Curriculum Reference
Guide for Parents
Eighth Grade
2011 – 2012
Eighth Grade Standards of Learning
2011-2012 Scope and Sequence
Nine Math
Week
English Science Social Studies
Marking Pre-Algebra Algebra I
Period
First 8.6 bcdg 8.1a A.1 PS.1a-n WG.1a-e
8.7 a-e 8.4 A.4 PS.2a-f WG.2a-c
Informational 8.1b A.5 PS.5a WG.3ac
8.8c 8.5a-b PS.7a-d WG.5
8.2 WG.6
8.10a-b WG.7ab
WG.8
United States
Canada
Second 8.3 a-c 8.11 A.7 PS.1a-n WG.9abc
8.4 8.7a-b A.6 PS.3a-b WG.10ab
8.4b 8.6a-b A.8 PS.4a-c WG.11abc
8.7 a-e 8.9 A.4 PS.5c WG.3b
Persuasive WG.4
8.8d WG.1-12
8.8 e United States
Canada
Latin America
North Africa
Southwest Asia
Third 8.4a 8.8a-b A.5 PS.1a-n WG.3b
8.5 a-e 8.3a-b A.6 PS.6a-c WG.12ab
8.6 afhi 8.10 A.2 PS.5b WG.1-12
8.6e 8.13a-b A.3 PS.10a-d Africa
8.7 a-e PS.11a-c Asia (South,
Expository Southeast, and
8.8 b East)
Russia
Central Asia
Fourth 8.1 a-d 8.15a-e A.8 PS.1a-n WG.3b
8.2 a-f 8.14 A.2 PS.8a-d WG.12ab
8.5 abce 8.16 A.4 PS.9a-c WG.1-12
8.7a-e 8.17 A.11 Europe
Narrative A.10 Antarctica
8.8 a A.9 Australia
Pacific Islands
Interim Dates for All Grade 8 Subjects:
October 5, 2011
December 14, 2011
March 2, 2012
May 8, 2012
ENGLISH 8.5 The student will read and analyze a variety of
The eighth-grade student will learn and apply narrative and poetic forms.
interviewing techniques. The student will demonstrate a) Explain the use of symbols and figurative language.
correct use of language, spelling, and mechanics by b) Describe inferred main ideas or themes, using
applying grammatical conventions in writing and evidence from the text as support.
speaking. The student will plan, draft, revise, and edit c) Describe how authors use characters, conflict, point
writing, with emphasis on exposition and persuasion. of view, and tone to create meaning.
The student will apply reading and writing skills in all d) Compare and contrast the use of the poetic
subjects, as well as respond critically to literature. The elements of word choice, dialogue, form, rhyme,
student will continue development of vocabulary, with rhythm, and voice.
attention to connotations and figurative language. The e) Compare and contrast authors’ styles.
student will become a skillful interpreter of the
persuasive strategies used in print and mass media. The 8.6 The student will read, comprehend, and analyze a
student will continue to develop an appreciation for variety of informational sources.
literature through a study of a wide variety of selections. a) Draw on background knowledge and knowledge of
The student will describe themes or inferred main ideas, text structure to understand selections.
interpret cause-effect relationships, and draw b) Analyze the author’s credentials, viewpoint, and
conclusions from a variety of literary and informational impact.
selections. c) Analyze the author’s use of text structure and word
choice.
Oral Language d) Analyze details for relevance and accuracy.
e) Read and follow instructions to complete an
8.1 The student will use interviewing techniques to gain assigned task.
information. f) Summarize and critique text.
a) Prepare and ask relevant questions for the interview. g) Evaluate and synthesize information to apply in
b) Make notes of responses. written and oral presentations.
c) Compile and report responses. h) Draw conclusions based on explicit and implied
d) Evaluate the effectiveness of the interview. information.
i) Make inferences based on explicit and implied
8.2 The student will develop and deliver oral information.
presentations in groups and individually.
a) Choose topic and purpose appropriate to the Writing
audience.
b) Choose vocabulary and tone appropriate to the 8.7 The student will write in a variety of forms, including
audience, topic, and purpose. narrative, expository, persuasive, and informational.
c) Use appropriate verbal and nonverbal presentation a) Use prewriting strategies to generate and organize
skills. ideas.
d) Respond to audience questions and comments. b) Organize details to elaborate the central idea.
e) Use grammatically correct language. c) Select specific vocabulary and information.
f) Critique oral presentations. d) Revise writing for word choice, sentence variety, and
transitions among paragraphs.
