Course+Syllabus

1.01 Develop number sense for the real numbers. 1.01a Define and use irrational numbers. 1.01b Compare and order. 1.01c Use estimates of irrational numbers in appropriate situations. 1.02 Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil. 4.01 Collect, organize, analyze, and display data (including scatter plots) to solve problems. 4.02 Approximate a line of best fit for a given scatter plot; explain the meaning of the line as it relates to the problem and make predictions. 4.03 Identify misuses of statistical and numerical data. // Honors // : **Goal 1: Number & Operations:** Apply the laws of exponents to algebraic expressions. || 2.01 Determine the effect on perimeter, area, or volume when one of more dimensions of two-and three-dimensional figures are changed. 2.02 Apply and use concepts of indirect measurement 3.01 Represent problem situations with geometric models. 3.02 Apply geometric properties and relationships, including the Pythagorean theorem, to solve problems. 3.03 Identify, predict, and describe dilations in the coordinate plane. // Honors // : **Goal 1: Number & Operations:** Add, subtract and multiply polynomials, Divide a polynomial by a monomial || 4th 9 weeks || ** Competency Goal 5: Algebra ** 5.01 Develop an understanding of function. 5.01a Translate among verbal, tabular, graphic, and algebraic representations of functions. 5.01b Identify relations and functions as linear or nonlinear 5.01c Find, identify, and interpret the slope (rate of change) and intercepts of a linear relation. 5.01d Interpret and compare properties of linear functions from tables, graphs, or equations. 5.02 Write an equation of a linear relationship given: two points, the slope and one point on the line, or the slope and y intercept. 5.03 Solve problems using linear equations and inequalities; justify symbolically and graphically. 5.04 Solve equations using the inverse relationships of addition and subtraction, multiplication and division, squares and square roots, and cubes and cube roots. 4.02 Approximate a line of best fit for a given scatter plot; explain the meaning of the line as it relates to the problem and make predictions.
 * Course Timeline**
 * **9 wks** || ** NC Standard Course of Study for 8th grade Math, by 9 weeks ** ||
 * 1st 9 weeks || ** Competency Goal 1: Number & Operations **
 * // The learner will understand and compute with real numbers //**// . //
 * Competency Goal 4: Data Analysis & Probability **
 * // The learner will understand and use graphs and data analysis //**// . //
 * Concepts/Skills to Maintain: ** See course description
 * 2nd 9 weeks || ** Competency Goal 2: Measurement **
 * // The learner will understand and use measurement concepts. //**
 * Competency Goal 3: Geometry **
 * // The learner will understand and use properties and relationships in geometry. //**
 * Concepts/Skills to Maintain: ** See course description
 * 3rd and
 * // The learner will understand and use linear relations and functions. //**
 * Competency Goal 4: Data Analysis & Probability **
 * // The learner will understand and use graphs and data analysis //****// . //**
 * Concepts/Skills to Maintain: ** See course description

Honors – **Goal 5: Algebra** Evaluate absolute value expressions & Simplify radical expressions ||

• Given questions. • Student generated questions. • Recognize potential hazards. • Manipulate materials and equipment. • Conduct appropriate procedures. • Identify dependent and independent. • Use of a control. • Manipulate. • Describe relationships between. • Define operationally**.** • Explain observations. • Make inferences and predictions. • Develop the relationship between evidence and explanation. • Measurement. • Analysis of data. • Graphing. • Prediction models. • Test hypotheses. • Evaluate how data fit. • Make predictions. • Communicate findings. • Defend conclusions of scientific investigations. • Describe strengths and weaknesses of claims, arguments and/or data. • Research. • Gather and analyze data. • Visualize data. • Disseminate findings to others. Goal 2: The learner will demonstrate an understanding of technological design. ** • Artifact or hardware. • Methodology or technique. • System of production. • Social-technical system. • Identify scientific needs, human needs, or problems that are subject to technological solution. • Locate resources to obtain and test ideas. • Application of scientific principles. • Risks and benefits. • Constraints of design. • Consistent testing protocols. • Products. • Processes. • Systems.
 * Course Timeline**
 * ** 9 wks ** || ** NC Standard Course of Study for 8th grade Science, by 9 weeks ** ||
 * 1st thru 4th 9 weeks || = Goal 1: The learner will design and conduct investigations to demonstrate an understanding of scientific inquiry. =
 * 1-1 ** Identify and create questions and hypotheses that can be answered through scientific investigations.
 * 1-2 ** Develop appropriate experimental procedures for:
 * 1-3 ** Apply safety procedures in the laboratory and in field studies:
 * 1-4 ** Analyze variables in scientific investigations:
 * 1-5 ** Analyze evidence to:
 * 1-6 ** Use mathematics to gather, organize, and present quantitative data resulting from scientific investigations:
 * 1-7 ** Prepare models and/or computer simulations to:
 * 1-8 ** Use oral and written language to:
 * 1-9 ** Use technologies and information systems to:
 * 2-1 ** Explore evidence that "technology" has many definitions.
 * 2-2 ** Use information systems to:
 * 2-3 ** Evaluate technological designs for:
 * 2-4 ** Apply tenets of technological design to make informed consumer decisions about:

