.g., statistics, real-life examples) summarize and clarify ideas and information (e.g., take turns summarizing text with a partner, ask questions to clarify understanding) describe the effects and impact of tone (e.g., identify words that create an emotional effect) attend to organizational cues in text (e.g., transitions, emphasis) recognize text-specific devices and elements (e.g., sound devices, setting) make judgments about the effectiveness of the text (e.g., in relation to purpose, ideas, techniques) identify and explain possible bias (e.g., The presenter only gave positive examples to prove... ) STRATEGIES (ORAL LANGUAGE) The following suggested indicators may be used to assess student achievement for each corresponding Prescribed Learning Outcome. A4 select and use a range of strategies to interact and collaborate with others in pairs and groups, including selecting methods for working together effectively listening actively contributing ideas and recognizing the ideas of others demonstrating awareness of diverse points of view reaching consensus or agreeing to differ By the end of Grade 8, students who have fully met the Prescribed Learning Outcome choose ways for group members to achieve task requirements (e.g., checklists, timelines) create and follow classroom guidelines for interacting (e.g., listen and speak respectfully, take turns, cooperate, disagree courteously) ask questions to clarify views or ideas of others extend ideas stated by others suggest ways to include and relate different points of view (e.g., appoint spokespersons to represent different points of view) seek out multiple points of view (e.g., brainstorm various perspectives on the topic, considering culture, age, ability) 8

9 ENGLISH LANGUAGE ARTS GRADE 8 A5 select and use a range of strategies to prepare oral communications, including interpreting a task and setting a purpose considering audience generating ideas making connections among relevant knowledge and experiences planning and rehearsing presentations A6 select and use a range of strategies to express ideas and information in oral communications, including vocal techniques style and tone nonverbal techniques visual aids organizational and memory aids monitoring methods A7 use listening strategies to understand, recall, and analyse a variety of texts, including connecting to prior knowledge making reasonable predictions identifying main points generating thoughtful questions clarifying and confirming meaning identify purpose and audience (e.g., choose register and diction appropriate to task and audience) brainstorm or list topics or ideas compare and select relevant ideas organize information around key ideas or questions seek out and act on suggestions of others choose techniques for presenting prepare visual aids, materials, and equipment for presentations use and adjust vocal techniques to make presentations effective and appropriate to audience (e.g., expression, audibility) use and adjust nonverbal techniques to make presentations effective and appropriate to audience (e.g., eye contact, body language) use props, diagrams, computer presentations, and artifacts to enhance delivery use organizational and memory prompts to aid effective delivery (e.g., notes, index cards, outlines) monitor listeners reactions (e.g., check for understanding) and make adjustments accordingly (e.g., provide definitions, give further details) explain predictions (e.g., how reached, evidence) identify and restate important points (e.g., use graphic organizers, take notes) use examples beyond the text when making connections (e.g., text-to-text, text-to-self, text-toworld) consider and suggest a main idea or theme and provide support distinguish between fact and opinion identify point of view and speaker bias identify when and describe why understanding failed (e.g., The information was too complex, There was too much information. ) act to re-establish meaning (e.g., ask for clarification or examples) 9

10 ENGLISH LANGUAGE ARTS GRADE 8 THINKING (ORAL LANGUAGE) The following suggested indicators may be used to assess student achievement for each corresponding Prescribed Learning Outcome. A8 speak and listen to make personal responses to texts, by making connections with prior knowledge and experiences describing reactions and emotions generating thoughtful questions developing opinions with reasons A9 speak and listen to interpret and analyse ideas and information from texts, by examining and comparing ideas and elements within and among texts identifying perspectives identifying bias and contradictions By the end of Grade 8, students who have fully met the Prescribed Learning Outcome use oral modes to express response to text (e.g., questions, class discussion, interview, speech, drama, poetry) describe and explain connections, reactions, and emotional responses (e.g., This reminds me of... ) ask questions that deepen personal response (e.g., How does this make me feel? Why do I feel this way? ) state reasons for personal opinions (e.g., The speech inspired me because... ) demonstrate listening to oral texts to express a personal response through a variety of modes (e.g., journal, speech, drama, poetry, visual representation, multimedia, song) determine purpose and main ideas and identify supporting evidence use class- or teacher- generated criteria to identify aspects of content, presentation, and style. express and explain feelings or opinions evoked by the text identify words, elements, and techniques that influence the audience s feelings and attitudes (e.g., sound devices, imagery, suspense, dialogue, character) discuss the point of view presented and any inconsistencies 10

11 ENGLISH LANGUAGE ARTS GRADE 8 A10 speak and listen to synthesize and extend thinking, by personalizing ideas and information explaining relationships among ideas and information applying new ideas and information transforming existing ideas and information A11 use metacognitive strategies to reflect on and assess their speaking and listening, by referring to criteria setting goals for improvement creating a plan for achieving goals evaluating progress and setting new goals combine prior knowledge with newly acquired information and ideas trace the development of own changing opinions generate questions to enhance understanding, explore possibilities, and lead to further inquiry defend a new idea with support consider and suggest other outcomes or solutions build on the ideas of others and voice new understandings apply a newly acquired idea, piece of information, or strategy to a new situation or task transform ideas by expanding on them (e.g., suggest a new ending, continue a narrative) contribute relevant ideas and opinions to discussions about effective speaking and listening generate and select criteria for speaking and listening demonstrate understanding of strategies available to increase success in speaking and listening evaluate speaking and listening through meaningful self-assessment (e.g., I had an effective introduction, People couldn t hear me well enough, I listened for the main ideas ) set new goals and create a plan for implementation (e.g., I need to pronounce my words more clearly, so I will rehearse future presentations. ) periodically review goals and assess progress (e.g., I m getting better at..., I need to continue to work on... ) 11

12 ENGLISH LANGUAGE ARTS GRADE 8 FEATURES (ORAL LANGUAGE) The following suggested indicators may be used to assess student achievement for each corresponding Prescribed Learning Outcome. A12 recognize and apply the structures and features of oral language to convey and derive meaning, including context text structures syntax diction usage conventions rhetorical devices vocal techniques nonverbal techniques By the end of Grade 8, students who have fully met the Prescribed Learning Outcome identify context (e.g., audience, purpose, situation) select appropriate tone (e.g., formal, informal) and diction (e.g., word choice, colloquialisms) when listening, demonstrate behaviours that contribute to successful listening (e.g., respectful attention and appropriate response) identify and use some typical text structures (e.g., chronological order, introduction-body-conclusion) and rhetorical devices (e.g., repetition, questions) that shape meaning in texts use logical syntax (e.g., subject-verb agreement) and accepted conventions of usage (e.g., pronoun agreement) avoid repetitive filler words and expressions (e.g., like, you know, right, um) in formal situations, speak with clarity, appropriate pace and volume, and with some purposeful inflection when speaking, use body language and gestures to convey and clarify meaning or for emphasis when listening, identify when a speaker s gestures, body language, or emphasis suggests important information 12

13 ENGLISH LANGUAGE ARTS GRADE 8 PURPOSES (READING AND VIEWING) The following suggested indicators may be used to assess student achievement for each corresponding Prescribed Learning Outcome. For further information, see the BC Performance Standards for Reading. By the end of Grade 8, students who have fully met the Prescribed Learning Outcome B1 read, both collaboratively and independently, to comprehend a variety of literary texts, including literature reflecting a variety of times, places, and perspectives literature reflecting a variety of prose forms poetry in a variety of narrative and lyric forms significant works of Canadian literature (e.g., the study of plays, short stories, poetry, or novels) traditional forms from Aboriginal and other cultures student-generated material identify how the key elements of a story (e.g., setting, plot, character and mood) influence each other (e.g., elements of setting influence character action, character action contributes to understanding of characterization, plot events can contribute to mood) identify how elements of poetry (e.g., figurative language, form, sound devices) contribute to construction of meaning (e.g., Robert Service uses repetition because he is writing a ballad. ) make and explain inferences about the text (e.g., The hero s strength was his insight into the feelings of others, Because this took place a long time ago, she wasn t allowed to reach her potential. ) offer relevant insights regarding the text and/or author (e.g., The speaker regrets his unkindness to his mother, In this poem the writer is suggesting that people are often unkind to those they love. ) make and support connections between the text and personal experience (e.g., This made me think about the use of the circle in my culture. ) make and support connections to other texts (e.g., This reminds me of when we read about the lord s bad treatment of the serfs. ) explain how descriptive language helps to create meaning (e.g., When E.J. Pratt describes the cliff, it makes me understand the woman s sadness. ) 13

14 ENGLISH LANGUAGE ARTS GRADE 8 B2 B3 read, both collaboratively and independently, to comprehend a variety of information and persuasive texts with some complexity of ideas and form, such as articles and reports biographies and autobiographies textbooks, magazines, and newspapers print and electronic reference material advertising and promotional material opinion-based material student-generated material view, both collaboratively and independently, to comprehend a variety of visual texts, such as broadcast media web sites graphic novels films and videos photographs art visual components of print media student-generated material Suggested Achievement Indicators determine and state a purpose for reading (e.g., I am looking for connections to my life in northern BC, My partner and I need to find the main idea. ) restate main ideas in own words locate details relevant to reader s purpose, including those provided in visual or graphic materials make notes by creating categories that reflect the main ideas or topics support inferences or interpretations with specific evidence from the text (e.g., Deborah Ellis lets the women of Afghanistan tell their own stories. That way, ) use glossaries, tables of contents, indices, appendices, navigation bars, and search engines to locate specific information find information from a variety of sources, including magazines, newspapers, web sites, electronic media, and anthologies set a purpose for viewing (e.g., I am looking for examples of co-operation in this documentary, I want to find out how climate relates to tornado activity. ) explain how visual elements (e.g., line, texture, formatting, layout, colour) create meaning (e.g., All of the images of the flood showed how terrible it was for the people who live there. ) compare information from more than one visual text on the same topic (e.g., pictures of traditional dress, paintings from the Enlightenment) offer reasonable interpretations of the purpose of the visual text (e.g., I think the artist is trying to say, This blog is written to help students learn math. ) identify visual content that affects the viewer s response (e.g., I really like the lighting in Karsh s black and white portraits, All the graphs and diagrams made the report seem convincing. ) make and justify inferences and predictions about visual text and about material that is implicit or absent (e.g., about what happened before/after a picture, about feelings of people in photographs) 14

15 ENGLISH LANGUAGE ARTS GRADE 8 B4 independently select and read, for sustained periods of time, texts for enjoyment and to increase fluency choose text of appropriate difficulty (e.g., apply fivefinger rule, paraphrase a paragraph) select texts based on personal interest or topic of study (e.g., read back cover, choose by genre and/or author, choose resource from a text set) read independently every day (e.g., minutes in class, minutes on own time) track and/or describe independent reading (e.g., home reading logs, literary journals, book reviews, partner talk) offer to read aloud to various audiences (e.g., family members, a partner, information circle, research group) use knowledge of genre and text structure to improve fluency and expression when reading aloud talk about independent reading as an enjoyable and shared experience (e.g., If you like that author, you ll like... ) describe text, author, and/or genre preferences (e.g., I ve been reading The Sky is Falling because I m interested in learning about WW II. ) 15

