HS048thSampleLesson

Sample Lesson for Eighth Grade 8 Experience a day as a Calvert School Home Teacher and Student The experience of a Calvert day A Calvert-designed school day is exciting, challenging but not overwhelming, and structured to optimize success. Calvert’s professionally-compiled lessons allow you to focus your attention on your student. With the exception of Math and Technology, the lessons are all in one lesson manual that includes easy-to-follow, step-by-step instructions. You teach using a mix of motivating questions, discussion guides, engaging activities, review lessons, experiments, and enrichment activities—as well as maps, graphic organizers, and related reading materials. The pages that follow show you the instruction for 1 day and along with the Calvertpublished materials used in the lesson. Suggested Daily Schedule The course is planned for a normal school year of about 9 months, but some students may need more time. We encourage you to adapt the pace to the individual needs of your student. This is a suggested schedule for a morning of about 4 hours. Your family is free to observe holidays and vacations at chosen times, and the course may be started anytime in the year. Day 1 9:00 to 9:50 9:50 to 10:30 10:30 to 11:10 11:10 to 11:30 11:30 to 12:10 12:10 to 12:30 Calvert Math Reading/ Literature History Day 2 Calvert Math Reading/ Literature Geography Day 3 Calvert Math Reading/ Literature History Day 4 Day 5 Calvert Math Calvert Math Reading/ Literature History Reading/ Literature Science Recess Recess Recess Recess Recess Science Grammar/ Vocabulary/ Composition Science Grammar/ Vocabulary/ Composition Grammar/ Vocabulary/ Composition Grammar/ 12:30 We suggest a schedule for Spelling Spelling Vocabulary/ to 12:50 your student’s day so that Composition tasks are varied and 12:50 Study Study Geography Spelling stimulating. The typical to 1:10 student in the Eighth Grade should spend the full 4 hours on each day’s work, with an additional hour of study time in the afternoon. The student should spend no more time on the lessons than is necessary to complete the work satisfactorily. Grammar/ Vocabulary/ Composition Most students complete an entire lesson each day. Because of the integration of lessons, we strongly suggest you study subjects in the scheduled order without omissions; you may, however, change the order of the subjects to meet a student’s individual needs. Your student will develop computer skills through technology lessons that are integrated with other subject lessons. 2 www.calvertschool.org More time teaching your child, less time planning Lesson 26 Materials notebook Science Notebook Student Assignments MATHEMATICS READING ___Read pp. 100–103, 108–111, 116–119, Stories in Verse ___Answer discussion questions HISTORY ___Read pp. 90–100, United States ___Complete Section 3 Review, p. 100, United States SCIENCE ___Read pp. 78–79, Surface ___Complete Science Activities 10–11, Activity Pages VOCABULARY ___Complete Sections 15 and 16, Vocabulary COMPOSITION ___Read pp. 44–46 and pp. 794–809, Language ___Complete Your Turn 11, p. 46, Language ___Create an oral presentation SPELLING ___Complete today’s lesson Calvert’s Lesson Manuals provide you with complete, step-by-step daily plans for all subjects, letting you spend more time focusing on your child. The comprehensive Calvert program and Lesson Manual weave instruction from one subject to the next so that your child will retain the information and build a solid academic foundation on which to layer future studies. In Eighth Grade, although the parents are still actively involved, the Lesson Manual directly addresses the student. Books Stories in Verse United States Surface Activity Pages Vocabulary Language A Mathematics Lesson 26 Notes B Reading Objective: to interpret lines of poetry; to demonstrate examples of ballad devices In Stories in Verse, first read “Babylon,” pp. 100–103, noting the line “O sister, sister, what have I done!” What has he done that causes him to “twine himself of his own sweet life”? Omit “The Image” but read twice the old ballad “Edward, Edward,” pp. 108–111, and prepare