|| • Geologic Time Scale. • Index Fossils. • Law of Superposition. • Unconformity. • Evidence for climate change. • Extinction of species. • Catastrophic events. • Biological. • Geological. • Technological. • Distribution of living things. • Major geological events. • Mechanical and chemical weathering. • Spectral analysis. • Reflectance curves. • Changes over time. • Land use. • Urban sprawl. • Resource management. || • All living things are composed of cells. • Cells provide structure and carry on major functions to sustain life. • Some organisms are single cell; other organisms, including humans, are multi-cellular. • Cell function is similar in all living things. • Capture and release of energy. • Feedback information. • Dispose of wastes. • Reproduction. • Movement. • Specialized needs. • Euglena. • Amoeba. • Paramecium. • Volvox. • Cells grow and divide to produce more cells. • Cells take in nutrients to make the energy for the work cells do. • Cells take in materials that a cell or an organism needs. • Size, shape, structure. • Whether they are living cells. • Viruses. • Bacteria. • Parasites. • Contagions. • Mutagens • Carriers. • Vectors. • Conditions conducive to disease. • Calculate reproductive potential of bacteria. • Solutions with anti-microbial properties. • Antibiotic treatment. • Research. • Specific genetic information available. • Careers. • Economic benefits to North Carolina. • Ethical issues. • Impact for agriculture || || ** Goal 4: The learner will conduct investigations and utilize technology and information systems to build an understanding of chemistry. ** • Classifying elements. • Identifying the properties of elements. • Electrical Conductivity. • Density. • Magnetism. • Solubility. • Malleability. • Density. • Boiling/Melting points. • Solubility. • Chemical reactivity. • Specific heat. • Temperature. • Volume. • Mass. • Precipitate. • Gas production. • During an ordinary chemical reaction matter cannot be created or destroyed. • In a chemical reaction, the total mass of the reactants equals the total mass of the products • Cancer. • Autoimmune disease. • Birth defects. • Heart disease. • Diabetes. • Learning and behavioral disorders. • Kidney disease. • Asthma. • Exposure. • Potency. • Dose and the resultant concentration of chemical in the organism. • Individual susceptibility. • Possible means to eliminate or reduce effects. • Medicines. • Food preservatives. • Crop yield. • Sanitation. || • Universal solvent. • Cohesion and adhesion. • Polarity. • Density and buoyancy. • Specific heat. • Water distribution on earth. • Local river basin. • Local water availability. • Estuaries. • Marine ecosystems. • Upwelling. • Behavior of gases in the marine environment. • Value and sustainability of marine resources. • Deep ocean technology and understandings gained. • Temperature. • Dissolved oxygen. • pH. • Nitrates. • Turbidity. • Bio-indicators. • Point and non-point sources of water pollution in North Carolina. • Possible effects of excess nutrients in North Carolina waters. • Economic trade-offs. • Local water issues. • Monitoring of the hydrosphere. • Water quality standards. • Methods of water treatment. • Maintaining safe water quality. • Stewardship. ||
 * 1st 9 weeks || ** Goal 5: The learner will conduct investigations and utilize appropriate technologies and information systems to build an understanding of evidence of evolution in organisms and landforms. **
 * 5-1 ** Interpret ways in which rocks, fossils, and ice cores record Earth's geologic history and the evolution of life including:
 * 5-2 ** Correlate evolutionary theories and processes:
 * 5-3 ** Examine evidence that the geologic evolution has had significant global impact including:
 * 5-4 ** Analyze satellite imagery as a method to monitor Earth from space:
 * 5-5 ** Use maps, ground truthing and remote sensing to make predictions regarding:
 * 2nd 9 weeks || ** Goal 6: The learner will conduct investigations, use models, simulations, and appropriate technologies and information systems to build an understanding of cell theory. **
 * 6-1 ** Describe cell theory:
 * 6-2 ** Analyze structures, functions, and processes within animal cells for:
 * 6-3 ** Compare life functions of protists:
 * 6-4 ** Conclude that animal cells carry on complex chemical processes to balance the needs of the organism.
 * Goal 7: The learner will conduct investigations, use models, simulations, and appropriate technologies and information systems to build an understanding of microbiology. **
 * 7-1 ** Compare and contrast microbes:
 * 7-2 ** Describe diseases caused by microscopic biological hazards including:
 * 7-3 ** Analyze data to determine trends or patterns to determine how an infectious disease may spread including:
 * 7-4 ** Evaluate the human attempt to reduce the risk of and treatments for microbial infections including:
 * 7-5 ** Investigate aspects of biotechnology including:
 * 3rd 9 weeks
 * 4-1 ** Understand that both naturally occurring and synthetic substances are chemicals.
 * 4-2 ** Evaluate evidence that elements combine in a multitude of ways to produce compounds that account for all living and nonliving substances.
 * 4-3 ** Explain how the periodic table is a model for:
 * 4-4 ** Describe the suitability of materials for use in technological design:
 * 4-5 ** Identify substances based on characteristic physical properties:
 * 4-6 ** Describe and measure quantities related to chemical/physical changes within a system:
 * 4-7 ** Identify evidence supporting the law of conservation of matter.
 * 4-8 ** Identify evidence that some chemicals may contribute to human health conditions including:
 * 4-9 ** Describe factors that determine the effects a chemical has on a living organism including:
 * 4-10 ** Describe risks and benefits of chemicals including:
 * 4th 9 weeks || ** Goal 3: The learner will conduct investigations and utilize appropriate technologies and information systems to build an understanding of the hydrosphere. **
 * 3-1 ** Analyze the unique properties of water including:
 * 3-2 ** Explain the structure of the hydrosphere including:
 * 3-3 ** Evaluate evidence that Earth's oceans are a reservoir of nutrients, minerals, dissolved gases, and life forms:
 * 3-4 ** Describe how terrestrial and aquatic food webs are interconnected.
 * 3-5 ** Analyze hydrospheric data over time to predict the health of a water system including:
 * 3-6 ** Evaluate technologies and information systems used to monitor the hydrosphere.
 * 3-7 ** Describe how humans affect the quality of water:
 * 3-8 ** Recognize that the good health of environments and organisms requires: