quarter 1 - columbus.edu.co · simplified? • how can numbers in scientific notation be added and...

Quarter 1Course Content/Unit

Title Weeks of

Instruction Power Standards Secondary Standards Essential Questions use ctr + enter to move down in the cell

Major Assessments/P

rojects

DOK levels in assessment

Mat

hem

atic

s 8

Unit 1: Real Number System ~ 2.5 weeks 8.NS.01 Know that numbers that are not rational

are called irrational8.NS.02 Use rational approximations of irrational numbers to compare size

• How are sets of real numbers related?• How can the value of an irrational number be approximated?• Where do you see irrational values in the real-world?

Unit Exam DOK 2-Skill/Concept

8.EE.02 Use square root and cube root symbols to represent solutions

8.NS.02 Use rational approximations of irrational numbers to compare size

DOK 3- Strategic Thinking

8.NS.01 Know that numbers that are not rational are called irrational DOK 1-Recall

DOK 2-Skill/Concept


Unit 2: Exponents & Scientific Notation

~ 2.5 weeks 8.EE.02 Use square root and cube root symbols to represent solutions

8.EE.01 Apply properties of integer exponents to generate equivalent expressions

• In what kinds of situations would it be useful to express a value using scientific notation?• How can expressions with integer exponents be simplified?• How can numbers in scientific notation be added and subtracted? Multiplied and divided?• What are some advantages to performing operations with numbers in scientific notation rather than standard notaion? Disadvantages?

Quiz

8.EE.03 Use numbers of a single digit times an integer power of 10 Unit test

8.EE.04 Perform operations with numbers expressed in scientific notation

Unit 3: Linear Relationships ~ 2.5 weeks 8.EE.08 Analyze and solve pairs of simultaneous

linear equations8.EE.06 Explain why two points in the coordinate plane have the same slope

• How can the slope of a line be found, and what does it tell you about the line?• What makes a situation proportional or non-proportional?• How can rate of change be found from tables? Ordered pairs? Graphs?

Quiz

8.F.04 Construct a function to model a relationship between two quantities Unit test

Phys

ical

Sci

ence

Unit 1: Theme 1 Motion, Force, and Energy

9

MS-PS2-4. Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.

MS-PS2-1. Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.*

What makes evidence "scientific?" What makes a question "scientific?"How can we prove things in science?How are gravitational, electrical, and magnetic interactions at work in our daily lives?How can we reach an optimal design?

Lab Manual Entries: PHENOMENA gravity, Newtons Laws, electricity and magnetism

DOK 1-Recall

MS-PS2-3. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.

MS-PS2-2. Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.

Newton's Laws and Forces Quizzes

DOK 2-Skill/Concept

MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

Eggstronaut Project

DOK 4-Extended Thinking

MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

MS-ETS1-3.Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.


Title Weeks of


Major Assessments/P

rojects


Phys

ical

Sci

ence

Unit 2

Engl

ish

8

READINGUnit 1: Deep Study of Character

4 How can we analyze moments in our lives and literature?What can we learn from experience?

Reading Assessment

DOK 2-Skill/Concept

4

CCSS.ELA-LITERACY.RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

Independent Reading Response Log

DOK 2-Skill/Concept

Independent Reading Conferences

DOK 2-Skill/Concept

WRITINGUnit 1: Personal Narrative in application essay form.

CCSS.ELA-LITERACY.W.8.3.B Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.

How can we begin to dig through our anecdotes to detect and formulate a theme?How can we tell their own stories in such a way that we convey something important ourselves? As we do this work, how do we tailor our storytelling for specific audiences and purposes, learning to angle and spin stories in order to highlight specific character traits, both implicitly and explicitly?

Personal narrative


4 Writing Conference

DOK 2-Skill/Concept


US

His

tory

, 8

Unit 1: Columbian Exchange

8.SS.SK.2 Evaluating sources and gathering evidence

8.SS.SK.3 Communicating conclusions and taking informed actions

How do historians interact with the aspects of bias, sources, chronology, geography, and understanding their own story? What are the benefits of studying history for ourselves and the world? (Why should we remember?)

Historical Perspective: Autobiography (Why do we remember)


8.SS.CS.2 (Connections and Conflict) Students will understand causes and effects of interaction among societies, including trade, systems of international exchange, war, and diplomacy

8.SS.CS.1 (Time, Continuity, and Change) Students will understand patterns of change and continuity, relationships between people and events through time, and various interpretations of these relationships

Historical Perspective: How Should we Remember Columbus Research Paper


Unit 2: Colonialism



How did the experiences of the colonists shape America´s social and political ideals?

13 Colonies Economic, Political, and Social Research Grid



8.SS.CS.5 (Society and Identity) Students will understand social systems and structures and how these influence individual

13 Colonies Essay


8.SS.CS.4 (Culture) Students will understand cultural and intellectual developments and interactions among societies


Title Weeks of


Major Assessments/P

rojects


US

His

tory

, 8Sp

anis

h 8

Unit 1: Plan lector: Diagnóstico, identificación de habilidades, fortalezas y debiidades en la lectura. La investigación como herramienta fundamental para el estudio del lenguaje. Elaboración y mantenimiento de carpeta de evidencias e investigación (Estructura).

2 Semanas

8.ES1 Los estudiantes comprenden e interpretan textos,teniendo en cuenta el funcionamientode la lengua en situacionesde comunicación usando estrategias de lectura.


¿Cómo un buen y orientado ejercicio de investigación, facilita la pre y pos comrensión de todo tipo de literatura, y particularmente dentro del contexto de un plan lector?