to show your Home Teacher a few examples of the conventional ballad devices mentioned in the introductory remarks. Now read “Old Christmas,” pp. 116–119. Sally Ann Barton says all the words from lines 1–13; then Lomey begins to speak, and the two thereafter speak alternately. Other ballads appear in Stories in Verse. Refer to the list at the bottom of p. 119 and read several for your own enjoyment. Some of these will be assigned later. History Objective: to learn about the chain of events and major battles during the Revolutionary War Introduction: Despite the daunting task of coming up against British regulars, the Continental Army and the militia kept rallying against defeat and eventually, with the help of their allies, defeated the British. In this lesson, you will see how the Americans overcame great odds as they held off the British troops, and then won a decisive battle at Saratoga in 1777, which was the turning point in the war. With the help of the French, victory was near. Lesson 26, Calvert School 08LMA — 105 Lesson 26 from our Eighth Grade course is shown here and on the next pages. Wherever other Calvert-published materials are referenced, match the letter in the red circle [ ] to the sections that follow. 888.487.4652 3 Notes Instruction: Study pp. 90–100 in United States, taking notes as you read. Follow the battles of the American Revolution by charting the progress of the war using the map on p. 93. It may be helpful, when you are taking notes, to create a timeline of the battles about which you are reading. Why is the war separated into two stages: 1776–1778 and 1779–1781? Why did the British move the battle to the south? What is guerilla warfare? Add the following words to your vocabulary list: guerilla (p. 96), pelf (p. 96), profiteering (p. 97). Application: Complete the Section 3 Review, p. 100. Enrichment: If you have access to a computer, visit http://www.valleyforge.org for information on and a tour of George Washington’s encampment at Valley Forge. Discoveries in Reading: • Read the classic short story, “Rip Van Winkle,” where the story begins with New York as a British colony and ends with George Washington as president. You will find it on pp. 45–61 in America in Progress. • Read an inspirational play, Valley Forge, on pp. 67–69, in America in Progress. • Read a play about the importance of women in the Revolutionary War, Molly Pitcher Meets the General, on pp. 70–81 of America in Progress. C Science to describe features of a river system Objective: Materials (Optional) research materials Introduction: Yesterday you learned about rivers and water erosion. Today you will look in depth at the course of a river and the many ways it shapes the land. Instruction: Think of a river coming from a mountain, like the Rocky Mountains. Why would a river in the mountains have rapids, waterfalls, and a v-shaped valley? Read pp. 78–79 in Surface to learn about the course of a river, and take notes as you read. Add to your vocabulary list all of the terms along with their definitions. Application: Complete Science Activities 10 and 11, Water Erosion and Great Rivers of the World. 08LMA 106 — Lesson 26, Calvert School 4 www.calvertschool.org Enrichment: As an optional activity, you may research a local river in your area to learn its history and how it was made. Use what you have learned about rivers to predict what this area will look like in another million years! Looking Forward: In order to complete the Real-World Lab in Lesson 29, you will need a plastic tub, diatomaceous earth, and 20-gauge wire. Notes D Vocabulary understand the meanings of words and answer questions about Objective: to them; to substitute synonyms for words from Treasure Island In Vocabulary, Sections 15–16, write all your answers. Be sure you know how to pronounce indicted (in Part H). Composition Objective: to create an oral presentation Introduction: Being an effective communicator involves not only excellent writing skills, but also polished public speaking skills. In this lesson, you will turn your personal narrative into an oral presentation. Instruction: Read pp. 44–46 in Language. Application: Complete Your Turn 11 on p. 46. Refer to the section on public speaking, pp. 794–809, and especially to the section on oral interpretation, pp. 801–802. You will have time in the next lesson to complete and present your oral narrative. Spelling Objective: to study and spell words orally; to write spelling words from dictation naturally model account metal stomach language knowledge dictionary for instance effort except purpose hurried collect amount wouldn’t enemies necessarily necessity deposit expenses variety regularity energy muscle material difference custom industrial colonization 08LMA Lesson 26, Calvert School — 107 888.487.4652 5 A Mathematics Calvert Math lessons are in a separate manual to give you greater flexibility in selecting the appropriate math level to complement the rest of your program. The Calvert-published textbooks are designed to engage your child with math problems presented in multiple formats, bright colors, and ageappropriate graphics. Lesson 26 Objective: to construct bisectors of line segments and angles Materials: compass, ruler or straightedge, protractor Introduction: Work problems 8–12 of the Cumulative Review on p. 75 in Calvert Math. Instruction: Bi is a prefix that means two. A bicycle has two wheels. A biweekly meeting takes place every two weeks. A bisector cuts something into two equal pieces. Today you will construct bisectors of lines and angles. Carefully study the directions and diagrams on p. 78 in Calvert Math. You may want to work closely with your Home Teacher today. Why must the compass be open more than one half the length of the line segment you are dividing? The arcs would not connect if the compass was open one half or less because there would be no intersecting points. Work the Try These on p. 79 in Calvert Math. Complete Exercises and Problem Solving on p. 79. You may find that if you extend the lines of the figures while tracing them, they are easier to bisect. Check your work. If you are having trouble bisecting, ask your Home Teacher to draw some lines and angles and work with you until you have mastered the skill. Application: Complete Practice 35 of Practice. Enrichment: Complete the Mind Builder at the bottom of p. 79 in Calvert Math to explore lines of symmetry. Work the following activity involving constructing angles. Constructing Angles Use a protractor to construct rays that have a common vertex, as shown below. Then use your compass and ruler to construct congruent angles without using your protractor. Use the same vertex, and keep one of the rays as a common ray. Continue your constructions in the same direction around the vertex until you return to your original ray. For example, if you had a 60° angle, you would need to draw 6 rays with a measure of 60° between each ray as shown below. Notes 08MMX Lesson 26, Calvert School — 19 6 www.calvertschool.org Lesson 26 Notes (Continued) Write the number of different rays that you have to construct for each of the following angles. 1. 30° 2. 45° 3. 90° 4. 120° How does the number of rays you drew for each angle compare to the number of angles of that measure that would fit in a circle? Constructions Bisectors of Line Segments and Angles An architect uses a compass and straightedge to draw a design for a new building. You can use a compass and straightedge to bisect, or cut into two congruent parts, line segments and angles. Constructions A. Bisect a given line segment. Procedure 1. Open the compass to more than half the length of XY . 2. Draw two arcs using X and Y as centers. 3. Label the intersections of the arcs P and Q. < > 4. Draw PQ . 5. XY is bisected at the midpoint M. Given: XY N R A S X PRACTICE 35 Name M XM ˘ MY Constructions: Bisectors B. Bisect a given angle. Procedure 1. Using A as the center, draw an arc that intersects / NAM at R and S. 2. Draw two arcs using R and S as centers. 