16 ENGLISH LANGUAGE ARTS GRADE 8 STRATEGIES (READING AND VIEWING) The following suggested indicators may be used to assess student achievement for each corresponding Prescribed Learning Outcome. For further information, see the BC Performance Standards for Reading. By the end of Grade 8, students who have fully met the Prescribed Learning Outcome B5 before reading and viewing, select and use a range of strategies to anticipate content and construct meaning, including interpreting a task setting a purpose accessing prior knowledge making logical predictions generating guiding questions articulate/discuss a purpose for reading and viewing brainstorm/explain what is already known about the topic and genre/form use a variety of alternative sources to locate information and expand background knowledge about the topic (e.g., encyclopedia, Internet, books, articles) sort and categorize vocabulary/key terms/images provided state and support predictions based on prior knowledge and preview of the text generate and ask questions to guide reading and viewing record ideas in a graphic organizer 16

17 ENGLISH LANGUAGE ARTS GRADE 8 B6 B7 during reading and viewing, select and use a range of strategies to construct, monitor, and confirm meaning, including predicting, questioning, visualizing, and making connections making inferences and drawing conclusions differentiating main ideas and supporting details summarizing using text features determining the meaning of unknown words and phrases self-monitoring and selfcorrecting after reading and viewing, select and use a range of strategies to extend and confirm meaning, including responding to text asking questions reviewing text and purpose for reading making inferences and drawing conclusions summarizing, synthesizing, and applying ideas discuss and/or explain predictions (e.g., compare new information to predictions) generate, share, and/or record questions and inferences describe, sketch, or use graphic organizers to record mental images identify and communicate connections (e.g., text-totext, text-to-self, text-to-world) made while reading (e.g., concept map, journal response, coding text, partner chats) identify graphic and visual cues used to find information and clarify understanding (e.g., glossaries, summaries, questions in text, outlines, sidebars, navigation bars, and hyperlinks) make relevant notes using logical categories (e.g., outlines, mind maps, timelines) restate main ideas/events in own words use context cues, word structure, illustrations, and classroom resources to figure out unfamiliar vocabulary identify when meaning-making is breaking down consider and express initial response (e.g., journal entry, partner talk, whole-group discussion) generate and communicate questions related to and going beyond the text re-state or redefine purpose for reading/viewing state the main ideas and provide supporting details suggest inferences and conclusions supported by evidence from the text consider and express alternative interpretations compare the ideas expressed in the text to ideas from other sources (e.g., prior knowledge, partner talk, class discussions, secondary texts, media sources) generate and integrate new ideas (e.g., suggest an alternative approach; articulate personal change; based on new understanding/information, suggest what is missing in other texts) 17

18 ENGLISH LANGUAGE ARTS GRADE 8 THINKING (READING AND VIEWING) The following suggested indicators may be used to assess student achievement for each corresponding Prescribed Learning Outcome. For further information, see the BC Performance Standards for Reading. By the end of Grade 8, students who have fully met the Prescribed Learning Outcome B8 B9 explain and support personal responses to texts, by making connections with prior knowledge and experiences describing reactions and emotions generating thoughtful questions developing opinions using evidence interpret and analyse ideas and information from texts, by making and supporting judgments examining and comparing ideas and elements within and among texts identifying points of view identifying bias and contradictions offer and explain connections between a text and own ideas, beliefs, experiences, and feelings (e.g., I think that, This reminds me of... ) make and support connections to reading and viewing selections (e.g., The image of the cramped Japanese hotel reminds me of the cabins at summer camp. Both... ) describe and discuss emotions evoked by a text supported by reasons, explanations, and evidence (e.g., I felt worried because her father was... ) pose questions that demonstrate personal connections to the text or author (e.g., What would I do if I were in this situation? ) express opinions regarding a text supported by reasons, explanations, and evidence (e.g., I think Stargirl is not as secure as she seems. She... ) make judgments about the text based on evidence (e.g., The argument in this passage does not prove the author s points. She should have considered... ) recognize significant patterns in text (e.g., In the film, the music gets scary every time the hero is in danger. ) examine and compare ideas and information from a variety of texts (e.g., In The Outsiders, Johnny s struggle to survive is different from... ) discuss a point of view presented in a text (e.g., Kerry does not believe in... ) identify and describe contradictions within texts (e.g., The statistics in the pie graph don t match those in the passage. If you look at the chart... ) identify and evaluate assumptions implicit within texts (e.g., The author is probably a teacher. She understands how busy students are. ) 18

19 ENGLISH LANGUAGE ARTS GRADE 8 B10 synthesize and extend thinking about texts, by personalizing ideas and information explaining relationships among ideas and information applying new ideas and information transforming existing ideas and information B11 use metacognitive strategies to reflect on and assess their reading and viewing, by referring to criteria setting goals for improvement creating a plan for achieving goals evaluating progress and setting new goals integrate new information into existing knowledge and beliefs (e.g., describe relationship between new and background knowledge) combine perspectives relating to a text (e.g., combine own and others perspectives) juxtapose and merge related ideas (e.g., describe the similarities between characters choices) use key ideas and relevant details from texts to create representations/responses/artifacts (e.g., create a chart, web, or diagram that demonstrates connections between ideas presented and personal thinking) consider developments extending beyond the text (e.g., suggest alternative and/or creative outcomes) contribute relevant ideas and opinions to discussions about effective reading and viewing generate and select criteria for reading and viewing identify strengths as readers and viewers using vocabulary from class-developed criteria and/or other criteria demonstrate understanding of strategies available to increase success in reading and viewing evaluate reading and viewing through meaningful self-assessment (e.g., I was able to paraphrase the author s main point. ) set new goals and create a plan for implementation (e.g., I want to expand my vocabulary by creating a personal word list. ) periodically review goals and assess progress (e.g., I m getting better at..., I need to continue to work on... ) 19

20 ENGLISH LANGUAGE ARTS GRADE 8 FEATURES (READING AND VIEWING) The following suggested indicators may be used to assess student achievement for each corresponding Prescribed Learning Outcome. For further information, see the BC Performance Standards for Reading. B12 recognize and explain how structures and features of text shape readers and viewers construction of meaning, including form and genre functions of text literary elements literary devices use of language non-fiction elements visual/artistic devices B13 demonstrate increasing word skills and vocabulary knowledge, by analysing the origins and roots of words determining meanings and uses of words based on context using vocabulary appropriate to audience and purpose By the end of Grade 8, students who have fully met the Prescribed Learning Outcome identify structures of text (e.g., stanza, paragraph, position statement) explain the function of a text (e.g., to describe, inform, narrate) explain how literary elements contribute to understanding (e.g., conflict reveals the character s motivation) explain how literary devices contribute to understanding (e.g., imagery in a poem develops the theme) describe how the author s use of language contributes to understanding (e.g., character s dialect reveals his or her background) explain the function of non-fiction elements (e.g., thesis statement introduces the author s perspective) explain the function of visual/artistic devices (e.g., camera angle intensifies suspense) apply knowledge of word origins and word relationships to determine meaning (e.g., most common prefixes and suffixes) derive word meanings from context and verify those meanings (e.g., substitute synonyms to figure out unfamiliar or challenging words) explain why an author might have chosen a word that has multiple connotative meanings (e.g., Dad, Father, Papa) identify new vocabulary introduced in texts, including vocabulary related to English Language Arts and other subject areas use newly acquired vocabulary in speaking and writing experiences choose to use or avoid colloquialisms 20

21 ENGLISH LANGUAGE ARTS GRADE 8 PURPOSES (WRITING AND REPRESENTING) The following suggested indicators may be used to assess student achievement for each corresponding Prescribed Learning Outcome. For further information, see the BC Performance Standards for Reading. C1 write meaningful personal texts that explore ideas and information to experiment express self make connections reflect and respond remember and recall C2 write purposeful information texts that express ideas and information to explore and respond record and describe analyse and explain persuade engage By the end of Grade 8, students who have fully met the Prescribed Learning Outcome experiment with various forms of personal writing, including impromptu, to explore ideas, feelings, and opinions (e.g., experiment with various views and voices) express ideas, feelings, insights, and personal views through sustained writing make connections between experiences and/or texts (e.g., integrate new ideas and opinions) reflect on and respond to a topic/issue/theme to develop an opinion remember and recall relevant details from texts and prior experiences explore and respond to ideas and information through various forms of information writing, including impromptu write information text that accomplishes a clearly stated purpose (e.g., instructions to be followed; includes details to support a thesis) use relevant details to express and justify a viewpoint include details that anticipate and answer some of the reader s questions modify language in relation to the needs and interests of the audience present ideas and information in a purposeful and relevant way (e.g., description, narration). 21

22 ENGLISH LANGUAGE ARTS GRADE 8 C3 write effective imaginative texts to explore ideas and information to make connections and develop insights explore literary forms and techniques experiment with language and style engage and entertain C4 create thoughtful representations that communicate ideas and information to explore and respond record and describe explain and persuade engage express ideas, feelings, insights, and personal views through sustained writing create various forms or genres of imaginative writing, including impromptu, that develop ideas through details, images, and emotions develop ideas and emotions indirectly (e.g., dialogue, showing characters through their actions) use figurative language to enhance meaning and emotion write creative texts that consider audience and purpose demonstrate imaginative connections to personal feelings, experiences, and opinions create representations that convey information and/or emotion for a specific purpose and audience develop key ideas through details, images, and emotions experiment with visual/artistic devices and forms to create impact and enhance communication See Features section for additional criteria relating to features and conventions. 22

23 ENGLISH LANGUAGE ARTS GRADE 8 STRATEGIES (WRITING AND REPRESENTING) The following suggested indicators may be used to assess student achievement for each corresponding Prescribed Learning Outcome. For further information, see the BC Performance Standards for Reading. C5 select and use a range of strategies to generate, develop, and organize ideas for writing and representing, including making connections setting a purpose and considering audience gathering and summarizing ideas from personal interest, knowledge, and inquiry analysing writing samples or models setting class-generated criteria By the end of Grade 8, students who have fully met the Prescribed Learning Outcome consider prior knowledge and other sources (e.g., writing about what they know and care about, building on others ideas, research from a variety of sources) discuss purpose and identify an audience for writing or representing generate, collect, and develop ideas in a variety of ways (e.g., brainstorming, free-writing, interviewing) categorize and organize ideas and information using outlines and graphic organizers before and during writing/representing record sources for citation during research and note taking conceptualize the final product and plan the steps to achieve it examine models of the genre and form, and identify and analyse characteristics generate class criteria for writing and representing (e.g., variety of sentence types and lengths, elements specific to genre and/or form) 23

24 ENGLISH LANGUAGE ARTS GRADE 8 C6 select and use a range of drafting and composing strategies while writing and representing, including using a variety of sources to collect ideas and information generating text organizing ideas and information analysing writing samples or models creating and consulting criteria C7 select and use a range of strategies to revise, edit, and publish writing and representing, including checking work against established criteria enhancing supporting details and examples refining specific aspects and features of text proofreading expand ideas from prewriting to writing/representing (e.g., refer to notes for additional ideas, ask for and incorporate feedback from others) consult a variety of texts for ideas and information and as models compose and share work in progress (e.g., peer and teacher conferences, PQP) identify and restate main points in order to clarify meaning use models to assist in understanding form (e.g., short story, essay, ad) and features (e.g., use of dialogue, provocative introduction, visual elements such as font and colour) use print and electronic references and tools while drafting (e.g., dictionaries, graphics programs, cut/paste) refer to self-generated, class, school, and provincial criteria persevere through the revision process until a satisfactory product is achieved reconsider or review for specific features or established criteria (e.g., supporting details, sentence variety, effectiveness of visual elements) select areas for revision and revise to enhance work review and confirm organization (e.g., sequencing, transitions, development of ideas) accept and incorporate some revision suggestions from peers and teacher (e.g., more descriptive language, add detail to illustration) edit and proofread for clarity, spelling, and punctuation, and overall appearance attend to presentation details appropriate to medium (e.g., legibility, visual impact, spatial organization) 24

25 ENGLISH LANGUAGE ARTS GRADE 8 THINKING (WRITING AND REPRESENTING) The following suggested indicators may be used to assess student achievement for each corresponding Prescribed Learning Outcome. For further information, see the BC Performance Standards for Reading. C8 write and represent to explain and support personal responses to texts, by making connections with prior knowledge and experiences describing reactions and emotions generating thoughtful questions developing opinions using evidence C9 write and represent to interpret and analyse ideas and information from texts, by making and supporting judgments examining and comparing ideas and elements within and among texts identifying points of view identifying bias and contradictions By the end of Grade 8, students who have fully met the Prescribed Learning Outcome suggest and support connections among own ideas, beliefs, experiences, feelings, and/or texts (e.g., Student writes, The fires in the Interior were similar to... ) describe and discuss reactions to text supported by reasons, explanations, and evidence (e.g., Student writes, I m frustrated about this because... ) pose open-ended questions about the text or author (e.g., Student writes, Why did the author choose to...? ) express opinions regarding a text supported by reasons, explanations, and evidence (e.g., Student writes, There is no way that we will be able to agree on a single solution because... ) respond in various forms (e.g., written, visual, kinesthetic, electronic) use vocabulary that expresses a depth and range of response make judgments based on evidence (e.g., rank and explain reasoning for their five favourite movies) assess the effectiveness of ideas and information (e.g., identify and analyse a viewpoint) examine and compare ideas and information from a variety of texts (e.g., write a journal entry comparing protagonists problems) recognize and describe own and others viewpoints (e.g., Student writes, I really think... but my parents think... ) identify assumptions within texts (e.g., Student writes, Nobody in the story takes into account... ) 25

26 ENGLISH LANGUAGE ARTS GRADE 8 C10 write and represent to synthesize and extend thinking, by personalizing ideas and information explaining relationships among ideas and information applying new ideas and information transforming existing ideas and information C11 use metacognitive strategies to reflect on and assess their writing and representing, by relating their work to criteria setting goals for improvement creating a plan for achieving goals evaluating progress and setting new goals integrate new information into existing knowledge and beliefs (e.g., describe relationship between new and background knowledge) combine perspectives relating to a text (e.g., combine own and others perspectives) juxtapose and merge related ideas (e.g., describe the similarities between characters choices) use key ideas and relevant details from texts to create representations/responses (e.g., create a chart, web, or diagram that demonstrates connections between ideas presented and personal thinking) develop extensions or revisions of texts (e.g., suggest alternative and/or creative outcomes, integrate a different perspective) contribute relevant ideas and opinions to discussions about effective writing and representing (e.g., This short story uses lots of sensory details. ) generate and select criteria specific to writing tasks identify strengths and areas for growth as authors using vocabulary from class-developed and/or other criteria (e.g., I m getting better at sticking to the topic, but I didn t use precise vocabulary. ) identify and assess strategies used in writing/representing set personal goals for writing and representing (e.g., I need to use more powerful words to describe things. ) develop and implement a plan to achieve the goals (e.g., I will start a list of powerful words and add to it every week. ) periodically review goals and assess progress (e.g., I m getting better at..., I need to continue to work on... ) 26

27 ENGLISH LANGUAGE ARTS GRADE 8 FEATURES (WRITING AND REPRESENTING) The following suggested indicators may be used to assess student achievement for each corresponding Prescribed Learning Outcome. For further information, see the BC Performance Standards for Reading. C12 use and experiment with elements of style in writing and representing, appropriate to purpose and audience, to enhance meaning and artistry, including syntax and sentence fluency diction point of view literary devices visual/artistic devices By the end of Grade 8, students who have fully met the Prescribed Learning Outcome Syntax/Sentence Fluency use a variety of sentence lengths and structures use a variety of sentence types for effect deliberately use sentence fragments for effect combine sentences using subordinate and independent clauses use transitional words/phrases within and between sentences and paragraphs Diction experiment with vocabulary use clear language and content words effectively demonstrate increasing specificity of language experiment with word choice and phrasing based on audience and purpose (e.g., colloquial language between characters) Point of View incorporate appropriate register based on audience and purpose maintain consistent tone maintain a consistent point of view reveal individual perspective Literary Devices use descriptive/sensory details to develop ideas create effective images through figurative and evocative language incorporate literary devices to enhance meaning Visual/Artistic Devices choose a form appropriate to purpose show attention to detail and some control of form integrate visual elements and language to develop meaning (e.g., colour, camera angle) 27

28 ENGLISH LANGUAGE ARTS GRADE 8 C13 use and experiment with elements of form in writing and representing, appropriate to purpose and audience, to enhance meaning and artistry, including organization of ideas and information text features and visual/ artistic devices Organization of Ideas and Information follow rules of a specific form or genre to match the writing task use internal elements/text structures (e.g., salutation in letter, hook in paragraph) appropriate to purpose and audience unify writing with a controlling purpose begin with an effective introduction/engaging opening (e.g., clearly indicates purpose, grabs reader s attention) develop a sequence of ideas with helpful transitions finish with a logical conclusion/effective ending Text Features and Visual/Artistic Devices include text features when appropriate (e.g., diagrams, graphics) include visual/artistic devices when appropriate (e.g., labels, colour, space) clearly and effectively to enhance meaning integrate visual/artistic devices and language to develop meaning 28

29 ENGLISH LANGUAGE ARTS GRADE 8 C14 use conventions in writing and representing, appropriate to purpose and audience, to enhance meaning and artistry, including grammar and usage punctuation, capitalization, and Canadian spelling copyright and citation of references presentation/layout Grammar and Usage use coordinating and subordinating conjunctions to create compound and complex sentence structures with few run-ons or fragments maintain subject-verb agreement and pronounantecedent agreement properly place modifiers maintain consistent verb tense use active voice for clarity and impact Punctuation/Capitalization/Spelling use standard punctuation, including commas, semicolons, and quotation marks, and capitalization to communicate clearly employ knowledge of spelling rules and word patterns to correct spelling errors use reference materials to confirm spellings and to solve spelling problems when editing (e.g., dictionaries, spell-checkers, personal word list) Copyright/Citation of References define and explain copyright and plagiarism in context acknowledge sources of information when creating texts (e.g., print, web-based) respect and acknowledge copyright cite research information, ideas, and quotations in a consistent and ethical manner Presentation/Layout write legibly or word-process in a readable format use headings, titles, graphics, and illustrations appropriate to context and purpose attend to aspects of presentation appropriate to medium (e.g., visual impact, spatial organization) 29

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31 HEALTH AND CAREER EDUCATION GRADE 8 Prescribed Learning Outcomes and Suggested Achievement Indicators HEALTH AND CAREER EDUCATION GRADE 8 EDUCATION AND CAREERS The following suggested indicators may be used to assess student achievement for each corresponding Prescribed Learning Outcome. describe how personal attributes can be related to career options identify skills that are transferable to new tasks and situations within and outside the school, including: personal management skills academic skills teamwork skills identify a range of personal attributes (e.g., interests, skills, ideals) identify one or more potential career options and relate them to their personal attributes based on class discussions and activities, create a list of skills that are transferable to a variety of situations, including: personal management skills (e.g., being on time, being prepared, being responsible, being organized, managing time effectively, setting priorities) academic skills (e.g., reading and writing skills, oral communication skills, number skills, computer skills, research skills) teamwork skills (e.g., co-operation, following directions, leadership, encouraging and acknowledging others ideas and contributions, effective communication) give specific examples of how these skills can be transferred to a variety of situations (e.g., school projects, co-curricular activities, volunteer activities, leisure activities, part-time employment, future careers) 31

32 HEALTH AND CAREER EDUCATION GRADE 8 HEALTH The following suggested indicators may be used to assess student achievement for each corresponding Prescribed Learning Outcome. Healthy Living set personal goals for attaining and maintaining a healthy lifestyle analyse influences on eating habits, including family, peers, and media list factors that contribute to emotional health and wellbeing (e.g., having effective coping strategies and stress management techniques, knowing how to set boundaries, having trusted friends and adults to talk to about problems, self-esteem, getting adequate sleep, balancing the number of activities) list factors that contribute to physical health and wellbeing (e.g., adequate nutrition, enjoyable physical activity, sufficient sleep, being tobacco-free, access to accurate information for new and changing health issues) create a list of potential personal goals related to physical and emotional health (e.g., I will respect the ways my body is growing and changing. I will talk to a trusted adult about my problems. I will participate regularly in activities that I find enjoyable and rewarding. I will remain tobacco free. I will go to a bed at a reasonable time in order to get the sleep my body needs. I will not listen to or pass on rumours and gossip. I will learn a new relaxation technique. ) based on class discussions and activities, describe potential strategies for reaching their goals for physical and emotional health analyse various influences on personal food choices, including: media (e.g., advertising, food labels, magazine articles, web sites, popular culture, fads) peers and family (e.g., tastes, availability, budget, group vs. individual choices) 32

33 HEALTH AND CAREER EDUCATION GRADE 8 identify factors that influence healthy sexual decision making identify a variety of factors that influence healthy sexual decision making, including: knowing and respecting personal and family values knowing boundaries and being able to communicate them peer, family, and social expectations role models and personal support networks media (e.g., body image messages, myths and stereotypes about sexual activity or safer sex practices) changing hormone levels access to accurate information (e.g., safer sex practices, sexually transmitted infections, healthy relationships) participation in risky situations (e.g., substance use resulting in impaired judgment, entering potentially unsafe situations) describe how substance use affects sexual decision making (e.g., decreases inhibitions, decreases ability to make safer sexual decisions) 33

34 HEALTH AND CAREER EDUCATION GRADE 8 demonstrate an understanding of the consequences of contracting sexually transmitted infections including HIV/ AIDS (e.g., symptoms, short-term and long-term health issues) based on class discussions and activities, give examples of sexually transmitted infections (e.g., chlamydia, genital herpes, gonorrhea, HIV, hepatitis B, syphilis) and how they are contracted based on class discussions and activities, list potential effects of a range of sexually transmitted infections (e.g., visible sores or rash, painful urination, infertility, risk to fetus when pregnant, organ damage, increased risk of cancer, death) create a comprehensive list of behaviours that contribute to the spread of sexually transmitted infections including HIV/AIDS (e.g., unprotected sexual activity, using unclean needles, tattooing/body piercing with non-sterile equipment) create a comprehensive list of practices that reduce the risk of spreading sexually transmitted infections including HIV/AIDS (e.g., abstaining from sexual activity, using safer sex practices such as proper use of condoms, testing for HIV and STIs) list and describe the social responsibilities associated with STI infections (e.g., testing and treatment protocol, mandatory reporting for certain STIs, the need to avoid infecting others, need to communicate with former sexual partners) list relevant local sources of accurate information about sexually transmitted infections, including transmission and confidential testing 34

35 HEALTH AND CAREER EDUCATION GRADE 8 Healthy Relationships assess the importance of healthy relationships (e.g., with friends, family, teachers, mentors) identify school and community sources of information and support for individuals in unhealthy, abusive, or exploitative relationships (e.g., school counsellor, help line) describe ways in which they can contribute to a safe and caring school environment describe, with examples, characteristics of healthy relationships (e.g., honesty, respect, open communication, shared interests) list and describe the emotional health benefits of healthy relationships (e.g., sense of connectedness to others, increased self-esteem, empathy, shared interests, giving and receiving help and support) list the potential negative effects of a lack of healthy relationships (e.g., feelings of isolation, increased likelihood of making unhealthy personal choices, depression) demonstrate an understanding that relationships develop and change over time (e.g., in response to changing interests, maturity level, independence) based on class discussions and activities, list a variety of school and community resources for individuals in unhealthy, abusive, or exploitative relationships, including counselling, intervention, and legal services (e.g., trusted adults, community health organizations, youth help lines, police, resources specific to the local school and community) with teacher and peer support, identify characteristics of safe and caring schools (e.g., respect for diversity; free from bullying, harassment, and intimidation; inclusive social environment) brainstorm and describe specific actions and behaviours they can take or participate in to contribute to a safe and caring school environment (e.g., refuse to spread gossip and rumours, practise inclusive behaviour with peers, avoid abusive language) list relevant school and community resources for students who experience bullying, harassment, intimidation, or exclusion 35