Investigación: Elaboración de carpeta de evidencias; instrucciones para el manejo adecuado del cuaderno.

DOK 2-Skill/Concept


Análisis biográfico de cada uno de los autores del plan lector.


Proceso de lectura en casa y en clase.

DOK 2-Skill/Concept

Elaboración, explicación y comparación de mapas mentales, esquemas y/o cuadros sinópticos.


Elaboración y exposición deLíneas de tiempo de identificación de los moementos históricos en los que se escribieron los libros y su influencia.


Conversatorio dirigido y en contexto a partir de los libros del plan lector.


Unit 2: Morfología y sintaxis - Estructructura de la palabra, la oración - sentido: Investigación (partes de una palabra)

2 Semanas

8.ES6 Los estudiantes aplican los elementos, roles, relaciones y reglas básicas de la comunicación, para inferir las intenciones y expectativas de sus interlocutores y hacer más eficaces sus procesos comunicativos.

8.ES2 Los estudiantes comprenden obras literarias de diferentes géneros, propiciando así el desarrollo de su capacidad crítica y creativa, a la vez, que reconocen la tradición oral como fuente de la conformación y desarrollo de la literatura.

¿Cuan importante es para todos los procesos de investigación en el estudio del lenguaje la comprensión de los diferentes elementos morfológicos, sintácticos, semióticos y estructurales de una palabra, en función del significado de la oración en untexto?

Elaboración y desarrollo de plantilla de análisis de la palabra según su función dentro de la oración.

DOK 2-Skill/Concept


Tipos de palabras: Variable e invariables (análisis etimológico).

DOK 2-Skill/Concept

Mapa de la estructura de la palabra (Clase de sílaba, tipo de acentuación, función dentro del contexto de la oración.


Plantilla de identificación de las palabras según su estructura, significado, significate, significación, dentro del contexto de una oración.


Plantilla de identificación de las palabras según su estructura, significación, dentro del contexto de una oración.

DOK 2-Skill/Concept

Pruebas estnadarizadas de lenguaje - Prueba de sintaxis.



Title Weeks of


Major Assessments/P

rojects


Unit 3: Gramática y ortografía - División semántica, especificación, función de la sílaba. Ortografía (C, s, z) - (nv, r, rr) - Prefijos (ger, gir, geo, sub) - Sufijos (oso, osa) - Acentuación, signos de admiracón e interrogación.

3 Semamas



¿Podemos inferir, afirmar que el buen uso y conocimiento de la gramática y la ortografía en el estudio de una lengua, son herramientas básicas para su comprensión, análisis y aplicación?

Aplicación de habilidades gramaticales en cuaderno.

DOK 2-Skill/Concept

8.ES7 Los estudiantes caracterizan los medios de comunicación masiva y seleccionan la información que emiten para clasificarla y almacenarla usando el lenguaje técnico.

Identificación de reglas y conceptos gramaticales y ortográficos en cartelera mural del aua de clase.

DOK 2-Skill/Concept

Identificación de la división de la palabra: Prefijos, raíz o lexema; sufijos o morfema.


Identificación de la división de la palabra: Interfijos, afijos, infijos y monemas.


Clasificación de las oraciones en variables e invariables: Elaboración de esquemas.


Desarrollo de talleres prácticos y exámenes de aplicación.


Unit 4: Escritura y composición. Seguimiento de instrucciones - principios de redacción - función dele lenguaje escrito, simbólico y oral.

2 Semanas



¿Es absolutamente necesario la aplicación de un método de investgación, el análisis morfo sintáctico y las estructura gramático ortográfico de un lenguaje para poder desarrollar un adecuado, estético y util proceso de escritura?

Seguimiento al manejo del cuaderno

DOK 2-Skill/Concept


Elaboración de resúmenes.

DOK 2-Skill/Concept

Ejerciciós básicos de redacción, donde se identifica el contexto.


Elaboración de cartelera: Pasos para la redacción en el aula.


Talleres sobre habilidades de composición escrita.


Desarollo de lenguaje técnico en contexto.



Title Weeks of


Major Assessments/P

rojects


PE_P

hysi

cal

Educ

ati

on 8 Unit 1: Games &

Sports, Throwing and Catching

NPES.8.S1.M2 Games & sports (Invasion & field games - Throwing): Throws with a mature pattern for distance or power appropriate to the activity during small-sided game play.

Presento un adecuado desarrollo de las capacidades condicionales necesarias para el depore.Demostró las diferentes posiciones básicas para el deporte.Realizo los gestos técnicos fundamentales para el deporte

test habilidades Fisicas.test de habilidades deportivas.test de conocimiento act. fiscas

NPES.8.S1.M4 Games & sports (Invasion games - Passing & receiving) : Passes and receives with an implement in combination with locomotor patterns of running and change of direction, speed and/or level with competency in invasion games such as lacrosse or hockey (floor, field, ice).


Shape America Rubrics

Unit 2:Shoting on goal

NPES.8.S1.M7 Games & sports (Invasion games - Offensive skills): Executes the following offensive skills during small-sided game play: pivot, give & go, and fakes.




Unit 3: Invasion Games


NPES.8.S4.M1 Personal responsibility: Accepts responsibility for improving oneӳ own levels of physical activity and fitness.



NPES.8.S1.M8 Games & sports (Invasion games - Dribbling/ball control): Dribbles with dominant and nondominant hands using a change of speed and direction in small-sided game play.

NPES.8.S3.M6 Engages in physical activity: Participates in moderate to vigorous aerobic and/or muscle- and bone-strengthening physical activity for at least 60 minutes per day at least 5 times a week.

test habilidades Fisicas.test de habilidades deportivas.test de conocimiento act. fiscastest habilidades Fisicas.test de habilidades deportivas.test de conocimiento act. fiscasShape America Rubrics

Unit 4:Net/wall games

NPES.8.S1.M13 Games & sports (Net/wall games - Striking): Strikes with a mature overhand pattern in a modified game for net/wall games such as volleyball, handball, badminton or tennis.



NPES.8.S1.M17 Games & sports (Net/wall games - Two-hand volley): Two-hand-volleys with control in a small-sided game.


Tech

nolo

gy 8

(Rob

otic

s)

Unit 1: Safety in The Lab

ISTE2016.5 Computational Thinker: Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.

ISTE2016.5a Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.

How can I express myself with technology?How can I use technology to solve all kinds of problems?How can I become a digital creator and not only a consumer?How can I create innovative products using technology?

Safety Unit Assessment (Schoology Assessment)


Unit 2: Marketing

ISTE2016.4 Innovative Designer: Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.

ISTE2016.4a Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.


Summative Assessment:Brainstorming

DOK 1-Recall

Summative Assessment:Sketching

DOK 2-Skill/Concept

Summative Assessment:Logo Design



Title Weeks of


Major Assessments/P

rojects


Tech

nolo

gy 8

(Rob

otic

s)

Summative Assessment:Video Editing


Unit 3: Mechanical

ISTE2016.3 Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.

ISTE2016.3d Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.


1 Summative Assessments: Inorganic Modeling

DOK 1-Recall


DOK 2-Skill/Concept



1 Summative Assessments: Inorganic Modeling - Room's structure.


Unit 4: Programming




1 Summative Assessment: Programming Basics.

DOK 1-Recall


1 Summative Assessment: Syntax.

DOK 2-Skill/Concept

1 Summative Assessment: Arduino.


1 Summative Assessments: Arduino


Art

8

Unit 1:HUMAN BODY PROPORTIONS: EYES,NOSE,MUTH,EARS

2 weeks

VA.8.CR.2.a Demonstrate willingness to experiment, innovate, and take risks to pursue ideas, forms, and meanings that emerge in the process of artmaking or designing

VA.8.CR.1.b Collaboratively shape an artistic investigation of an aspect of present day life using a contemporary practice of art and design.

•What do you know about human body proportions · how do you draw a human face? •What is important when you make a portrait? •Why do you celebrate Christmas and Halloween? •What conditions, attitudes and behaviors support creativity and innovation thinking? •What factors prevent or encourage people to take creative risks? •How does collaboration expand the creative process?

Eyes,nose,mouth,ears in diferent ways,realistic,cartoon and Anime style


Unit 2:PORTRAITS AND EYE CREATION

2 weeks

Unit 3:MANGA,CARTOON,CUBISM FACES

2 weeks

Unit 4:COLLAGE 2 weeks

Ban

d 8 Unit 1:

Rhythm: Duration

8

FAMU.III.5.3 Knows standard notation symbols for pitch, rhythm, dynamics (e.g., piano, forte, crescendo, diminuendo), tempo, articulation (e.g., accents, legato, staccato, marcato), and expression (e.g., phrasing)

FAMU.III.5.2 Reads at sight simple melodies in both the treble and bass clefs

What is musical rhythmWhat are elements to read the music mitmo?What is the importance of rhythm in music?

CLASS WORKiNSTRUMENTAL ASSEMBLEREPERTOIRE 1

DOK 1-Recall

Course

Mat

hem

atic

s 8

Phys

ical

Sci

ence

Quarter 2Content/Unit

Title Weeks of


Major Assessments/P

rojects


Unit 3: Linear Relationships - cont.

~ 2.5 weeks 8.EE.08 Analyze and solve pairs of simultaneous linear equations

8.EE.06 Explain why two points in the coordinate plane have the same slope

• How can the slope of a line be found, and what does it tell you about the line?• What makes a situation proportional or non-proportional?• How can rate of change be found from tables? Ordered pairs? Graphs?

Quiz

8.F.04 Construct a function to model a relationship between two quantities

Unit test

Unit 4: Functions ~ 2.5 weeks

8.F.01 Understand functions are rules that assign each input exactly one output8.F.02 Compare properties of two functions each represented in a different way

• How can you determine if a table, graph or equation represents a functional relationship?• What distinguishes a linear relationship from a non-linear relationship?• What pieces of information are needed to write an equation for a linear relationship?• How can you analyze a graph that compares an object’s distance with the time?

Quiz

8.F.03 Interpret y = mx + b as a linear function, whose graph is a straight line Unit Exam

8.F.04 Construct a function to model a relationship between two quantities

Unit 5: Linear Equations ~ 2.5 weeks 8.EE.07 Solve linear equations in one variable

• How can you expand an expression using the distributive property?• What determines if terms are considered “like terms”?• How can you distinguish an equation with “no solution” from an equation with “infinitely many solutions"?

Quiz

Unit test

Unit 1: Theme 1 Motion, Force and Energy continued

9

MS-PS2-2. Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.

MS-PS2-1. Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.*

How do we know that an optimal design has been achieved after testing?How can we collect reliable and valid data?How does an understanding of concepts such as force, and ravity lead to scientific advancement?How are systems defined?How can we model energy transformation?How might data best be communicated through graphical repesentations?How might an understanding of energy lead to scientific advancements?