8.3 The student will analyze mass media messages. e) Use available technology.
a) Evaluate the persuasive technique being used.
b) Describe the possible cause-effect relationships 8.8 The student will edit writing for correct grammar,
between mass media coverage and public opinion capitalization, punctuation, spelling, sentence structure,
trends. and paragraphing.
c) Evaluate sources, including advertisements, a) Use a variety of graphic organizers, including
editorials, and feature stories, for relationships sentence diagrams, to analyze and improve
between intent and factual content. sentence formation and paragraph structure.
b) Use and punctuate correctly varied sentence
Reading structures to include conjunctions and transition
words.
8.4 The student will apply knowledge of word origins, c) Choose the correct case and number for pronouns
derivations, inflections, analogies, and figurative in prepositional phrases with compound objects.
language to extend vocabulary development. d) Maintain consistent verb tense across paragraphs.
a) Identify simile, metaphor, personification, hyperbole, e) Use comparative and superlative degrees in adverbs
and analogy. and adjectives.
b) Use context, structure, and connotations to
determine meaning of words and phrases.
MATH 8 Pre-Algebra
The eighth-grade standards are intended to serve two Computation and Estimation
purposes. First, the standards contain content that Focus: Integer Operations and Proportional
reviews or extends concepts and skills learned in Reasoning
previous grades. Second, they contain new content that 8.3 The student will
prepares students for more abstract concepts in algebra a) solve practical problems involving rational numbers,
and geometry. The eighth-grade standards provide percents, ratios, and proportions; and
students additional instruction and time to acquire the b) determine the percent increase or decrease for a
concepts and skills necessary for success in Algebra I. given situation.
Students will gain proficiency in computation with 8.4 The student will apply the order of operations to
rational numbers and will use proportions to solve a evaluate algebraic expressions for given
variety of problems. New concepts include solving replacement values of the variables.
multistep equations and inequalities, graphing linear 8.5 The student will
equations, visualizing three-dimensional shapes a) determine whether a given number is a perfect
represented in two-dimensional drawings, and applying square; and
transformations to geometric shapes in the coordinate b) find the two consecutive whole numbers between
plane. Students will verify and apply the Pythagorean which a square root lies.
Theorem and represent relations and functions, using
tables, graphs, and rules. The eighth-grade standards Measurement
provide a more solid foundation in Algebra I for those Focus: Proportional Reasoning
students not ready for Algebra I in grade eight. 8.6 The student will
While learning mathematics, students will be actively a) verify by measuring and describe the relationships
engaged, using concrete materials and appropriate among vertical angles, adjacent angles,
technologies. However, facility in the use of technology supplementary angles, and complementary angles;
shall not be regarded as a substitute for a student’s and
understanding of quantitative concepts and relationships b) measure angles of less than 360°.
or for proficiency in basic computations. Students will 8.7 The student will
also identify real-life applications of the mathematical a) investigate and solve practical problems involving
principles they are learning that can be applied to volume and surface area of prisms, cylinders,
science and other disciplines they are studying. cones, and pyramids; and
Mathematics has its own language, and the b) describe how changing one measured attribute of a
acquisition of specialized vocabulary and language figure affects the volume and surface area.
patterns is crucial to a student’s understanding and
appreciation of the subject. Students should be Geometry
encouraged to use correctly the concepts, skills, Focus: Problem Solving with 2- and 3-Dimensional
symbols, and vocabulary identified in the following set of Figures
standards. 8.8 The student will
Problem solving has been integrated throughout the a) apply transformations to plane figures; and
six content strands. The development of problem-solving b) identify applications of transformations.
skills should be a major goal of the mathematics 8.9 The student will construct a three-dimensional
program at every grade level. Instruction in the process model, given the top or bottom, side, and front
of problem solving will need to be integrated early and views.
continuously into each student’s mathematics education. 8.10 The student will
Students must be helped to develop a wide range of a) verify the Pythagorean Theorem; and
skills and strategies for solving a variety of problem b) apply the Pythagorean Theorem.
types. 8.11 The student will solve practical area and perimeter
problems involving composite plane figures.
Number and Number Sense
Focus: Proportional Reasoning Probability and Statistics
8.1 The student will Focus: Applications of Statistics and Probability
a) simplify numerical expressions involving positive 8.12 The student will determine the probability of
exponents, using rational numbers, order of independent and dependent events with and
operations, and properties of operations with real without replacement.
numbers; and 8.13 The student will
b) compare and order decimals, fractions, percents, a) make comparisons, predictions, and inferences,
and numbers written in scientific notation. using information displayed in graphs; and
8.2 The student will describe orally and in writing the b) construct and analyze scatterplots.
relationships between the subsets of the real
number system.