36 HEALTH AND CAREER EDUCATION GRADE 8 Safety and Injury Prevention assess the potential risks associated with a variety of road-related situations describe appropriate procedures for responding to emergencies (e.g., be prepared, ensure there is no further danger to self or others, know how to access help) list road-related situations that have potential risks, such as: being on the road at night being on the road during heavy traffic times using active transportation without protective equipment being a passenger in a vehicle with an inexperienced or impaired driver being in a vehicle with unsafe passenger behaviour responding to case examples, assess the potential risks associated with various road-related situations (e.g., wearing dark clothing when on the road at night, cycling to school, skating without helmet or wrist guards, riding with an impaired driver, road racing, dares, distracting the driver) describe how understanding the potential risks can affect a person s decision making related to road use (e.g., allows for advance planning, supports informed decision making) with teacher support, describe school protocol for emergency response (e.g., fire, earthquake, critical incidents, extreme weather, criminal incidents, injuries, illnesses) using scenarios, identify strategies and basic principles for responding to emergencies (e.g., be prepared; determine immediate hazards; ensure there is no further danger to self or others; use first aid and/or rescue skills if trained to do so; know how to access help and/or report to appropriate services such as police, fire, ambulance, or coast guard) 36

37 HEALTH AND CAREER EDUCATION GRADE 8 assess the potential hazards associated with various jobs (e.g., garden work, babysitting, newspaper delivery, snow shovelling) with teacher support, list and assess the potential hazards (e.g., personal injury, injury to others, property damage) associated with various jobs and tasks such as: garden work (e.g., injury from lawn mower or clippers, back strain, sun and heat exposure) babysitting (e.g., burn from stove, dangers from being in an unfamiliar situation) newspaper delivery (e.g., traffic-related risks, back strain, dog attack) snow shovelling (e.g., back strain, slipping on ice, risk of being hit by flying or falling ice) with teacher support, list and describe ways of reducing or avoiding hazards associated with various jobs and tasks (e.g., assessing potential risks, using appropriate protective equipment, not using unfamiliar machinery, taking a training course, getting adequate sleep and nutrition) 37

38 HEALTH AND CAREER EDUCATION GRADE 8 propose strategies for the safe use of wirerless and online communications (e.g., cell phones, Internet, PDAs) describe safety guidelines for using wireless and online wireless and online communications, such as chat, instant messaging, blogs, or Internet message boards (e.g., don t identify your gender in your address or screen name; use a screen name that is different than your real name; keep online friendships in the virtual world only; exit immediately from any conversation that makes you feel uncomfortable or in danger; report any incidents that make you feel uncomfortable or in danger to a trusted adult) describe the kinds of private identity information that should never be shared when using wireless and online communications (e.g., name or address of school, passwords, calling card number, names of family members, where your parents work, digital photos in which you can be recognized) identify situations where a person might inadvertently give away private identity information (e.g., profiles, surveys, contest entries, phishing, chat lines and chat rooms, online discussion forums) brainstorm and discuss situations where a person might feel confused or uncomfortable about wireless or online communications (e.g., invitation to meet people you have met online, invitation to view or share inappropriate images, cyber-bullying) describe strategies for dealing responsibly with online bullying and harassment (e.g., sign off the computer, leave the chat room or web site, block the harassing messages, save and print the bullying s or message logs as evidence, never reply to a bullying message, talk about the situation with a trusted adult or friend, report the experience to a trusted adult) 38

39 HEALTH AND CAREER EDUCATION GRADE 8 Substance Misuse Prevention analyse influences related to substance misuse (e.g., friends, family, media) propose strategies that can assist youth in making healthy choices related to substance use (e.g., assertive communication, refusal/delay/ negotiation skills, avoidance of risk situations, participating in alternative activities) with teacher and peer support, identify situations where youth are challenged to make decisions about substance misuse (e.g., raves, parties, new and unfamiliar social groupings) using specific examples, describe how various influences (e.g., friends, family, media, curiosity) might have a positive or a negative effect on a person s decisions related to substance misuse assess the relevance of various influences on decision making related to substance misuse with teacher support, identify and describe healthy ways of coping with insecurity, stress, and other emotional issues as alternatives to substance misuse (e.g., physical activity, healthy communication, relaxation techniques) identify and describe healthy ways of having fun as alternatives to substance misuse (e.g., sports, recreational activities, volunteering, group activities in the community) outline a variety of strategies that youth can use to make healthy choices related to substance misuse (e.g., assertive communication, including deflection, refusal, delay, or negotiation skills; knowing when to seek help; avoiding higher-risk situations; not consuming any unknown substance; knowing how to access accurate information) 39

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41 MATHEMATICS GRADE 8 MATHEMATICS GRADE 8 Prescribed Learning Outcomes and Suggested Achievement Indicators NUMBER The following set of indicators may be used to assess student achievement for each corresponding Prescribed Learning Outcome. A1 demonstrate an understanding of perfect square and square root, concretely, pictorially, and symbolically (limited to whole numbers) [C, CN, R, V] A2 determine the approximate square root of numbers that are not perfect squares (limited to whole numbers) [C, CN, ME, R, T] represent a given perfect square as a square region using materials such as grid paper or square shapes determine the factors of a given perfect square, and explain why one of the factors is the square root and the others are not determine whether or not a given number is a perfect square using materials and strategies such as square shapes, grid paper, or prime factorization, and explain the reasoning determine the square root of a given perfect square and record it symbolically determine the square of a given number estimate the square root of a given number that is not a perfect square using the roots of perfect squares as benchmarks approximate the square root of a given number that is not a perfect square using technology (e.g., calculator, computer) explain why the square root of a number shown on a calculator may be an approximation identify a number with a square root that is between two given numbers [C] Communication [CN] Connections [ME] Mental Mathematics and Estimation [PS] [R] Problem Solving Reasoning [T] [V] Technology Visualization 41

42 MATHEMATICS GRADE 8 A3 demonstrate an understanding of percents greater than or equal to 0% [CN, PS, R, V] A4 demonstrate an understanding of ratio and rate [C, CN, V] provide a context where a percent may be more than 100% or between 0% and 1% represent a given fractional percent using grid paper represent a given percent greater than 100 using grid paper determine the percent represented by a given shaded region on a grid, and record it in decimal, fractional, and percent form express a given percent in decimal or fractional form express a given decimal in percent or fractional form express a given fraction in decimal or percent form solve a given problem involving percents solve a given problem involving combined percents (e.g., addition of percents, such as GST + PST) solve a given problem that involves finding the percent of a percent (e.g., A population increased by 10% one year and then 15% the next year. Explain why there was not a 25% increase in population over the two years.) express a two-term ratio from a given context in the forms 3:5 or 3 to 5 express a three-term ratio from a given context in the forms 4:7:3 or 4 to 7 to 3 express a part to part ratio as a part to whole fraction (e.g., frozen juice to water; 1 can concentrate to 4 cans of water can be represented as, which is the ratio of concentrate to solution, or which is the ratio of water to solution) identify and describe ratios and rates from real-life examples, and record them symbolically express a given rate using words or symbols (e.g., 20 L per 100 km or 20 L/100 km) express a given ratio as a percent and explain why a rate cannot be represented as a percent [C] Communication [CN] Connections [ME] Mental Mathematics and Estimation [PS] [R] Problem Solving Reasoning [T] [V] Technology Visualization 42

43 MATHEMATICS GRADE 8 A5 solve problems that involve rates, ratios, and proportional reasoning [C, CN, PS, R] A6 demonstrate an understanding of multiplying and dividing positive fractions and mixed numbers, concretely, pictorially, and symbolically [C, CN, ME, PS] explain the meaning of within a given context provide a context in which represents a: fraction rate ratio quotient probability solve a given problem involving rate, ratio, or percent identify the operation required to solve a given problem involving positive fractions provide a context that requires the multiplying of two given positive fractions provide a context that requires the dividing of two given positive fractions estimate the product of two given positive proper fractions to determine if the product will be closer to 0,, or 1 estimate the quotient of two given positive fractions and compare the estimate to whole number benchmarks express a given positive mixed number as an improper fraction and a given positive improper fraction as a mixed number model multiplication of a positive fraction by a whole number concretely or pictorially and record the process model multiplication of a positive fraction by a positive fraction concretely or pictorially using an area model and record the process model division of a positive proper fraction by a whole number concretely or pictorially and record the process model division of a positive proper fraction by a positive proper fraction pictorially and record the process generalize and apply rules for multiplying and dividing positive fractions, including mixed numbers solve a given problem involving positive fractions, taking into consideration order of operations (limited to problems with positive solutions) [C] Communication [CN] Connections [ME] Mental Mathematics and Estimation [PS] [R] Problem Solving Reasoning [T] [V] Technology Visualization 43

44 MATHEMATICS GRADE 8 A7 demonstrate an understanding of multiplication and division of integers, concretely, pictorially, and symbolically [C, CN, PS, R, V] identify the operation required to solve a given problem involving integers provide a context that requires multiplying two integers provide a context that requires dividing two integers model the process of multiplying two integers using concrete materials or pictorial representations and record the process model the process of dividing an integer by an integer using concrete materials or pictorial representations and record the process solve a given problem involving the multiplication of integers (2-digit by 1-digit) without the use of technology solve a given problem involving the division of integers (2-digit by 1-digit) without the use of technology solve a given problem involving the division of integers (2-digit by 2-digit) with the use of technology generalize and apply a rule for determining the sign of the product and quotient of integers [C] Communication [CN] Connections [ME] Mental Mathematics and Estimation [PS] [R] Problem Solving Reasoning [T] [V] Technology Visualization 44

45 MATHEMATICS GRADE 8 PATTERNS AND RELATIONS (PATTERNS) The following set of indicators may be used to assess student achievement for each corresponding Prescribed Learning Outcome. B1 graph and analyse two-variable linear relations [C, ME, PS, R, T, V] solve a given problem involving integers taking into consideration the order of operations determine the missing value in an ordered pair for a given equation create a table of values by substituting values for a variable in the equation of a given linear relation construct a graph from the equation of a given linear relation (limited to discrete data) describe the relationship between the variables of a given graph [C] Communication [CN] Connections [ME] Mental Mathematics and Estimation [PS] [R] Problem Solving Reasoning [T] [V] Technology Visualization 45

46 MATHEMATICS GRADE 8 PATTERNS AND RELATIONS (VARIABLES AND EQUATIONS) The following set of indicators may be used to assess student achievement for each corresponding Prescribed Learning Outcome. B2 model and solve problems using linear equations of the form ( ) concretely, pictorially, and symbolically, where a, b, and c are integers [C, CN, PS, V] model a given problem with a linear equation and solve the equation using concrete models (e.g., counters, integer tiles) verify the solution to a given linear equation using a variety of methods, including concrete materials, diagrams, and substitution draw a visual representation of the steps used to solve a given linear equation and record each step symbolically solve a given linear equation symbolically identify and correct an error in a given incorrect solution of a linear equation apply the distributive property to solve a given linear equation (e.g., 2(x + 3) = 5; 2x + 6 = 5; ) solve a given problem using a linear equation and record the process [C] Communication [CN] Connections [ME] Mental Mathematics and Estimation [PS] [R] Problem Solving Reasoning [T] [V] Technology Visualization 46