Eggstronaut Project


MS-PS3-1. Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.

MS-ETS1-3.Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

MS-PS3-2. Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.

MS-PS3-5. Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.

Course


Title Weeks of


Major Assessments/P

rojects


Phys

ical

Sci

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Engl

ish

8U

S H

isto

ry, 8

Unit 1: Nonfiction Research Clubs: Developing Analytical Lenses for Informational Reading.

4

How can we find the main idea and supportive details in nonfiction texts? How can we synthesize and interpret information with our own opinions? How can we increase our level of expertise on a global issue in order to think about solutions?

Independent Reading Response Log

DOK 2-Skill/Concept

CCSS.ELA-LITERACY.RI.8.6 Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

Research club responses

DOK 2-Skill/Concept

Independent Reading Conferences

DOK 2-Skill/Concept

Unit 1: Argumentative Essay/Position Paper

4CCSS.ELA-LITERACY.W.8.2.D Use precise language and domain-specific vocabulary to inform about or explain the topic.

How can we decide what global issues are important to us? How can we study mentor documentaries to emulate the style in our writing?How can we focus on words, sounds, and images to tell an important story of a global issue?

Argumentative Essay

DOK 2-Skill/Concept


Writing Conference

DOK 2-Skill/Concept


Speech DOK 2-Skill/Concept

Unit 1: American Independence and the Constitution


8.SS.SK.1 Developing questions and planning inquiries What is the most peaceful way to govern?

World Government Quiz

DOK 1-Recall

8.SS.CS.6 (Government) Students will understand why societies create and adopt systems of governance and how they address human needs, rights, responsibilities and citizenship

8.SS.SK.3 Communicating conclusions and taking informed actions Is violence justified in our world today?

When is Violence Justified?



When is war justified? Letter to King George III



Was the American Revolution really a Revolution?Was the U.S. Revolution Justified?


Unit 2:

Course


Title Weeks of


Major Assessments/P

rojects


US

His

tory

, 8Sp

anis

h 8

Unit 1: Plan lector - identificación de la forma, la estructura de los libros del plan lector(Estilo, intensión, relación con la historia y el moento en que se escribió)

3 Semanas


8.ES4 Los estudiantes producen textos orales para exponer sus ideas y valorar los diversos contextos de comunicación.

¿Es posible identificar los elementos y comprender la intensión del autor de un libro, su relación con el contexto histórico y la realidad social, sin comprender su estructura, su lenguaje y la forma como el autor narra, recrea y cuenta?

Elaboración de ficha técnica

3- Strategic Thinking

8.ES5 Los estudiantes relacionan de manera intertextuallas diferentes representaciones artísticas que emplean el lenguaje verbal y no verbal.


Análisis biográfico de los autores del plan lector.


Elaboración de fichas de seguimiento de expresiones.


Ejercicio de investigación dirigida.


Proyecto final. DOK 4-Extended Thinking

Examen bimestral


Unit 2: Morfología y sintaxis (Análisis de la oración - función de las palabras, clases de palabras, sentido de las palabras, estructura de las palabras, contexo de las palabras).

¿Cuáles son los beneficios académicos y las posibilidades de la funcionalidad de la literatura al desarrollar y ampliar y comprender la forma los vocablos de una lenguaje tan complejo como el español?

Elaboración de ficha técnica


Análisis biográfico de los autores del plan lector.


2 Semanas



Elaboración de fichas de seguimiento de expresiones.



Ejercicio de investigación dirigida.



Examen bimestral


Course


Title Weeks of


Major Assessments/P

rojects


Unit 3: Gramática y ortografía(Forma gramatical de las palabras - Preposiciones, conjunciones, artículos, pronombres, tipos de acentos(tónicos, atónicos, prosódicos), tipos de sílabas (De acuerdo con el número de letras que la componen y de acuerdo a su finalización en consonante o vocal).

2 Semanas



¿Cómo la diferenciación de las clases de palabras de una lengua, nos ayudan a comprender mejor el uso y la función del mismo, a desarrollar preguntas escenciales y a explicar el entorno de la literatura?

Elaboración de mapas gramaticales y ortográficos.



Ejercicios de morfología y sintaxis.


análisis de oración.


Ejercicios de etimología.


Proyecto final DOK 4-Extended Thinking

Examen bimestral


Unit 4: Escritura y cmposición - Teoría de la escritura práctica (síntesis, toma de notas, elaboración de fichero de investigación, manejo adecuado del cuaderno como herramienta de estudio e investigación constante - Procesos de escritura - Literatura e historia, relación (principio de la creación literaria) - Identificación y creación de contextos - preguntas problematizadoras.

2 Semanas8.ES4 Los estudiantes producen textos orales para exponer sus ideas y valorar los diversos contextos de comunicación.


¿Es en la escritura dónde puedo dar cuenta de mi nivel de aprehensión de los diferentes conceptos y herramientas que me facilitan la relación académica, social y personal con la literatura en todas sus manifestaciones?

Seguimiento al manejo del cuaderno

DOK 2-Skill/Concept


Seguimiento al manejo de carpeta de evidencias.

DOK 2-Skill/Concept

Desarrollo de taller de escritura.


Elaboración de resúmenes.



Examen bimestral.


Course


Title Weeks of


Major Assessments/P

rojects


PE_P

hysi

cal

Educ

ati

on 8

Tech

nolo

gy 8

(Rob

otic

s)

Unit 4:

NPES.8.S1.M21 Games & sports (Fielding/striking games - Catching): Catches, using an implement, from different trajectories and speeds in a dynamic environment or modified game play.