3. Label their intersection X. > 4. Draw AX . This ray bisects / NAM. Given: / NAM N 1. Bisect the line segment. Given: ST S T R A S X /NAX ˘ /XAM M 2. Bisect the angle. Given: / PAQ P 78 Geometry and Constructions A Q 3. Draw two line segments, BC and YZ with BC . YZ. a. Construct a segment whose length is the sum of BC and YZ. b. Construct a segment whose length is the difference of BC and YZ. © Calvert School 4. Draw an acute angle LMN and an obtuse angle JKL. a. Construct / UVW congruent to / JKL. b. Construct / CDE congruent to / LMN. Grade 8 • Chapter 3 59 888.487.4652 7 B Reading In Eighth Grade, students focus on reading literary classics to learn about literary devices, analyze the elements of a novel (including style, mood, characterization, theme, and  Verse Stories in atmosphere), and build vocabulary. Lessons are energized through enrichment and extra challenge options and activities. es in Vers e: Part O ne BABYLON refrain. e use of strates th in ballad illu e included d teristic ol refrains ar frain is his charac inted, the T the re ads are pr is ballad when ball but in th peat it. Usually, stanzas; rget to re and last ill not fo st w ly the fir the whole that you on y, za so s the stor every stan class read printed in ber of the e able mem frain. While som ting the re enjoy chan class may — n a bower es lived i three ladi here were  T onnie! er Eh, wow, b  pull a flow ent out to e. w And they  ks o’Fordi nnie ban On the bo d Old Balla 5  one, lower but pulled a f y had not  The onnie! Eh, wow, b ished man em a ban rted to th hen up sta  o’Fordie. W nnie banks On the bo hand, er by her  e first sist s taken th He’ onnie! r stand Eh, wow, b  made he ound and rned her r tu  o’Fordie. And he’s  nnie banks On the bo e, bber ’s wif  a rank ro ill you be whether w “It’s  onnie! fe?” Eh, wow, b ee pen-kni e by my w di ’Fordie. will you   o Or  nnie banks On the bo 7.  man: out  banished law. — 100 —   10 ot be a ra nk robber’ s wife, Eh, wow, b onnie! But I’ll ra ther die b y your w ee pen-kni On the bo fe.” nnie banks  o’Fordie. He’s killed  this maid  and he’s l aid her by Eh, wow, b , onnie! For to be ar the red  rose com pany On the bo nnie banks  o’Fordie. He’s take n the seco nd one by  the hand, Eh, wow, b onnie! And he’s  turned her  round and  made he On the bo r stand nnie banks  o’Fordie. “It’s whe ther will  you be a r ank robber Eh, wow, b ’s wife, onnie! Or will yo u die by m y wee pen -knife?” On the bo nnie banks  o’Fordie. “It’s I’ll n ot be a ra nk robber’ s wife, Eh, wow, b onnie! But I’ll ra ther die b y your w ee pen-kni On the bo fe.” nnie banks  o’Fordie. He’s killed  this maid,  and he’s  15 laid her b Eh, wow, b y, onnie! 17. rank:  proud, h aughty, b old. — 101 — “It’s I’ll n 20 25 Stories in Verse 30 35   edited by Max T. Hohn  Verse Stories in EDWARD, EDWARD ling, the the old spel anged all nds. When ve left unch I ha highla the Scotch d, Edward” d Scotch as sung in In “Edwar n of the ol just as it w onunciatio to g printed pr poem bein ning and rable effect ea ain pleasu tered the m add a cert ernized have mas they you ve mod over that book, I ha u will disc in the ds in this words, yo old ballad e old balla d read an most of th may see an e poem. In th time you ge; but this does not the langua of which . full force d rm story, the original fo tional balla en or lls a horr veral conv alogue e poem te employs se di It Th d-answer two lines. til the last question-an and explode un petitions; eans of a echoing re told by m of is kes place vices: it r; it is full de n ta his mothe conversatio man and n you t told. This between a That actio ggested, no has ended. story is su t the story uch of the you will no m action of kers, and the main of the spea l is the soon after the words en, so wel from ord is spok construct ad it the last w have to re hen you re story until answers. W the whole s evasive d’ know to you. d by Edwar h clearer maintaine suspense rror is muc its tragic ho time, a second ppose she Do you su s why? ow p wi’ already kn nd sae dro s your bra “Why doe blude, dward? i’ blude, Edward, E ae drop w ur brand s g ye, O?” hy does yo an W  sae sad g And why gude, hawk sae  illed my  “O I hae k : b : so.  blude word.  sae 1. brand: s  go. ood. 4. gang: e.  gude: g 5. hae: hav lood. d Old Balla 5 8. nae: no. 16. erst: on ce 17. auld: o ; formerly. ld 20. dule: g .  