47 MATHEMATICS GRADE 8 SHAPE AND SPACE (MEASUREMENT) The following set of indicators may be used to assess student achievement for each corresponding Prescribed Learning Outcome. C1 develop and apply the Pythagorean theorem to solve problems [CN, PS, R, T, V] C2 draw and construct nets for 3-D objects [C, CN, PS, V] C3 determine the surface area of right rectangular prisms right triangular prisms right cylinders to solve problems [C, CN, PS, R, V] model and explain the Pythagorean theorem concretely, pictorially, or using technology explain, using examples, that the Pythagorean theorem applies only to right triangles determine whether or not a given triangle is a right triangle by applying the Pythagorean theorem determine the measure of the third side of a right triangle, given the measures of the other two sides, to solve a given problem solve a given problem that involves Pythagorean triples (e.g., 3, 4, 5 or 5, 12, 13) match a given net to the 3-D object it represents construct a 3-D object from a given net draw nets for a given right circular cylinder, right rectangular prism, and right triangular prism, and verify by constructing the 3-D objects from the nets predict 3-D objects that can be created from a given net and verify the prediction explain, using examples, the relationship between the area of 2-D shapes and the surface area of a given 3-D object identify all the faces of a given prism, including right rectangular and right triangular prisms describe and apply strategies for determining the surface area of a given right rectangular or right triangular prism describe and apply strategies for determining the surface area of a given right cylinder solve a given problem involving surface area [C] Communication [CN] Connections [ME] Mental Mathematics and Estimation [PS] [R] Problem Solving Reasoning [T] [V] Technology Visualization 47

48 MATHEMATICS GRADE 8 C4 develop and apply formulas for determining the volume of right prisms and right cylinders [C, CN, PS, R, V] determine the volume of a given right prism, given the area of the base generalize and apply a rule for determining the volume of right cylinders explain the connection between the area of the base of a given right 3-D object and the formula for the volume of the object demonstrate that the orientation of a given 3-D object does not affect its volume apply a formula to solve a given problem involving the volume of a right cylinder or a right prism SHAPE AND SPACE (3-D OBJECTS AND 2-D SHAPES) The following set of indicators may be used to assess student achievement for each corresponding Prescribed Learning Outcome. C5 draw and interpret top, front, and side views of 3-D objects composed of right rectangular prisms [C, CN, R, T, V] draw and label the top, front, and side views for a given 3-D object on isometric dot paper compare different views of a given 3-D object to the object predict the top, front, and side views that will result from a described rotation (limited to multiples of 90 degrees) and verify predictions draw and label the top, front, and side views that result from a given rotation (limited to multiples of 90 degrees) build a 3-D block object, given the top, front, and side views, with or without the use of technology sketch and label the top, front, and side views of a 3-D object in the environment with or without the use of technology [C] Communication [CN] Connections [ME] Mental Mathematics and Estimation [PS] [R] Problem Solving Reasoning [T] [V] Technology Visualization 48

49 MATHEMATICS GRADE 8 SHAPE AND SPACE (TRANSFORMATIONS) The following set of indicators may be used to assess student achievement for each corresponding Prescribed Learning Outcome. C6 demonstrate an understanding of tessellation by explaining the properties of shapes that make tessellating possible creating tessellations identifying tessellations in the environment [C, CN, PS, T, V] identify, in a given set of regular polygons, those shapes and combinations of shapes that will tessellate, and use angle measurements to justify choices (e.g., squares, regular n-gons) identify, in a given set of irregular polygons, those shapes and combinations of shapes that will tessellate, and use angle measurements to justify choices identify a translation, reflection, or rotation in a given tessellation identify a combination of transformations in a given tessellation create a tessellation using one or more 2-D shapes, and describe the tessellation in terms of transformations and conservation of area create a new tessellating shape (polygon or nonpolygon) by transforming a portion of a given tessellating polygon (e.g., one by M. C. Escher), and describe the resulting tessellation in terms of transformations and conservation of area identify and describe tessellations in the environment [C] Communication [CN] Connections [ME] Mental Mathematics and Estimation [PS] [R] Problem Solving Reasoning [T] [V] Technology Visualization 49

50 MATHEMATICS GRADE 8 STATISTICS AND PROBABILITY (DATA ANALYSIS) The following set of indicators may be used to assess student achievement for each corresponding Prescribed Learning Outcome. D1 critique ways in which data is presented [C, R, T, V] compare the information that is provided for the same data set by a given set of graphs, including circle graphs, line graphs, bar graphs, double bar graphs, and pictographs, to determine the strengths and limitations of each graph identify the advantages and disadvantages of different graphs, including circle graphs, line graphs, bar graphs, double bar graphs, and pictographs, in representing a specific given set of data justify the choice of a graphical representation for a given situation and its corresponding data set explain how the format of a given graph, such as the size of the intervals, the width of bars, and the visual representation, may lead to misinterpretation of the data explain how a given formatting choice could misrepresent the data identify conclusions that are inconsistent with a given data set or graph, and explain the misinterpretation [C] Communication [CN] Connections [ME] Mental Mathematics and Estimation [PS] [R] Problem Solving Reasoning [T] [V] Technology Visualization 50

51 MATHEMATICS GRADE 8 STATISTICS AND PROBABILITY (CHANCE AND UNCERTAINTY) The following set of indicators may be used to assess student achievement for each corresponding Prescribed Learning Outcome. D2 solve problems involving the probability of independent events [C, CN, PS, T] determine the probability of two given independent events and verify the probability using a different strategy generalize and apply a rule for determining the probability of independent events solve a given problem that involves determining the probability of independent events [C] Communication [CN] Connections [ME] Mental Mathematics and Estimation [PS] [R] Problem Solving Reasoning [T] [V] Technology Visualization 51

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53 PHYSICAL EDUCATION GRADE 8 Prescribed Learning Outcomes and Suggested Achievement Indicators PHYSICAL EDUCATION GRADE 8 ACTIVE LIVING The following set of indicators may be used to assess student achievement for each corresponding Prescribed Learning Outcome. A1 assess the positive implications of active living A2 describe health-related components of fitness (muscular strength, muscular endurance, cardiovascular endurance, and flexibility) skill-related components of fitness (e.g., agility, speed, reaction time, coordination, balance) assess the short-term and long-term physical and emotional benefits of regular participation in physical activity (e.g., stress reduction, social interaction, enjoyment, increased energy level, improved ability to focus and concentrate, healthy heart) analyse the importance of nutrition choices for active living (e.g., sufficient hydration, appropriate foods to provide adequate energy, eating at approprate times in relation to physical activity) identify and describe factors that affect choices relating to lifelong physical activity (e.g., location, cost, climate, accessibility, training, equipment required, personal preference, social aspect) identify the health-related components of fitness muscular strength, muscular endurance, cardiovascular endurance, and flexibility give examples of skill-related components of fitness (e.g., agility, speed, reaction time, co-ordination, balance) describe the significance of the health-related and skillrelated components of fitness for overall personal health and the performance of specific activities (e.g., balance in agility ladder drills, co-ordination in table tennis, cardiovascular endurance for dance activities) 53

54 PHYSICAL EDUCATION GRADE 8 A3 describe principles of training list and describe principles of training (e.g., duration, repetition, intensity, frequency, type of activity) identify the effects of specific types of physical activity on body systems during and after physical activity describe how aerobic activity contributes to cardiovascular endurance A4 describe the importance of assessing their rate of exertion during physical activity A5 pursue personal physical activity goals related to healthrelated components of fitness (muscular strength, muscular endurance, cardiovascular endurance, or flexibility) Participation A6 participate daily in moderate to vigorous physical activity to enhance fitness A7 demonstrate a willingness to participate in a wide range of physical activities, including individual and dual activities games rhythmic movement activities (including dance and gymnastic activities) list ways to assess rate of exertion during physical activity (e.g., electronic heart rate monitors, pulse rate, rate of perceived exertion scales) explain why assessing their own rate of exertion during participation in physical activities is important describe how monitoring rate of exertion contributes to living a healthy active lifestyle articulate measurable and time-specific goals related to one health-related component of fitness muscular strength, muscular endurance, cardiovascular endurance, or flexibility identify and follow steps to achieve their goals (e.g., selecting specific activities, considering time and intensity) measure, monitor, and reflect on their progress (e.g., log, video, demonstration) participate in moderate to vigorous physical activity for an extended period of time (e.g., resulting in a rate of perceived exertion of 4-7 on a 10-point scale, reaching an appropriate heart rate training zone) participate appropriately in a wide range of activities by demonstrating punctuality preparedness (e.g., wearing appropriate clothing and footwear) time on task (engagement, attentiveness, following instructions) enthusiasm and enjoyment co-operation conduct ongoing self-assessment of their own participation in a range of activities 54

55 PHYSICAL EDUCATION GRADE 8 MOVEMENT The following set of indicators may be used to assess student achievement for each corresponding Prescribed Learning Outcome. B1 B2 apply fundamental movement skills in structured individual and dual activities apply fundamental movement skills in games activities in predictable situations demonstrate a variety of specific non-locomotor, locomotor, and/or manipulative movement skills in individual and dual activities (e.g., proper body position in performing a squat, j-shaped run-up in high jump, side break fall in judo) perform combinations of learned non-locomotor, locomotor, and/or manipulative movement skills in individual and dual activities (e.g., ab crunches using a medicine ball, shot-put, rope skipping) demonstrate flow and smooth transitions between combined movements with teacher support, demonstrate proper practice techniques to improve performance and avoid injury demonstrate a variety of specific non-locomotor, locomotor, and/or manipulative movement skills in games activities (e.g., catch an ultimate disc, receive a pass in hockey, execute a V-cut) perform combinations of learned non-locomotor, locomotor, and/or manipulative movement skills in a variety of types of games activities (e.g., execute a layup in basketball, return a serve or volley in tennis) demonstrate basic games-related offensive strategies (e.g., fake, create open space) demonstrate basic games-related defensive strategies (e.g., identify and cover a check) demonstrate flow and smooth transitions between combined movements with teacher support, demonstrate proper practice techniques to improve performance and avoid injury 55

56 PHYSICAL EDUCATION GRADE 8 B3 B4 apply fundamental movement skills in structured rhythmic movement activities demonstrate principles of training for improving their fitness demonstrate a variety of specific non-locomotor, locomotor, and/or manipulative movement skills in rhythmic movement activities (e.g., one-point balance, change of direction, step-turn, box step) follow modelled patterns of non-locomotor and locomotor skills to perform rhythmic movement sequences (e.g., line dance, aerobics, three-skill floor routine) alone and with others with or without music demonstrate flow and smooth transitions between combined movements with teacher support, demonstrate proper practice techniques to improve performance and avoid injury with teacher support, select the appropriate principles of training (e.g., duration, repetition, intensity, frequency, type of activity) that can help them to maintain or improve their health-related components of personal fitness (muscular strength, muscular endurance, cardiovascular endurance, flexibility) skill-related components of personal fitness (e.g., agility, speed, reaction time, co-ordination, balance) demonstrate ways to monitor their exertion during training follow teacher direction and all safety rules to avoid injury use information from various sources (e.g., teacher, coach, previous performance measurements) to maintain or improve fitness 56