Unit 2:




Unit 3: Net/wall games




NPES.8.S1.M17 Games & sports (Net/wall games - Two-hand volley): Two-hand-volleys with control in a small-sided game.


Unit 1: Mechanical




1 Summative Assessment: Assemblying

DOK 1-Recall

1 Summative Assessment: Motors

DOK 2-Skill/Concept

1 Summative Assessment:Robot's structure


Unit 2: Programming


ISTE2016.5a Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.



DOK 1-Recall


DOK 2-Skill/Concept



Course


Title Weeks of


Major Assessments/P

rojects


Tech

nolo

gy 8

(Rob

otic

s)A

rt 8

Ban

d 8

Unit 3: Marketing

ISTE2016.4 Innovative Designer: Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.

ISTE2016.4a Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.


1 Summative Assessment: Social Networking

DOK 1-Recall

1 Summative Assessment: Websites

DOK 2-Skill/Concept

1 Summative Assessment: Printing


1 Summative Assessment: Video Editing


Unit 1: Programming




1 Summative Assessment: Programming Basics.

DOK 1-Recall


1 Summative Assessment: Syntax.

DOK 2-Skill/Concept

1 Summative Assessment: Arduino.




Unit 2:HUMAN BODY ARMSHANDSHALLOWEENCHIRTSMASMONA LISA

4 weeks



•What do you know about body movement? •Why do you celebrate Christmas and Halloween? •What conditions, attitudes and behaviors support creativity and innovation thinking? •What factors prevent or encourage people to take creative risks? •How does collaboration expand the creative process?

Hands holging objects,reproduction fron Art History,,Renaissance time,Mona Lisa,Chritsmas


Unit 2:

Unit 3:

Unit 4:

Unit 1:

Melody: Height

FAMU.III.2.4 Plays by ear simple melodies (e.g., folk songs) on a melodic instrument and simple accompaniments (e.g., strummed, I, IV, V, vi, ii chords) on a harmonic instrument

FAMU.III.2.1 Performs on an instrument (e.g., band or orchestra instrument, keyboard instrument, fretted instrument such as guitar, electronic instrument) accurately and independently, alone and in small and large ensembles, with good posture, good playing position, and good breath, bow, or stick control

WHAT ARE THE MUSIC NOTES? WHAT IS A MELODY? WHAT IS THE ROLE OF MUSICAL NOTES IN A MELODY?


DOK 2-Skill/Concept

Course

Mat

hem

atic

s 8

Phys

ical

Sci

ence


Title Weeks of


Major Assessments/P

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Unit 6: Systems of Equations ~ 3 weeks 8.EE.08 Analyze and solve pairs of simultaneous

linear equations

• How does graphing a system of equations help you find the solution to the system?• What is meant by the “solution” to a system of equations?• When is it easier or more beneficial to solve a system of equations by substitution?

Quiz

Unit Test

Unit 7: Transformations ~ 2.5 weeks 8.G.01 Verify properties of rotations, reflections,

and translations

• What is meant by a “rigid” transformation, and what are some examples of rigid transformations?• Where do you see the various transformations in the real-world?• What are some key things to look for when trying to identify a transformation on a coordinate plane?• What is the difference between the orientation of a figure and the orientation of a figure’s vertices?

Quiz

8.G.02 Understand 2D figures are congruent by rotation, reflection, and translation8.G.03 Describe dilations/translations/rotations/reflections on 2D figures8.G.04 Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two- dimensional figures, describe a sequence that exhibits the similarity between them.

Unit Exam

Unit 8: Angle Relationships ~ 2.5 weeks 8.G.08 Apply Pythagorean Theorem to find the

distance between two points

• What is significant about the angles formed when parallel lines are cut by a transversal?• When might you see parallel lines cut by a transversal in real-life?• How are the interior angles of a triangle related?• What do angle measures of triangles tell you about similarity of the triangles?

Quiz

Unit Exam

Unit 1 of quarter: Theme 2 Chemistry and Matter

6MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures.

MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.

Why do we use models?How can learn about things we can not see?How do chemical reactions drive our lives?How are reliable and valid data related to expereimental designs?How do our consumer choices impact natural resources?What role does failure play in design and experimentation?

Lab Manual Entries on phenomena

DOK 1-Recall

MS-PS1-5. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and tus mass is conserved.

MS-PS3-4. Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample.

Chemistry Checkpoint Quizzes: LO Conservation of matter, periodic table, elements and compounds

DOK 2-Skill/Concept

MS-PS3-3. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.*

MS-PS1-3. Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.

Reactions Design Lab


MS-PS1-4. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.

YRE Contest/Guajira related/human impact project OR the Story of Stuff video


Course


Title Weeks of


Major Assessments/P

rojects


Phys

ical

Sci

ence

Engl

ish

8U

S H

isto

ry, 8

Unit 2: Theme 3 STEM 9


How can we use the design process to make our community and world a better place?What role does failure play in design and experimentation?How can we set design projects up for success in real-life community situations?How can we make sure our projects are measurable, impactful, and sustainable?

Investigation and Sources

DOK 2-Skill/Concept


Mentor and Expert Conversations

DOK 2-Skill/Concept

MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

Template entries DOK 4-Extended Thinking

Dystopian Book Clubs 6

CCSS.ELA-LITERACY.RL.8.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

How can we seek symbolism in a dystopian world?How can we understand the pressures andmotivations that lead to character change? How can we consider connections between Dystopian worlds and our own society?

DOK 2-Skill/Concept


Book club discussions

DOK 2-Skill/Concept


Writing about our reading.

DOK 2-Skill/Concept

Unit 1: Literary Essay 8

How can we write about themes in texts to help support and clarify our thinking? How can we analyze texts to find out what the text is really saying about some of the topics it addresses?How can we develop and support our opinion of challenging texts to convince our readers of our argument?

Literary Essay DOK 2-Skill/Concept


CCSS.ELA-LITERACY.W.8.1.B Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

Writing Conference

DOK 2-Skill/Concept


Unit 1: Expansion and Slavery



Why do American historians refer to the slave trade as the Second Middle Passage?

Why did Federalists oppose the Louisiana Purchase?

Were Lewis and Clark respectful to the Native Americans they met on their journey?

Why did people support indian removal in the 1830´s?

Using evidence students explain why historians refer to the Slave Trade as the Second Passage.

DOK 2-Skill/Concept


8.SS.CS.8 (Science, Technology, and Society) Students will understand how societies have influenced and been influenced by scientific developments and technological developments

Source analysis. DOK 2-Skill/Concept


8.SS.CS.5 (Society and Identity) Students will understand social systems and structures and how these influence individual

Debate on the Essestial Question 3.


Indian removal essay.


Unit 2:

Course


Title Weeks of


Major Assessments/P

rojects


US

His

tory

, 8Sp

anis

h 8

Unit 1: Plan lector - Seguimiento de expresiones etopeyas y prosopografías - relación con el contexto histórico, relación biografía contenido

3 Semanas



¿Cuál es la importancia de hacer un seguimiento a las características etopéyicas y prosopográficas de los diferetes personajes y o lugares dentro de los textos del plan lector?

Elaboración de fichas de seguimiento de exresiones y de objetos.



Elaboración de plantilla para la identificación de diferentes etopeyas y prosopografías.



Elaboración de ficha técnica.


Ejercicio de investigación.


Prueba de sintaxis y morfología.


Examen bimestral

Unit 2: Función de la palabra en la oración (Significación) arborización

2 Semanas

8.ES3 Los estudiantes producen textos escritos que evidencian el conocimiento que han alcanzado acerca del funcionamiento de la lengua en situaciones de comunicación y el uso de las estrategias de producción textual.


¿Es la identificación, comprensión y reconocimiento de las palabras, su función (Semántica, interpretativa, significativa, gramátical), lo que determina el nivel de comprensión, análisis, entendimiento y argumentación de un lector?

Elaboración de ensayos.


.

Elaboración de ficha técnica y de seguimiento de expresiones.


Prensa escuela. 3- Strategic Thinking

Lectura de imágenes. (Identificación/Relación.


Revisón de carpetas y cuaderno con evidencias de investigación.


Examen bimestral.


Course


Title Weeks of


Major Assessments/P

rojects


Unit 3: Gramática y ortografía - Adjetivos, preposiciones, conjunciones (Función de la palabra en la oración y su contexto, etimología (Significante, significado y significación). Tiempos verbales, análisis de la oración - conversión de la oración - clasificación.

3 Semanas



¿Es posible dimensionar, identificar y comprender la estética de una lengua, sin aprehender, aplicar y entender la función gramátical y ortográfica que la filología le ha ootorgado?

Revisión constante del cuaderno, carpeta y escritos.



Elaboración de mapa de relación y diferenciación entre gramática y orografía.


Quiz: Cada quince días se hace un quiz sobre un grupo de palabras de uso cotidiano en sus libros del plan lector.

DOK 2-Skill/Concept

Elaboración de líneas de tiempo.


Investigación: Función de la gramática en la comunicación escrita.


Examen bimestral.


Unit 4: Escritura y composición Tipología textual, elaboración de argumentos, teorías, hipotesis, partes de un ensayo - clasificación de los ensayos.

3 Semanas8.ES4 Los estudiantes producen textos orales para exponer sus ideas y valorar los diversos contextos de comunicación.


¿Al identificar la tipología textual con todos sus elementos, se hace mucho más fácil la elaboración y construcción de todo tipo de ejercicios de escritura?

Seguimiento a cuaderno y carpeta de evidencias.



Prensa escuela: Diferencia en tipos de texto. (identificación).


Ejercicio de tipología textual en libros del plan lector.


Taller: Elementos a tener en cuenta en la tipología textual.


Tipos de textos: Clasificación según sus características.


La imagen como uno de los textos más complejos: (Lectura de imágenes).


Course


Title Weeks of


Major Assessments/P

rojects


PE_P

hysi

cal

Educ

ati

on 8

Tech

nolo

gy 8

(Rob

otic

s)

Unit 3:

NPES.8.S1.M12 Games & sports (Net/wall games - Serving): Executes consistently (at least 70% of the time) a legal underhand serve for distance and accuracy for net/wall games such as badminton, volleyball or pickleball.





NPES.8.S1.M14 Games & sports (Net/wall games - Forehand & backhand): Demonstrates the mature form of forehand and backhand strokes with a shortor long-handled implement with power and accuracy in net games such as pickleball, tennis, badminton or paddle ball.

test habilidades Fisicas.test de habilidades deportivas.test de conocimiento act. fiscasShape America Rubrics

Unit 4:














Unit 2:



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Tech

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(Rob

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Ban

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Unit 3:BODY IN ACTION,RENAISSANCE TIME 2,VENUS CREATION,FREE DRAWING AND DRAWING CHALLENGE

4 weeks



•What do you know about body movement? •What do you know about renaissance time? •Who was Leonardo da Vinci? · do you know something about the birth of Venus? •How can I make a da Vinci’s scale? •What conditions, attitudes and behaviors support creativity and innovation thinking?

Scales from Leonardo Da Vinci,Caligraphy,drawing challeng,camuflage technique


Unit 2:

Unit 3:

Unit 4:

Unit 1:

Armonia: Height8

FAMU.III.3.2 Improvises melodic embellishments and simple rhythmic and melodic variations on given pentatonic melodies and melodies in major keys

FAMU.III.3.1 Improvises simple harmonic accompaniments

What is a chord?How to form a major and a minor chord?What kinds of chords are there in harmony?



Course

Mat

hem

atic

s 8

Phys

ical

Sci

ence


Title Weeks of


Major Assessments/P

rojects


Unit 8: Angle Relationships - cont.

~ 2.5 weeks 8.G.08 Apply Pythagorean Theorem to find the distance between two points

• What is significant about the angles formed when parallel lines are cut by a transversal?• When might you see parallel lines cut by a transversal in real-life?• How are the interior angles of a triangle related?• How can interior angles of a triangle help you find an exterior angle measure?• What do angle measures of triangles tell you about similarity of the triangles?

Quiz

Unit Exam

Unit 9: Pythagorean Theorem

~ 2 weeks 8.G.07 Apply Pythagorean Theorem to find unknown side lengths in right triangles

8.G.6 Explain a proof of the Pythagorean theorem and its converse.

• What are two different ways to determine which side in a right triangle is the hypotenuse?• How are the side lengths of right triangles related?• How can you visualize or draw a representation to explain the Pythagorean theorem?• How can the Pythagorean theorem be used to find distances on the coordinate plane?

Quiz

8.G.08 Apply Pythagorean Theorem to find the distance between two points Unit test

Unit 10: Volume ~ 3 weeks 8.G.09 Know and apply the formulas for the volumes of cones, cylinders, and spheres

• What is meant by the volume of a figure, and when might you need to calculate volume?• How are the volumes of cones and cylinders related?• What are the different variables in the formulas for volume of cones and cylinders, and what do theyrepresent?• How is finding the volume of a sphere different than finding the volume of a cone or cylinder? How is itsimilar?

Quiz

Unit test

Unit 11: Scatter Plots & Data ~ 2 weeks 8.SP.01 Construct and interpret scatter plots for

bivariate data8.SP.02 Informally use straight lines in scatter plots that suggest linear associations

• How is a scatter plot different than other types of graphs such as line graphs or bar graphs?• What purpose does a scatter plot serve, and when would it be helpful to display data on a scatter plot?• What characteristics about a scatter plot tell you about the patterns or association between the datapoints?• How can a line of best fit be constructed, and how can it be used?

Quiz

8.SP.04 Understand patterns in bivariate data by displaying frequencies in a table

8.SP.03 Use a linear model for bivariate data, interpreting the slope and intercept Unit test

Unit 1 of quarter:Theme 3 STEM continued

How can we set design projects up for success in real-life community situations?How can we make sure our projects are measurable, impactful, and sustainable?" STEM template

entiresDOK 4-Extended Thinking


STEM Project Presenation



MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

Course


Title Weeks of


Major Assessments/P

rojects


Phys

ical

Sci

ence

Engl

ish

8U

S H

isto

ry, 8

Unit 2: Theme 4 Waves 3

MS-PS4-1. Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave.

How are waves the basis of technology?How are different types of waves related to each other?How do waves interact with different materials in our world?

Signals video project


MS-PS4-2. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.

Beers Law Lab DOK 2-Skill/Concept

MS-PS4-3. Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals.

Unit 1:Reading for High School (Short story reading clubs)

3

CCSS.ELA-LITERACY.RL.8.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

8.RL.01 Cite strongest evidence to analyze what text says explicitly and what it infers

How can we read and analyze complex and challenging texts? How can we apply our interpretation skills from other genres to classic novels? How can we use some of our thinking work while we read to convince our readers of our literary essay of our opinion?

Short Story Book club discussions

DOK 2-Skill/Concept


Reading Responses

DOK 2-Skill/Concept


One pager project.

DOK 2-Skill/Concept

Writing about reading. 3

CCSS.ELA-LITERACY.W.8.1.B Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

How is your style of writing influenced by purpose?What is the importance of sharing?How can we use evaluation and reflection to improve our writing?

Digital portfolio DOK 2-Skill/Concept


Writer's notebook

DOK 2-Skill/Concept

Writing Conference

DOK 2-Skill/ConceptDOK 3- Strategic Thinking

Unit 1: Westward Expansion and Manifest Destiny


8.SS.SK.1 Developing questions and planning inquiries

How did Manifest Destiny impact the treatment of Native Americans, the relationship with Mexico, and how does this idea effect foreign policy today?

What changes occurred in the North during the early 1800´s?

How did slavery and agriculture affect the economy and society of the South?

How did the issue of slavery affect politics in the United States?

In what ways did the Civil War transform the Nation?

How did a deeply divided nation move forward after the Civil War?

