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Course Standards
General Course Information and Notes
Version Description
This course is designed for 8th grade students and is intended to be 18 weeks in length. The purpose of this course is to provide the skills, knowledge, and motivation necessary for participation in non-traditional forms of physical activity. The integration of fitness concepts throughout the content is critical to student success in this course and in the development of a healthy and physically active lifestyle.General Notes
Instructional PracticesTeaching from a well-written, grade-level textbook enhances students’ content area knowledge and also strengthens their ability to comprehend longer, complex reading passages on any topic for any reason. Using the following instructional practices also helps student learning:
- Reading assignments from longer text passages as well as shorter ones when text is extremely complex.
- Making close reading and rereading of texts central to lessons.
- Asking high-level, text-specific questions and requiring high-level, complex tasks and assignments.
- Requiring students to support answers with evidence from the text.
- Providing extensive text-based research and writing opportunities (claims and evidence).
General Information
Student Resources
Original Student Tutorial
Investigate how temperature affects the rate of chemical reactions in this interactive tutorial.
Type: Original Student Tutorial
Problem-Solving Tasks
This task asks the student to gather data on whether classmates play an instrument and/or participate in a sport, summarize the data in a table and decide whether there is an association between playing a sport and playing an instrument. Finally, the student is asked to create a graph to display any association between the variables.
Type: Problem-Solving Task
Students are asked to examine data given in table format and then calculate either row percentages or column percentages and state a conclusion about the meaning of the data. Either calculation is appropriate for the solution since there is no clear relationship between the variables. Whether the student sees a strong association or not is less important than whether his or her answer uses the data appropriately and demonstrates understanding that an association means the distribution of favorite subject is different for 7th graders and 8th graders.
Type: Problem-Solving Task
Student Center Activity
Students can practice answering mathematics questions on a variety of topics. With an account, students can save their work and send it to their teacher when complete.
Type: Student Center Activity
Tutorials
This resource helps the user learn the three primary colors that are fundamental to human vision, learn the different colors in the visible spectrum, observe the resulting colors when two colors are added, and learn what white light is. A combination of text and a virtual manipulative allows the user to explore these concepts in multiple ways.
Type: Tutorial
The user will learn the three primary subtractive colors in the visible spectrum, explore the resulting colors when two subtractive colors interact with each other and explore the formation of black color.
Type: Tutorial
Virtual Manipulative
This manipulative allows the user to enter multiple coordinates on a grid, estimate a line of best fit, and then determine the equation for a line of best fit.
Type: Virtual Manipulative
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