57 PHYSICAL EDUCATION GRADE 8 B5 relate activity-based movement skills to movement concepts, including body awareness (e.g., parts of -the body, weight transfer) spatial awareness (e.g., personal and general space, directional, pathways, levels, planes) qualities of movement (e.g., speed, force, flow) relationships (e.g., to people, to objects) identify one or two key movement concepts that are applied in each physical activity that they participate in, including individual and dual activities (e.g., using weight transfer -and opposition in a paddling stroke) games activities (e.g., follow-through when throwing and -hitting to enhance force and direction) rhythmic movement activities (e.g., speed, weight transfer, -or approach pathway in a gymnastic vault; position of arms and distance from partner in a line dance) incorporate selected movement concepts into the performance of a variety of activity-based nonlocomotor, locomotor, and/ or manipulative movement skills SAFETY, FAIR PLAY AND LEADERSHIP The following set of indicators may be used to assess student achievement for each corresponding Prescribed Learning Outcome. C1 demonstrate behaviours that minimize the risk of injury to self and others in physical activity follow personal safety practices during physical activity (e.g., respecting own and others abilities and limits, wearing appropriate clothing and footwear, following instructions, knowing and following school and facility-specific emergency plans and procedures) identify and follow particular rules and guidelines for participating safely in specific activities (e.g., spotting procedures in weight training or gymnastics, wearing appropriate clothing for outside activities) participate in dynamic warmup activities cooldown activities 57

58 PHYSICAL EDUCATION GRADE 8 C2 follow guidelines for proper use of equipment and facilities C3 demonstrate fair play in physical activities across the activity categories C4 exhibit leadership in specific physical activities identify guidelines for proper use of activity-specific equipment, including those relating to using equipment and facility only for its intended purpose care storage reporting damage follow activity-specific guidelines for proper use of equipment and facilities (e.g., not lofting the bowling ball, assembling kayak paddle correctly, not bringing food into gym) respect and follow all rules demonstrate a commitment to competing fairly (e.g., using talent and ability to win, following both the spirit and letter of the rules) demonstrate respect for officials (e.g., accept their decisions without questioning their integrity or ability) demonstrate respect for their own and others individual abilities demonstrate emotional self-control (e.g., in defeat, recognizing with dignity the success of the opponent; acting graciously in victory) demonstrate knowledge of guidelines and etiquette for participation in specific activities (e.g., cleaning shoes off before going onto the curling surface, not talking while golfer is swinging) demonstrate leadership in specific physical activities, such as by volunteering in class encouraging others demonstrating or modelling specific techniques demonstrating or modelling proper use of equipment initiating equipment set-up or take-down 58

59 SCIENCE GRADE 8 SCIENCE GRADE 8 Prescribed Learning Outcomes and Suggested Achievement Indicators PROCESS OF SCIENCE The following set of indicators may be used to assess student achievement for each corresponding Prescribed Learning Outcome. A1 demonstrate safe procedures identify a variety of dangers in procedures (e.g., cuts from sharp objects; burns from heating devices; shocks from misuse of electrical equipment) identify appropriate equipment for an lab activity (e.g., Bunsen burner vs. hotplate) identify and use appropriate personal protective equipment (e.g., hand and eye protection) and procedures (e.g., hair tied back, clear work area, no loose clothing, no horseplay) use proper techniques for handling and disposing of lab materials (e.g., using tongs, waste receptacles to handle and dispose of chemical or biological materials) with teacher support, describe appropriate emergency response procedures (e.g., how to use a fire extinguisher/blanket, eye wash station, first aid for cuts, knowing who to contact and how) describe safe dissection techniques involved in an actual (or virtual) dissection 59

60 SCIENCE GRADE 8 A2 perform experiments using the scientific method A3 represent and interpret information in graphic form A4 use models to explain how systems operate describe the elements of a valid experiment: formulate an hypothesis make a prediction identify controlled versus experimental variables observe, measure, and record using appropriate units interpret data draw conclusions use information and conclusions as a basis for further comparisons, investigations, or analyses communicate results using a variety of methods identify the most appropriate type of graph to represent a given type of data (e.g., pie, bar, table, line graph) convey information, using appropriate units as applicable, in -bar graphs (e.g., variables in aquatic environments) line graphs (e.g., mass versus volume) pie charts (e.g., percentages of water distribution) tables diagrams (e.g., of a cell, of systems) distinguish between dependent and independent variables in a graph draw a best fit line or curve given a set of data points on a graph extrapolate and interpolate points on a graph use appropriate scale and axis to create a graph extract relevant information from pie charts, bar graphs, line graphs, and tables give examples of how various processes could be modelled (e.g., diagrams or demonstrations of energy transfer, refraction, wave action, phase change) construct a variety of models (e.g., a cell, the eye, wave components) describe the relationships between components of the model and what it represents 60

61 SCIENCE GRADE 8 A5 demonstrate scientific literacy identify the main points in a science-related article or illustration describe the qualities of the scientifically literate person, such as awareness of assumptions (their own and authors ) respect for precision ability to separate fundamental concepts from the irrelevant or unimportant recognizing that scientific knowledge is continually developing and often builds upon previous theories use given criteria for evaluating evidence and sources of information (e.g., identify supporting or refuting information and bias) explain how science and technology affect individuals, society, and the environment A6 demonstrate ethical, responsible, cooperative behaviour A7 describe the relationship between scientific principles and technology A8 demonstrate competence in the use of technologies specific to investigative procedures and research describe and demonstrate ethical behaviour (e.g., honesty, fairness, reliability) open-mindedness (e.g., ongoing examination and reassessment of own beliefs) willingness to question and promote discussion skills of collaboration and co-operation respect for the contributions of others give examples of scientific principles that have resulted in the development of technologies (e.g., pressure diving equipment, pumps, vacuum cleaners; optics lasers, eyeglasses, headlights, mirrors) identify a variety of technologies and explain how they have advanced our understanding of science (e.g. microscopes for observing cell structure) select and carefully use appropriate technologies, including microscope balances and other measurement tools (e.g., thermometers) ray boxes, lenses, mirrors proficiently use the Internet as a research tool 61

62 SCIENCE GRADE 8 LIFE SCIENCE (CELLS AND SYSTEMS) The following set of indicators may be used to assess student achievement for each corresponding Prescribed Learning Outcome. B1 B2 B3 demonstrate knowledge of the characteristics of living things relate the main features and properties of cells to their functions explain the relationship between cells, tissues, organs, and organ systems identify various characteristics of living things (e.g., require energy, respond to the environment, perform gas exchange, excrete waste, reproduce) relate characteristics of living things to viruses, bacteria, plants, and animals summarize cell theory (e.g., recognize that all living things are composed of cells, and all cells come from pre-existing cells) accurately list similarities and differences between cell types (plant, animal, and bacteria) describe the structure and function of cell organelles (e.g., cell membrane, nucleus, cytoplasm, mitochondrion, cell wall, chloroplast, vacuole, ribosome) recognize and name parts of a cell using a microscope relate the concepts of osmosis and diffusion to transport of materials across cell membranes define the terms tissue, organ, and organ system distinguish between cells, tissues, organs, and organ systems, based on structure and function identify the main components of the human organ systems (e.g., respiratory, circulatory, digestive, and excretory systems) describe how organ systems work together to obtain and transport nutrients, remove wastes, and exchange gases 62

63 SCIENCE GRADE 8 B4 explain the functioning of the immune system, and the roles of the primary, secondary, and tertiary defence systems identify components of the primary defence systems, including skin, tears, ear wax, saliva, gastric juice, cilia, mucus identify phagocytic white blood cells as the major component of the secondary defence system identify white blood cells that produce antibodies as the major component of the tertiary defence system describe how each of the defence system components works (e.g., skin prevents bacteria from entering the body, phagocytic white blood cells engulf and destroy viruses and bacteria, and white blood cells produce antibodies that combine with antigens) describe factors that can have a negative effect on body systems, including pathogens (e.g., E. coli, influenza viruses, HIV) and toxins (e.g., botulism) PHYSICAL SCIENCE (OPTICS) The following set of indicators may be used to assess student achievement for each corresponding Prescribed Learning Outcome. C1 demonstrate knowledge of the behaviour of waves define waves and describe their characteristics, using examples and sketches demonstrate wavelength, frequency, and amplitude, with corresponding explanations describe how waves are reflected off a barrier and refracted when passing from one medium to another 63

64 SCIENCE GRADE 8 C2 explain the properties of visible light C3 compare visible light to other types of electromagnetic radiation C4 explain how human vision works connect the behaviour of waves to visible light (e.g., both waves and light reflect and refract) identify and describe properties of visible light (e.g., prism to demonstrate spectrum of colour, pinhole camera to demonstrate how light travels in a straight line) show how light is transmitted and absorbed by different materials (e.g., opaque, translucent, transparent; creation of shadows) demonstrate how visible light is reflected (e.g., relate angle of incidence and angle of reflection for curved and plane mirrors) demonstrate how visible light is refracted (e.g., bending of rays, changes of speed, diverging and converging lenses) differentiate radio waves, microwaves, infrared, visible light, ultraviolet, X-rays, and gamma rays in terms of wavelength, frequency, and energy transferred relate different types of electromagnetic radiation to their daily lives illustrate the parts of the eye, including sclera, cornea, retina, lens, optic nerve and blind spot, iris, and pupil describe the cornea-lens-retina system describe common defects in human vision (e.g., nearsighted, far-sighted) describe several ways of correcting or extending human vision (e.g., contact lenses, laser surgery, binoculars) identify similarities and differences between the eye and another optical system (e.g., microscopes, telescopes) C5 explain the concept of force define force (push or pull of one object on another) list different types of forces (e.g., magnetic, friction, gravitational, elastic, electrical) differentiate between mass and weight describe the movement of objects in terms of balanced and unbalanced forces 64

65 SCIENCE GRADE 8 C6 describe the relationship between solids, liquids, and gases, using the kinetic molecular theory C7 determine the density of various substances C8 explain the relationship between pressure, temperature, area, and force in fluids C9 recognize similarities between natural and constructed fluid systems (e.g., hydraulic, pneumatic) outline the kinetic molecular theory distinguish between solids, liquids, and gases based on particle arrangement and motion define terms related to changes of state (e.g., temperature, heat, evaporation, condensation, solidification, melting, sublimation) for a fixed mass and temperature, describe the differences between volume and density for each of the states of matter describe the effects of changes in temperature on the density of solids, liquids, and gases (e.g., compression and expansion) conduct experiments to calculate the density of regularly shaped objects [D= m/v] and irregularly shaped objects [D = m/(v2-v1)] explain pressure with reference to force and area (i.e., compression and expansion) describe the relationship between temperature, area, and pressure, with reference to the kinetic molecular theory give examples of natural fluid systems (e.g., circulatory and respiratory system) and constructed fluid systems (e.g., hydraulic and air brakes) recognize the scientific principles involved in fluid systems (e.g., fluids can be compressed and flow; pressure differences can cause movement) identify possible problems in natural or constructed fluid systems (e.g., high/low blood pressure) 65