Patterns, Functions, and Algebra
Focus: Linear Equations
8.14 The student will make connections between any
two representations (tables, graphs, words, and
rules) of a given relationship.
8.15 The student will
a) solve multistep linear equations in one variable with
the variable on one and two sides of the equation;
b) solve two-step linear inequalities and graph the
results on a number line; and
c) identify properties of operations used to solve an
equation.
8.16 The student will graph a linear equation in two
variables.
8.17 The student will identify the domain, range,
independent variable, or dependent variable in a
given situation.
Algebra I
The standards below outline the content for a one-year
course in Algebra I. All students are expected to achieve Equations and Inequalities
the Algebra I standards. When planning for instruction, A.4 The student will solve multistep linear and
consideration will be given to the sequential quadratic equations in two variables, including
development of concepts and skills by using concrete a) solving literal equations (formulas) for a given
materials to assist students in making the transition from variable;
the arithmetic to the symbolic. Students should be b) justifying steps used in simplifying expressions
helped to make connections and build relationships and solving equations, using field properties and
between algebra and arithmetic, geometry, and axioms of equality that are valid for the set of real
probability and statistics. Connections also should be numbers and its subsets;
made to other subject areas through practical c) solving quadratic equations algebraically and
applications. This approach to teaching algebra should graphically;
help students attach meaning to the abstract concepts of d) solving multistep linear equations algebraically
algebra. and graphically;
These standards require students to use algebra as a e) solving systems of two linear equations in two
tool for representing and solving a variety of practical variables algebraically and graphically; and
problems. Tables and graphs will be used to interpret f) solving real-world problems involving equations
algebraic expressions, equations, and inequalities and to and systems of equations.
analyze behaviors of functions. Graphing calculators will be used both as a primary tool
Graphing calculators, computers, and other in solving problems and to verify algebraic solutions.
appropriate technology tools will be used to assist in
teaching and learning. Graphing utilities enhance the A.5 The student will solve multistep linear inequalities
understanding of functions; they provide a powerful tool in two variables, including
for solving and verifying solutions to equations and a) solving multistep linear inequalities algebraically
inequalities. and graphically;
Throughout the course, students should be b) justifying steps used in solving inequalities, using
encouraged to engage in discourse about mathematics axioms of inequality and properties of order that
with teachers and other students, use the language and are valid for the set of real numbers and its
symbols of mathematics in representations and subsets;
communication, discuss problems and problem solving, c) solving real-world problems involving inequalities;
and develop confidence in themselves as mathematics and
students. d) solving systems of inequalities.
Expressions and Operations A.6 The student will graph linear equations and linear
A.1 The student will represent verbal quantitative inequalities in two variables, including
situations algebraically and evaluate these a) determining the slope of a line when given an
expressions for given replacement values of the equation of the line, the graph of the line, or two
variables. points on the line. Slope will be described as rate
of change and will be positive, negative, zero, or
A.2 The student will perform operations on polynomials, undefined; and
including b) writing the equation of a line when given the graph
a) applying the laws of exponents to perform of the line, two points on the line, or the slope and
operations on expressions; a point on the line.
b) adding, subtracting, multiplying, and dividing
polynomials; and Functions
c) factoring completely first- and second-degree A.7 The student will investigate and analyze function
binomials and trinomials in one or two variables. (linear and quadratic) families and their
Graphing calculators will be used as a tool for characteristics both algebraically and graphically,
factoring and for confirming algebraic factorizations. including
A.3 The student will express the square roots and cube a) determining whether a relation is a function;
roots of whole numbers and the square root of a b) domain and range;
monomial algebraic expression in simplest radical c) zeros of a function;
form. d) x- and y-intercepts;
e) finding the values of a function for elements in its
domain; and
f) making connections between and among multiple
representations of functions including concrete,
verbal, numeric, graphic, and algebraic.
A.8 The student, given a situation in a real-world
context, will analyze a relation to determine
whether a direct or inverse variation exists, and
represent a direct variation algebraically and
graphically and an inverse variation algebraically.
Statistics
A.9 The student, given a set of data, will interpret
variation in real-world contexts and calculate and
interpret mean absolute deviation, standard
deviation, and z-scores.
A.10 The student will compare and contrast multiple
univariate data sets, using box-and-whisker plots.
A.11 The student will collect and analyze data,
determine the equation of the curve of best fit in
order to make predictions, and solve real-world
problems, using mathematical models.
Mathematical models will include linear and
quadratic functions.
set, and the number of repeated trials are
Physical Science constructed and interpreted;
The Physical Science standards continue to build on j) frequency distributions, scattergrams, line plots, and
skills of systematic investigation with a clear focus on histograms are constructed and interpreted;
variables and repeated trials. Validating conclusions k) valid conclusions are made after analyzing data;
using evidence and data becomes increasingly important l) research methods are used to investigate practical
at this level. Students will plan and conduct research problems and questions;
involving both classroom experimentation and literature m) experimental results are presented in appropriate
reviews from written and electronic resources. Research written form; and
methods and skills highlight practical problems and n) an understanding of the nature of science is
questions. Students will share their work, using written developed and reinforced.
reports and other presentations.
PS.2 The student will investigate and understand the
The Physical Science standards stress an in-depth basic nature of matter. Key concepts include
understanding of the nature and structure of matter and a) the particle theory of matter;
the characteristics of energy. The standards place b) elements, compounds, mixtures, acids, bases, and
considerable emphasis on the technological application salts;
of physical science principles. Major areas covered by c) solids, liquids, and gases;
the standards include the organization and use of the d) characteristics of types of matter based on physical
periodic table; physical and chemical changes; nuclear and chemical properties;
reactions; temperature and heat; sound; light; electricity e) physical properties (shape, density, solubility, odor,
and magnetism; and work, force, and motion. melting point, boiling point, color); and
f) chemical properties (acidity, basicity, combustibility,
The Physical Science standards continue to focus on reactivity).
student growth in understanding the nature of science.
This scientific view defines the idea that explanations of PS.3 The student will investigate and understand the
nature are developed and tested using observation, modern and historical models of atomic structure. Key
experimentation, models, evidence, and systematic concepts include
processes. The nature of science includes the concepts a) the contributions of Dalton, Thomson, Rutherford,
that scientific explanations are based on logical thinking; and Bohr in understanding the atom; and
are subject to rules of evidence; are consistent with b) the modern model of atomic structure.
observational, inferential, and experimental evidence;
are open to rational critique; and are subject to PS.4 The student will investigate and understand the
refinement and change with the addition of new scientific organization and use of the periodic table of elements to
evidence. The nature of science includes the concept obtain information. Key concepts include
that science can provide explanations about nature, can a) symbols, atomic number, atomic mass, chemical
predict potential consequences of actions, but cannot be families (groups), and periods;
used to answer all questions. b) classification of elements as metals, metalloids, and
nonmetals; and
PS.1 The student will plan and conduct investigations in c) simple compounds (formulas and the nature of
which bonding).
a) chemicals and equipment are used safely;
b) length, mass, volume, density, temperature, weight, PS.5 The student will investigate and understand
and force are accurately measured and reported changes in matter and the relationship of these changes
using metric units (SI—International System of to the Law of Conservation of Matter and Energy. Key
Units); concepts include
c) conversions are made among metric units, applying a) physical changes;
appropriate prefixes; b) nuclear reactions (products of fusion and fission and
d) triple beam and electronic balances, thermometers, the effect of these products on humans and the
metric rulers, graduated cylinders, and spring scales environment); and
are used to gather data; c) chemical changes (types of reactions, reactants, and
e) numbers are expressed in scientific notation where products; and balanced equations).
appropriate;
f) research skills are utilized using a variety of PS.6 The student will investigate and understand states
resources; and forms of energy and how energy is transferred and
g) independent and dependent variables, constants, transformed. Key concepts include
controls, and repeated trials are identified; a) potential and kinetic energy;
h) data tables showing the independent and dependent b) mechanical, chemical, and electrical energy; and
variables, derived quantities, and the number of c) heat, light, and sound.
trials are constructed and interpreted;
i) data tables for descriptive statistics showing specific
measures of central tendency, the range of the data
PS.7 The student will investigate and understand
temperature scales, heat, and heat transfer. Key
concepts include
a) Celsius and Kelvin temperature scales and absolute
zero;
b) phase change, freezing point, melting point, boiling
point, vaporization, and condensation;
c) conduction, convection, and radiation; and
d) applications of heat transfer (heat engines,
thermostats, refrigeration, and heat pumps).
PS.8 The student will investigate and understand
characteristics of sound and technological applications
of sound waves. Key concepts include
a) wavelength, frequency, speed, and amplitude;
b) resonance;
c) the nature of mechanical waves; and
d) technological applications of sound.
PS.9 The student will investigate and understand the
nature and technological applications of light. Key
concepts include
a) the wave behavior of light (reflection, refraction,
diffraction, and interference);
b) images formed by lenses and mirrors; and
c) the electromagnetic spectrum.
PS.10 The student will investigate and understand
scientific principles and technological applications of
work, force, and motion. Key concepts include
a) speed, velocity, and acceleration;
b) Newton’s laws of motion;
c) work, force, mechanical advantage, efficiency, and
power; and
d) applications (simple machines, compound
machines, powered vehicles, rockets, and
restraining devices).
PS.11 The student will investigate and understand basic
principles of electricity and magnetism. Key concepts
include
a) static electricity, current electricity, and circuits;
b) magnetic fields and electromagnets; and
c) motors and generators.
c) analyzing how cultural characteristics, including the
World Geography world’s major languages ethnicities, and religions,
link or divide regions.
The focus of this course is the study of the world’s
peoples, places, and environments, with an emphasis on WG.4 The student will locate and analyze
world regions. The knowledge, skills, and perspectives physical, economic, and cultural characteristics
of the course are centered on the world’s population and of world regions: Latin America and the
cultural characteristics, landforms and climates, Caribbean, Europe, United States and Canada,
economic development, and migration and settlement North Africa and Southwest Asia, Sub-Saharan
patterns. Spatial concepts of geography will be used as Africa, Russia and Central Asia, South Asia,
a framework for studying interactions between humans Southeast Asia, East Asia, Australia and the
and their environments. Using geographic resources, Pacific Islands and Antarctica.
students will employ inquiry, research, and technology
skills to ask and answer geographic questions. Particular WG.5 The student will compare and contrast the
emphasis is placed on students’ understanding and distribution, growth rates, and characteristics of
applying geographic concepts and skills to their daily human population in terms of settlement
lives. patterns and the location of natural and capital
resources.
Geographic skills provide the necessary tools and
technologies for thinking geographically. These skills WG.6 The student will analyze past and present
help people make important decisions in their daily lives, trends in human migration and cultural
such as how to get to work and where to shop, vacation, interaction as they are influenced by social,
or go to school. They also help people make reasoned economic, political, and environmental factors.
political decisions and aid in the development and
presentation of effective, persuasive arguments for and WG.7 The student will identify types of natural, human,
against matters of public policy. All of these decisions and capital resources and explain their
involve the ability to acquire, arrange, and use significance by
geographic information. Maps, as well as graphs, a) showing their influence on patterns of economic
sketches, diagrams, photographs, and satellite-produced activity and land use;
images, are essential tools of geography. b) evaluating perspectives and consequences
regarding the use of resources.
WG.1 The student will use maps, globes, satellite
images, photographs, or diagrams to pictures in order to WG.8 The student will distinguish between
a) obtain geographical information about the world’s developed and developing countries and relate
countries, cities, and environment; the level of economic development to the
b) apply concepts of location, scale, map projection, or standard of living and quality of life.
orientation;
c) develop and refine mental maps of world regions; WG.9 The student will analyze the global
d) create and compare political, physical, and thematic patterns and networks of economic
maps; interdependence by
e) analyze and explain how different cultures use maps a) identifying factors, including comparative advantage,
and other visual images to reflect their own interests that influence economic activities and trade;
and ambitions. b) describing ways that economic and social
interactions have changed over time;
WG.2 The student will analyze how selected c) mapping, describing and evaluating the formation of
physical and ecological processes shape the economic unions.
Earth’s surface by
a) identifying regional climatic patterns and weather WG.10 The student will analyze how the forces
phenomena and their effects on people and places; of conflict and cooperation affect the division
b) describing how humans influence the environment and control of the Earth’s surface by
and are influenced by it; a) explaining and analyzing reasons for the creation of
c) explaining how technology affects one’s ability to different political divisions;
modify the environment adapt to it b) analyzing ways cooperation among political
jurisdictions is used to solve problems and settle
WG.3 The student will apply the concept of a disputes;
region by
a) explaining how characteristics of regions have led to
regional labels;
b) explaining how regional landscapes reflect the
physical environment and the characteristics of their
inhabitants;
WG.11 The student will analyze the patterns of
urban development by
a) applying the concepts of site and situation to major
cities in each region;
b) explaining how the functions of towns and cities
have changed over time;
c) describing the unique influence of urban areas and
some challenges they face.