Political Cartoon Civil War Exercise, Civil War Quiz, Manifest Destiny Quiz

DOK 2-Skill/Concept

8.SS.CS.6 (Government) Students will understand why societies create and adopt systems of governance and how they address human needs, rights, responsibilities and citizenship


Propaganda Civil War Advertisement




8.SS.CS.4 (Culture) Students will understand cultural and intellectual developments and interactions among societies

Unit 2:

Course


Title Weeks of


Major Assessments/P

rojects


US

His

tory

, 8Sp

anis

h 8 Unit 1: Plan

lector (Manejo de las norma Apa para la presentación de trabajos, citas, bibliografías).

3 Semanas



¿Son realmente fundamentales para el estudio, explicación y presentación de los diferentes aprendizajes y habilidades desarrolladas durante un proceso, la reglamentación y unificación de los principios estéticos y académicos del lenguaje?

Utilización de las normas Apa (trabajos escritos, bibliografías, fichas).



Debate DOK 4-Extended Thinking


Presentación de varios tipos de ensayos


Elaboración de fichas bibliográficas


Prueba de lenguaje Nº 2


Proyecto final (Stop motion)


Unit 2: Morfología y sintaxis Arborización, uso y tipo de conectores, etimologías (Prefijo, raiz, lexema - infijo, interfijo - afijo, monema - morfema, sufijo.

2 Semanas



¿Si identificamos los diferentes componentes de una lengua, su función y uso; es posible que su aprendizaje y utilización sean mucho más faciles al igual que nuestra insertación en la misma?

Cartelera con arborización


Taller dirigido: Identificación de funciones morfológicas.


Taller de etimologías.


Ejercicio de afijos, infijos, monemos e interfijos.

Elaboración de mapa de conectores.


Aplicación e identificación de los conectores.


Course


Title Weeks of


Major Assessments/P

rojects


Unit 3: Gramática y ortografía (accidentes verbales, irregulares y regulares, transitivos e intransitivos, pronominales e impersonales.

2 Semanas



¿Las formas verbales nos permiten en todas las tipologías textual la comprensión de la intensión, función y sentido del ejercicio comunicativo de los diferentes escritos?

Resvisión constante de cuaderno y trabajos


Prensa escuela: Tipologías textuales.


Prensa escuela:Tipos de verbos (Identificación/funcion).


Elaboración de mapa gramatical (Español).


Elaboración de mapa ortográfico: (Español),


Examen bimestral


Unit 4: Plan lector La caricatura, el debate, composición, ensayos técnicos, manejo de cuartillas, normas Apa.

2 Semanas



¿El ensayo y el debate como producto final de este proceso de investigación, es el resultado de el adecuado proceso de formación y aprehensión de los diferentes conceptos y herramientas para el estudio de la lengua española?

Elaboración de ensayo previo al debate.



Presentación de borrador/propuesta de tema para el debate.


Debate. DOK 4-Extended Thinking

Toma de notas/participación activa en el debate.


Elaboración de cuartilla con conclusiones sobre la temática del debate.


Auto/co/hetero evaluación.


Course


Title Weeks of


Major Assessments/P

rojects


PE_P

hysi

cal

Educ

ati

on 8

Tech

nolo

gy 8

(Rob

otic

s)









Unit 3:

NPES.8.S1.M12 Games & sports (Net/wall games - Serving): Executes consistently (at least 70% of the time) a legal underhand serve for distance and accuracy for net/wall games such as badminton, volleyball or pickleball.





NPES.8.S1.M14 Games & sports (Net/wall games - Forehand & backhand): Demonstrates the mature form of forehand and backhand strokes with a shortor long-handled implement with power and accuracy in net games such as pickleball, tennis, badminton or paddle ball.

test habilidades Fisicas.test de habilidades deportivas.test de conocimiento act. fiscasShape America Rubrics

Unit 4:Games & sport(fielding and catching




NPES.8.S1.M2 Games & sports (Invasion & field games - Throwing): Throws with a mature pattern for distance or power appropriate to the activity during small-sided game play.


Unit 1:NPES.7.S1.M10 Games & sports (Invasion games - Shooting on goal): Shoots on goal with power and accuracy in small-sided game play.


test habilidades Fisicas.test de habilidades deportivas.test de conocimiento act. fiscastest habilidades Fisicas.test de habilidades deportivas.test de conocimiento act. fiscas

N/A

N/A

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Tech

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(Rob

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Ban

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N/A

N/A

Unit 4 :IDENTIDAD CULTURAL

4 weeks



• ¿Qué pintores colombianos famosos conocen?• ¿Qué riquezas naturales tenemos?• ¿Qué personajes famosos nos representan ante el mundo?• ¿Qué conocen de las tradiciones culturales colombianas?• ¿Cómo nos representamos globalmente?• ¿Qué condiciones, actitudes y comportamientos ayudan al pensamiento creativo innovador?• ¿Qué factores motivan a las personas para tomar riesgos creativos?• ¿Cómo ayuda la colaboración con el proceso creativo?

Recorrido pornuestro hermoso pais, por medio de su amplia biodiversidad. Acercamiento a otras culturas del mundo


Unit 2:

Unit 3:

Unit 4:

Unit 1:

Musical Ensemble:Intention, Timbre

8FAMU.III.6.1 Identifies specific music events (e.g., entry of oboe, change of meter, return of refrain) when listening to music

FAMU.III.6.3 Understands the basic principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions

WHAT IS EXTRUCTURE IN A MUSICAL WORK?WHAT ARE THE ELEMENTS OF A MUSICAL EXTRUCTURE?WHAT IS CALLED FORM IN A MUSICAL WORK?



quarter 1 - columbus.edu.co · simplified? • how can numbers in scientific notation be added and...

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