66 SCIENCE GRADE 8 EARTH AND SPACE SCIENCE (WATER SYSTEMS ON EARTH) The following set of indicators may be used to assess student achievement for each corresponding Prescribed Learning Outcome. D1 explain the significance of salinity and temperature in the world s oceans D2 describe how water and ice shape the landscape D3 describe factors that affect productivity and species distribution in aquatic environments describe the world distribution of water (97.2% ocean, 2.8% fresh, 2.15% ice, 0.61% groundwater, 0.01 lakes and rivers, 0.001% atmosphere) identify similarities and differences between salt water and fresh water (e.g., freezing point, density) define ocean currents describe how winds and ocean currents influence regional climates (e.g., moderating effects) define weathering and erosion describe how gravity directs the movement of water and ice and transports weathered materials through slow processes (rivers and glaciers) and fast processes (landslides) identify and illustrate various alpine and continental glacial features (e.g., cirques, arêtes, horns, hanging valleys, crevasses, moraines, eskers, outwash, fiords, icebergs, striations, erratics) describe how waves and tides are generated (e.g., waves: wind action; tsunamis: tectonic processes; tides: gravitational pull) describe the impact of water movement (e.g., waves, tides, river flow) on surface features (e.g., weathering, erosion, deposition) identify various factors that affect productivity and species distribution in aquatic environments (e.g., temperature, nutrients in the water, turbidity, currents, sunlight, salinity, pollutants, water depth, resource extraction, dams) describe how changes in aquatic environments are monitored (e.g., through the use of satellite imagery) relate human activities to the distribution of aquatic species, with specific reference to First Nations peoples in BC (e.g., harvesting technologies, preservation techniques, use of resource) 66

67 SOCIAL STUDIES GRADE 8 SOCIAL STUDIES GRADE 8 Prescribed Learning Outcomes and Suggested Achievement Indicators APPLICATIONS OF SOCIAL STUDIES identify and clarify a problem, an issue, or an inquiry gather and organize a body of information from primary and secondary print and non-print sources, including electronic sources interpret and evaluate a variety of primary and secondary sources assess a variety of positions on controversial issues plan, revise, and deliver written and oral presentations co-operatively plan and implement a course of action that addresses the problem, issue, or inquiry initially identified Suggested Achievement Indicators will be included in future documents. 67

68 SOCIAL STUDIES GRADE 8 SOCIETY AND CULTURE (CIVILIZATIONS FROM 500 TO 1600) identify factors that influence the development and decline of world civilizations compare daily life, family structures, and gender roles in a variety of civilizations describe a variety of diverse cultural traditions and world religions demonstrate awareness of artistic expression as a reflection of the culture in which it is produced identify periods of significant cultural achievement, including the Renaissance describe how societies preserve identity, transmit culture, and adapt to change Suggested Achievement Indicators will be included in future documents. 68

69 SOCIAL STUDIES GRADE 8 POLITICS AND LAW (CIVILIZATIONS FROM 500 TO 1600) demonstrate understanding of the tension between individual rights and the responsibilities of citizens in a variety of civilizations assess the impact of contact, conflict, and conquest on civilizations describe various ways individuals and groups can influence legal systems and political structures explain the development and importance of government systems Suggested Achievement Indicators will be included in future documents. 69

70 SOCIAL STUDIES GRADE 8 ECONOMY AND TECHNOLOGY (CIVILIZATIONS FROM 500 TO 1600) compare basic economic systems and different forms of exchange analyse the effect of commerce on trade routes, settlement patterns, and cultural exchanges compare the changing nature of labour in rural and urban environments describe the impact of technological innovation and science on political, social, and economic structures Suggested Achievement Indicators will be included in future documents. 70

71 SOCIAL STUDIES GRADE 8 ENVIRONMENT (CIVILIZATIONS FROM 500 TO 1600) construct, interpret, and use graphs, tables, grids, scales, legends, and various types of maps locate and describe major world landforms, bodies of water, and political boundaries on maps locate and describe current and historical events on maps describe how physical geography influenced patterns of settlement, trade, and exploration analyse how people interacted with and altered their environments, in terms of population settlement patterns resource use cultural development Suggested Achievement Indicators will be included in future documents. 71

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73 DAILY PHYSICAL ACTIVITY GRADE 8 Prescribed Learning Outcomes and Suggested Achievement Indicators DAILY PHYSICAL ACTIVITY GRADE 8 The following set of indicators may be used to assess student achievement for each corresponding Prescribed Learning Outcome. participate in physical activities for a minimum of 30 minutes during each school day participate in a range of endurance activities participate in a range of strength activities participate in a range of flexibility activities participate in daily physical activities participate in physical activity in blocks of at least 10 minutes at a time, totalling a minimum of 30 minutes per day (students in half-day Kindergarten programs will be expected to participate in physical activities for a minimum of 15 minutes during each school day) participate in physical activities that help develop their cardiovascular endurance participate daily in endurance activities (e.g., brisk walking, swimming, cycling, jogging, soccer, aerobics, dancing, cross-country skiing, relay games, tag games) participate in activities that help develop their strength participate daily in activities that help to develop the strength of different muscle groups (e.g., rope climbing, push-ups, racquet and ball games, core strength training, skating) participate in activities that help develop their flexibility participate daily in activities that help to develop the flexibility of different parts of the body (e.g., stretches, pilates, dancing) ADDITIONAL LANGUAGES: 73

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75 APPLIED SKILLS BUSINESS EDUCATION GRADE 8 APPLIED SKILLS: BUSINESS EDUCATION GRADE 8 Prescribed Learning Outcomes and Suggested Achievement Indicators BUSINESS COMMUNICATION demonstrate Level I touch keyboarding on alphanumeric keyboards use appropriate communication tools and skills needed for business and the workplace outline ways that businesses communicate information regarding copyright, potential risks, and products or services Suggested Achievement Indicators have not been developed. FINANCE prepare and use a budget and evaluate its effectiveness in meeting a specific need describe ways financial institutions assist businesses and individuals with money management Suggested Achievement Indicators have not been developed. 75

76 BUSINESS EDUCATION GRADE 8 APPLIED SKILLS ECONOMICS outline the effects on a local economy of changes both in consumer needs and wants and in the supply of and demand for resources Suggested Achievement Indicators have not been developed. MARKETING explain how marketing practices within the marketing mix affect consumers describe the channels of distribution involved in the flow of products and services from producer to consumer Suggested Achievement Indicators have not been developed. ENTREPRENEURSHIP explain the role of entrepreneurs in economies describe entrepreneurial skills and attributes applicable to a variety of work environments generate business ideas to meet identified needs or opportunities Suggested Achievement Indicators have not been developed. 76

77 APPLIED SKILLS HOME ECONOMICS GRADE 8 APPLIED SKILLS: HOME ECONOMICS GRADE 8 Prescribed Learning Outcomes and Suggested Achievement Indicators FOOD PREPARATION FOUNDATIONS The following set of indicators may be used to assess student achievement for each corresponding Prescribed Learning Outcome. Safety and Sanitation A1 identify sources of food contamination and demonstrate appropriate preventative measures, including washing hands sanitizing work surfaces cross-contamination prevention proper dishwashing clean-up procedures describe potential sources of food contamination (e.g., food handler with illness, poor hygiene, unsanitary work area, unpotable water) without reminders, apply the 30-second rule for washing hands, tie back hair, put on apron, sanitize work surfaces identify situations where cross-contamination can occur and use appropriate prevention methods (e.g., clean cutting surfaces and equipment after handling foods such as meat, wash hands at every possibility of contamination, use plastic gloves when hands have cuts, burns, or skin conditions) consistently wash dishes using appropriate techniques (e.g., wash in correct order; use 45 C water for washing and rinsing, dish soap, drain racks, clean towels for drying) without reminders, use appropriate clean-up procedures (e.g., spills, broken glass, sweeping, laundry) 77

78 HOME ECONOMICS GRADE 8 APPLIED SKILLS A2 demonstrate a knowledge of precautionary measures and emergency response associated with food preparation, including handling hot foods safely (e.g., to prevent steam scalds, burns from hot oil) responding appropriately to emergencies (e.g., fires, burns, cuts) A3 demonstrate safe use of equipment needed to prepare food items Kitchen Basics A4 demonstrate the ability to follow a recipe, including selecting appropriate equipment using appropriate measuring techniques time management understanding of terminology A5 care for and store equipment appropriately A6 demonstrate co-operation in partner and group work Function of Ingredients A7 identify basic functions of common ingredients used in food preparation handle hot foods appropriately (e.g., proper lid-lifting and saucepan-lifting techniques, spatter and scalding protection, cooling racks/mats) recognize emergency situations and describe correct response procedures (e.g., alert appropriate authority, apply basic first aid, use appropriate fire suppression methods) use equipment safely (e.g., handle knives correctly, cut on cutting boards instead of counter, use oven mitts instead of towels for hot food) correctly use appropriate equipment (e.g., spatulas, wooden spoons, beaters, bowls, knives, cutting boards) with minimal teacher support, use correct measuring equipment and techniques (e.g., heap and level for dry measures, at eye-level on a flat surface for liquid measure, packing, water displacement, metric and Imperial conversions) complete assigned tasks within a specified time period demonstrate understanding of cooking terminology and abbreviations (e.g., sift, cream, sauté, knead, whip, boil, steam, preheat, ml, f.g., oz., pkg., w.w. flour) consistently clean and return equipment to its proper place share tasks equitably within a group, assisting others in group when necessary (e.g., cooking, clean-up, projects) describe basic functions of commonly used dry ingredients (e.g., baking powder, baking soda, flour, sugar, salt) and liquid ingredients (e.g., milk, water, eggs, oil) 78

79 APPLIED SKILLS HOME ECONOMICS GRADE 8 FOOD PREPARATION TECHNIQUES The following set of indicators may be used to assess student achievement for each corresponding Prescribed Learning Outcome. Food Products B1 use recipes to prepare simple, healthy snacks and dishes Methods of Cooking B2 use a variety of cooking methods to prepare food follow a recipe to produce a successful product within a specified time period (e.g., breakfast smoothie, highfibre muffins, veggies and dip, sandwich, biscuit-crust pizza, stir-fry) use procedures and techniques for a variety of cooking methods (e.g., baking, boiling, stir-frying, microwaving) NUTRITION AND HEALTHY EATING The following set of indicators may be used to assess student achievement for each corresponding Prescribed Learning Outcome. C1 describe the importance of nutrition and other factors that contribute to health C2 use Eating Well with Canada s Food Guide to plan simple, nutritious dishes and snacks identify factors that contribute to healthy adolescent bodies (e.g., eating minimum recommended servings from Eating Well with Canada s Food Guide or Eating Well with Canada s Food Guide - First Nations, Inuit, and Métis, selecting nutrient-dense foods versus highcalorie/low-nutrient foods, the importance of breakfast and regular meals for greater energy and long-term health benefits, sufficient sleep, and regular exercise) identify the various food groups, the types of food within each food group, specified serving sizes, and recommended daily servings from each food group analyse and modify menus to meet the recommendations in Eating Well with Canada s Food Guide or Eating Well with Canada s Food Guide - First Nations, Inuit, and Métis 79

80 HOME ECONOMICS GRADE 8 APPLIED SKILLS C3 use product labels to identify and compare the nutritional value of a variety of food products with teacher support, use labels of commercial food products to examine fats, salt, sugar, fibre content, and additives and determine the healthier choice (e.g., compare breakfast cereals, snack foods, cookies, beverages) SOCIAL, ECONOMIC AND CULTURAL INFLUENCES The following set of indicators may be used to assess student achievement for each corresponding Prescribed Learning Outcome. D1 describe factors that influence personal food choices D2 identify and apply classroom table etiquette discuss personal food choices and the factors that influence those choices (e.g., personal preference, food availability, budgetary considerations, peer and media influences, cultural background, religion, environmental considerations) without reminders, display appropriate classroom table behaviours (e.g., setting table, sitting and eating as a group, respectful conversation) 80