WG.12 The student will apply geography to
interpret the past, understand the present, and
plan for the future by
a) using geographic knowledge, skills, and
perspectives to analyze problems and make
decisions;
b) relating current events to the physical and human
characteristics of places and regions.
Exploratory Course Offerings
Art 8 (semester course)
The standards continue to emphasize exploration, developing early childhood educational concepts and
analysis, and investigation of the creative process. leadership skills.
Students will develop technical skills that empower them
to communicate ideas visually, with the focus on realistic Keyboarding 8 (semester course)
representations of their environment. Students will This course is designed to enhance touch skills for
acquire knowledge that permits them to identify art styles entering alphabetic, numeric, and symbol information
and the periods to which those styles belong. In addition, taught in Introduction to Keyboarding. Students
students will become aware of a variety of art careers compose and produce advanced personal, educational,
that they may consider. They will develop inquiry skills and professional documents. Suffolk Public Schools
and vocabulary as they explore the meaning of works of require a minimum of one semester of keyboarding for
art, using analysis of subject matter, themes, and graduation. Students who earn a grade of “C” or higher
symbols. Students will develop an increased awareness in this course will satisfy this graduation requirement and
of the nature of art and of their relationship to it as they are eligible to enroll in advanced business courses in
explore the meaning and value of works of art. high school.
General Music 8 (semester course) Computer Solutions (semester course)
The standards involve students in a higher level of music Pre-requisite: Keyboarding 7 or 8
concepts and the further development of music skills This course will engage students in using the computer
through singing, playing instruments, moving, and as a problem-solving tool to complete a variety of
listening. The standards encourage the reading of music projects independently and in groups; using word
notation and the assimilation of previous music study processing, database, and spreadsheet software;
toward understanding the mechanics of a music score. computer maintenance; solving ethical and security
Students will explore the creative and expressive problems relating to computers; and participating in co-
aspects of music through composing and arranging. curricular activities. Students will participate in team-
Evaluation of music performances will allow students building activities that include both academic standards
opportunities to apply music knowledge and experiences and business competencies. Basic touch keyboarding
to new situations. instruction is reviewed early in the course. Basic internet
safety and computer maintenance issues are important
Technological Systems 8 (semester course) components of this course.
This course provides students with hands-on activities in
using a systems approach to solve problems and Chorus 8 (year-long course)
understand technology. Working in teams or groups, The Vocal/Choral Music Standards of Learning are
students combine resources and rotate through a organized into four sequential and developmental
number of activities and simulations using hands-on levels—Beginning, Intermediate, Advanced, and Artist.
instructional modules. Activities and simulations include These four descriptors are based on vocal maturation
topics such as Computer Aided Drafting; Computer and increasing musicianship skills. The Artist Level is the
Graphics and Animation; Digital Music; Energy and culminating vocal/choral experience in which the singer
Power; Environment and Ecology; Flight Technology; is prepared for future musical development and career
Health and Fitness; Laser Technology; Pneumatics; opportunities. Since students in Virginia may be
Research and Development; Robotics; and Structural introduced to the choral ensemble experience at varying
Engineering. Students also explore occupational areas grade levels, the use of the four sequential and
and educational programs for technology-oriented developmental levels allows for consistency and
careers instructional flexibility.
Exploring Work & Family Roles 8 or FACS (semester Band 8, Jazz Band 8, and Orchestra/Strings 8(year-long
course) course)
This course provides a foundation for managing Students will begin to use more articulations and
individual, family, work, and community roles and bowings, perform scales and music in more difficult key
responsibilities. Students work through a variety of signatures, demonstrate shifting and vibrato, and
hands-on instructional modules entitled, “Growing Up perform music at an intermediate level of difficulty
Ready.” The modules focus on topics and careers such (VBODA Solo Repertoire, Level 2-4). Ensemble skills will
as the Global Family, Your Inner Self, Friends Forever, become more developed as students participate in band
Spatial Planning, Care giving, Banking, Scientific Body, and orchestral settings. Students will describe concepts
Biological Science, Math in the Kitchen, Textile common to music and other disciplines, and will be
Innovations, Workplace Know-How, and Apparel involved in discussing various cultures, styles,
Manufacturing. Students learn how to maintain their composers, and historical periods.
living and personal environments and to use nutrition
and wellness practices. Time is also provided for