Grade 8

The fundamental purpose of Algebra 1 is to formalize and extend the mathematics that students learned in the middle grades. The critical areas, called units, deepen and extend understanding of linear and exponential relationships by contrasting them with each other and by applying linear models to data that exhibit a linear trend. Students engage in methods for analyzing, solving, and using quadratic functions.

The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. Prerequisite: None

1. Solving equations and inequalities
2. Linear equations
3. Linear functions
4. Systems of linear equations and inequalities
5. Piecewise functions
6. Exponents and exponential functions
7. Polynomials and factoring
8 .Quadratic functions
9 . Solving quadratic equations
10. Working with functions
11. Rational expressions and functions

The focus of this course is understanding important biological relationships, processes, and mechanisms, and the application of biological concepts. Major course topics include: ecology; cell biology; cell biochemistry; the maintenance of homeostasis in animals and plants; human anatomy and physiology; genetics; and evolution.

1.     Unit 1 The chemistry of living things
2.     Unit 2 Energy and life
3.     Unit 3 Cells
4.     Unit 4 Heredity
5.     Unit 5 Diversity of living things
6.     Unit 6 Animals
7.     Unit 7 Plants
8.     Unit 8 Ecology

In Grades 7 and 8, students will examine the United States and New York State through a historical lens. The two-year sequence is arranged chronologically, beginning with the settlement of North America by Native Americans∗ and ending with an examination of the United States in the 21st century. Although the courses emphasize the skill of chronological reasoning and causation, the courses also integrate the skills and content from geography, politics, economy, and culture into the study of history. Teachers are encouraged to incorporate local features of state history in the course, such as the Dutch in the Hudson Valley, the Germans in the Schoharie Valley, the French in the Champlain Valley, Fort Niagara, the Brooklyn Naval Yard, the Seneca Falls Convention, Underground Railroad locations, war memorials, and other features in their community. 

Students in 8th grade should experience a balance of literature and informational texts in the context of instruction designed to create opportunities for learners to engage with a variety of topics and texts and have discussions about texts that support language development and knowledge building. Creating this learning environment for readers can take a variety of formats, including shared readings, paired readings, independent readings and other learning activities that incorporate literacy materials, talking, and writing. We refer to these instructional events as ‘reading or literacy experiences’ because the focus is on using texts, printed and visual, to develop readers’ concepts of how meaning is conveyed through reading and writing, and in turn their ability to make meaning of increasingly complex text. Much of this work is done through talk-reading and reading-writing connections. The following are examples of literary and informational text types that could be used in classroom instruction. Texts are not limited to these examples. Literature: stories, drama, poetry, fiction, myths, graphic novels, and other literary texts. Informational Text: nonfiction, biographies, autobiographies, books and articles about science, art, history, social studies, and information displayed in charts, graphs, or maps, in both print and digital sources.

The New York State Learning Standards for LOTE are divided into two language groups: Modern Languages and Classical Languages. Modern languages include any language that has living, native speakers. Modern languages are contrasted with Classical languages, which include Latin, ancient Greek, ancient Hebrew, and other languages from earlier time periods in human history.  These updated learning standards for both Modern and Classical Languages are organized into two anchor standards: Communication and Cultures. The Communication Anchor Standard for all languages is broken down into three Standards—one for each mode of communication (Interpretive, Interpersonal, Presentational).  The Cultures Anchor Standard is broken down into two Standards: the Relating Cultural Practices and Products to Perspectives standard and the Cultural Comparisons standard.

Unlike the standards of other disciplines, the NYS Learning Standards for World Languages are not grade-banded, but instead are grouped into three proficiency ranges that correspond to the World Language Checkpoints (A, B, C) that reflect levels of achievement students must reach, generally over the course of two years of study each.  Students meet the standards by demonstrating proficiency at the levels consistent with the lower end of the range for each Checkpoint. This demonstration of proficiency generally occurs by the end of 8th grade for Checkpoint A.