81 APPLIED SKILLS INFORMATION TECHNOLOGY GRADE 8 APPLIED SKILLS: INFORMATION TECHNOLOGY GRADE 8 Prescribed Learning Outcomes and Suggested Achievement Indicators FOUNDATIONS identify information technology tools used to access information protect information using information technology tools enter information accurately using appropriate keyboarding techniques and software that allows for the storage, retrieval, and editing of material demonstrate the ability to formulate questions and to use a variety of sources and tools to access, capture, and store information use appropriate information technology terminology evaluate a variety of input and output devices demonstrate the ability to install software describe and practise appropriate safety procedures when working with information technology tools apply a variety of troubleshooting techniques related to information technology demonstrate an awareness of the impact of information technology tools on society identify careers and occupations that use information technology Suggested Achievement Indicators have not been developed. 81

82 INFORMATION TECHNOLOGY GRADE 8 APPLIED SKILLS PROCESS apply management skills to complete a project use a variety of information technology tools to help them solve problems apply predetermined search criteria to locate, retrieve, and evaluate information create electronic text documents evaluate information retrieved electronically for authenticity, bias, and timeliness synthesize information from a variety of electronic sources for their presentations Suggested Achievement Indicators have not been developed. PRESENTATION identify and consider ethical and legal issues when presenting information use a variety of software to present messages demonstrate the ability to arrange information in different forms to create new meaning analyse the effects of information technology on presentations describe the effect of multimedia presentations on intended audiences Suggested Achievement Indicators have not been developed. 82

83 APPLIED SKILLS TECHNOLOGY EDUCATION GRADE 8 APPLIED SKILLS: TECHNOLOGY EDUCATION GRADE 8 Prescribed Learning Outcomes and Suggested Achievement Indicators SELF AND SOCIETY demonstrate confidence and positive attitudes when solving problems that arise during the design process identify practical problems involving technology in a variety of contexts work with others to solve problems that come up during the design process list career paths in technological fields, and examine potential career opportunities demonstrate a willingness to express thoughts and feelings about the effects of technology on their personal lives, society, and the environment Suggested Achievement Indicators have not been developed. 83

84 TECHNOLOGY EDUCATION GRADE 8 APPLIED SKILLS COMMUNICATIONS produce initial concept sketches and final drawings using a design process solve problems that come up during the design process by using various information sources develop two- and threedimensional graphics using manual and computer-assisted processes revise presentations based on suggestions and comments from others identify how information and concepts from other fields of knowledge are used in the design process Suggested Achievement Indicators have not been developed. 84

85 APPLIED SKILLS TECHNOLOGY EDUCATION GRADE 8 PRODUCTION describe and use the process of product design identify and classify the properties of materials used to manufacture products select materials based on a set of design specifications describe combining, forming, separating, and finishing processes as they relate to materials used in product manufacturing apply finishes and details to manufactured products to enhance their appearance and durability evaluate the efficiency of a production process identify ways to minimize waste and reuse products demonstrate safe work habits when using tools, equipment, and technical processes Suggested Achievement Indicators have not been developed. 85

86 TECHNOLOGY EDUCATION GRADE 8 APPLIED SKILLS CONTROL design and construct a control device that senses, switches, or regulates compare ways that various control devices work, and explain their applications integrate electric, electronic, pneumatic, and mechanical control devices within a system demonstrate an understanding of the concept of control by dismantling devices Suggested Achievement Indicators have not been developed. ENERGY AND POWER incorporate selected devices in the design of energy transmission and conversion systems explain how systems transmit and convert energy identify how simple machines are combined into energy and power systems construct devices that are powered in various ways Suggested Achievement Indicators have not been developed. 86

87 FINE ARTS DANCE GRADE 8 FINE ARTS: DANCE GRADE 8 Prescribed Learning Outcomes and Suggested Achievement Indicators ELEMENTS OF MOVEMENT demonstrate dance techniques associated with particular genres apply principles of movement (alignment, balance, breathing, flexibility, strength) to dance apply principles of fitness, health, and safety to dance use elements of movement in a variety of combinations, as appropriate to the given genre or purpose Suggested Achievement Indicators have not been developed. CREATION AND COMPOSITION create movement in response to the expressive elements of sound and music transform a given dance sequence for a specific purpose choreograph a movement sequence for a variety of environments and purposes apply the creative process to revise and refine dance Suggested Achievement Indicators have not been developed. 87

88 DANCE GRADE 8 FINE ARTS PRESENTATION AND PERFORMANCE The following set of indicators may be used to assess student achievement for each corresponding Prescribed Learning Outcome. rehearse and perform dance for a specific environment demonstrate dance movements in the appropriate style for the chosen genre or choreography demonstrate skills and attitudes appropriate to a range of dance experiences as performer, participant, and audience, demonstrating: an awareness of a sense of community audience and performer etiquette performance skills respect for others contributions use established criteria to analyse the work of self and others Suggested Achievement Indicators have not been developed. 88

89 FINE ARTS DANCE GRADE 8 DANCE AND SOCIETY analyse dances of a variety of cultures, considering elements of movement, historical and social context, and use of music and stagecraft describe the purposes of dance in various cultures analyse roles in dance (e.g., of gender, status, age) identify personal and career opportunities in dance (occupation, recreation, entertainment) Suggested Achievement Indicators have not been developed. 89

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91 FINE ARTS DRAMA GRADE 8 FINE ARTS: DRAMA GRADE 8 Prescribed Learning Outcomes and Suggested Achievement Indicators EXPLORATION AND IMAGINATION (EXPRESSION AND TRUST) demonstrate trust through collaborative drama demonstrate the unique ability of drama to unify a diverse group demonstrate an appreciation for the diversity of others and their various perspectives make choices among a variety of ways to express thoughts, feelings, and beliefs Suggested Achievement Indicators have not been developed. EXPLORATION AND IMAGINATION (CRITICAL ANALYSIS) suggest and try a variety of appropriate solutions to a given problem make and act on reasoned and thoughtful decisions identify ways to advance dramatic action use given criteria to assess and evaluate their work Suggested Achievement Indicators have not been developed. 91

92 DRAMA GRADE 8 FINE ARTS DRAMA SKILLS (BODY AND VOICE) identify a variety of movement possibilities that could be used to create a specific effect identify a variety of vocal techniques that could be used to communicate a specific meaning identify examples of the interrelationship of movement and voice in communicating meaning use sensory recall and visualization to enhance their work demonstrate how various emotions affect vocal and physical expression Suggested Achievement Indicators have not been developed. DRAMA SKILLS (ROLE) compare the world of the role with the world of the player consistently apply the ability to sustain a role in a given situation with others adjust the movement, language, and gesture of the role to changing dramatic situations reflect on and express their experiences both in and out of role Suggested Achievement Indicators have not been developed. 92

93 FINE ARTS DRAMA GRADE 8 DRAMA SKILLS (DRAMA AS METAPHOR) suspend disbelief to transform objects and create character demonstrate an awareness that drama has symbolic meaning organize abstract ideas into a concrete dramatic form demonstrate an awareness of dramatic work as a metaphor Suggested Achievement Indicators have not been developed. DRAMA SKILLS (ELEMENTS AND STRUCTURES) identify the values, attitudes, and beliefs of characters analyse the motivation, tension, and conflict of a character with reference to other characters plan and create settings to enhance the dramatic situation portray the central image in a drama create a unified drama with a distinct beginning, middle, and end use a variety of dramatic forms to portray a given theme, story, or structure use appropriate vocabulary to describe drama and theatre elements Suggested Achievement Indicators have not been developed. 93

94 DRAMA GRADE 8 FINE ARTS DRAMA SKILLS (TECHNIQUE) apply theatrical conventions to dramatic forms select design elements colour, level, space to achieve a desired effect demonstrate an awareness of the need for rehearsal to create a polished presentation demonstrate respect for the nature of their audience enhance dramatic work with available technical elements Suggested Achievement Indicators have not been developed. CONTEXT (SOCIAL AND CULTURAL CONTEXT) reflect the cultural variety of their communities in their dramatic work identify and describe the influence of the media on their own work in drama identify and examine relationships between real-life experiences and dramatic presentations Suggested Achievement Indicators have not been developed. 94

95 FINE ARTS DRAMA GRADE 8 CONTEXT (MAKING CONNECTIONS) identify criteria for their own aesthetic responses identify similarities and differences in how drama expresses ideas and emotions compared to other art forms select and use dramatic knowledge and skills to enhance learning in other subject areas investigate various career possibilities in which dramatic skills may be useful apply their knowledge of the arts in their choices of recreational activities Suggested Achievement Indicators have not been developed. 95

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97 FINE ARTS MUSIC GRADE 8 FINE ARTS: MUSIC GRADE 8 Prescribed Learning Outcomes and Suggested Achievement Indicators STRUCTURE (ELEMENTS OF RHYTHM) create, notate, and perform rhythms in a variety of metres analyse rhythmic choices in performing and listening repertoire use appropriate music terminology to describe rhythm and metre Suggested Achievement Indicators have not been developed. STRUCTURE (ELEMENTS OF MELODY) create, notate, and perform melodic patterns apply an understanding of melodic direction and contour to expressive phrasing identify tonal centres in a variety of melodies use appropriate music terminology to describe melody Suggested Achievement Indicators have not been developed. 97

98 MUSIC GRADE 8 FINE ARTS STRUCTURE (ELEMENTS OF EXPRESSION) read and maintain a part within complex textures and harmonies apply an increasing range of tempos, dynamics, articulation, and timbres in classroom repertoire analyse the use of the elements of expression in performing and listening repertoire describe the elements of expression using appropriate music terminology describe the elements of expression in terms of the physical properties of sound Suggested Achievement Indicators have not been developed. STRUCTURE (FORM AND THE PRINCIPLES OF DESIGN) The following set of indicators may be used to assess student achievement for each corresponding Prescribed Learning Outcome. identify an expanded variety of music forms apply a variety of music forms and principles of design to composition represent the form of a piece of music use appropriate terminology to describe form and the principles of design compare and contrast the form of two or more music compositions Suggested Achievement Indicators have not been developed. 98

99 FINE ARTS MUSIC GRADE 8 THOUGHT, IMAGES AND FEELINGS represent thoughts, images, and feelings derived from a music experience apply the elements of rhythm, melody, and expression to interpret and represent a broad range of thoughts, images, and feelings demonstrate a willingness to share personal insights arising from experiences with music explain personal meaning derived from music without reference to stories or visual artifacts defend personal music choices, demonstrating awareness of the thoughts, images, and feelings that the music expresses demonstrate respect for the thoughts, feelings, and music choices of others Suggested Achievement Indicators have not been developed. 99

100 MUSIC GRADE 8 FINE ARTS CONTEXT (SELF AND COMMUNITY) use skills and attitudes appropriate to a range of music experiences in a variety of venues, as performer, participant, and audience, demonstrating: an awareness of the sense of community audience and performer etiquette performance skills respect for others contributions demonstrate an ability to provide and accept constructive feedback demonstrate an understanding of physical well-being while experiencing music identify career-related music experiences represented in the local community Suggested Achievement Indicators have not been developed. CONTEXT (HISTORICAL AND CULTURAL) compare and contrast music from a range of historical and cultural contexts compare and contrast music created for a variety of purposes demonstrate respect for music of various historical and cultural contexts Suggested Achievement Indicators have not been developed. 100

101 FINE ARTS VISUAL ARTS GRADE 8 FINE ARTS: VISUAL ARTS GRADE 8 Prescribed Learning Outcomes and Suggested Achievement Indicators IMAGE DEVELOPMENT AND DESIGN STRATEGIES (PERCEIVING/RESPONDING) use vocabulary related to 2-D and 3-D art forms and image development compare a variety of images of a given subject in different media, styles, techniques, and so on analyse a variety of image development techniques and design strategies as used by a variety of artists for a variety of purposes identify possible purposes for the creation of given images demonstrate an awareness of ethical considerations associated with reproduction as an image development strategy Suggested Achievement Indicators have not been developed. 101