mair: more. rie 24. wae: w f.  dree: suffer. oe 25. whatte . n: what. Mither, m ither; O I hae k illed my  hawk sae  gude, And I had  nae mair  but he, O .” “Your haw k’s blude  was never  sae red, Edward, E She doesn dward; ’t believe h Your haw im at all. k’s blude  was never 10  sae red, My dear s on, I tell  “O I hae k thee, O.” illed my  red-roan s teed, Mither, m ither; O I hae k illed my  red-roan s teed, That erst w as sae fai r and free 15 , O.” “Your stee d was aul d, and ye  hae got m Edward, E air, dward; Your stee d was aul d, and ye  hae  got mair; His second  st Some othe no better t ory was  han the fir r dule ye  st. “O I hae k dree, O.” illed my  father dea 20 r, Mither, m ither; O I hae k illed my  father dea r, Alas, and The truth  wae is m  at last. e, O!” “And wha tten penan ce will ye  dree for that,   She do                               25 you do esn’t ask “Why did Edward, E  it?”    dward? Stories in  Verse: Pa rt One 8 — 108 —   — 109 —   www.calvertschool.org C Science Eighth Grade Calvert students are exploring in their Science course—exploring the Earth’s surface and geologic phenomena such as earthquakes, volcanoes, tides, and more. They’ll learn to read a topographic map, and study the effects of weather, erosion, and deposition on our planet, while gaining an understanding of geologic time. From there, they head into space, with astronomy. The Moon, the Sun, and the solar system are studied, as are comets, asteroids, and meteors. They soon expand into learning about other star systems, galaxies, and the universe as a whole. Through it all, the course continues to reinforce and expand the student’s knowledge of scientific investigations. Science Activity 10 Water Erosion (Science Lesson 26) • Understanding Main Ideas On a separate sheet of paper, identify and define each of the features on the figure below. 1 2 5 4 6 3 • Building Vocabulary Fill in the blank to complete each statement. 7. A(n) __________________________ is a channel along which water is continually flowing down a slope. 8. A(n) __________________________ is the high ground between drainage basins. 9. The water that moves across Earth’s surface after a rainfall is called ________________________. 10. A cone-shaped deposit that rises from the floor of a cave is called a(n) __________________________. 11. A(n) __________________________ is a large channel in the soil that carries runoff. 12. A type of landscape in which caves, deep valleys, and sinkholes are common is called __________________________. 13. A(n) __________________________ is a deposit that hangs from the roof of a cave. 14. A(n) __________________________ is the land area from which a river and its tributaries collect their water. 15. The underground water that fills openings in soil and cracks in layers of rock is called © Prentice-Hall, Inc. __________________________. 08APX Activity Pages, Calvert School — 77 888.487.4652 9 Science Science Activity 11 Great Rivers of the World (Science Lesson 26) The table below lists the top ten rivers in the world. It provides data about length in kilometers. The figures for volume of flow are given in cubic meters per second. If you were to stand on the bank of the river at its widest point, on average that many cubic meters of water would flow by every second. The table also shows how large each river’s drainage basin is, given in square kilometers. Study the table, and then answer the questions that follow. The World’s Ten Largest Rivers River Amazon Location South America West Africa North America Asia Asia South America Asia Asia East Africa Length (km) 6,437 4,667 6,300 3,766 4,506 4,280 2,414 5,150 4,666 6,671 Volume of Flow (m3/sec) 140,000 39,200 21,500 17,400 17,200 15,300 14,700 12,300 9,500 2,800 Drainage Basin (square km) 6,133,000 4,014,000 1,942,000 3,222,000 2,590,000 2,424,000 2,305,000 2,484,000 1,844,000 2,978,000 Congo Chang Jiang (Yangtze) China Mississippi Yenisei Lena Paraná Ob Amur Nile Answer the following questions on a separate sheet of paper. 1. The table ranks the world’s top ten rivers on the basis of what characteristic? 2. Compare the Mississippi’s volume of flow with the Amazon’s volume of flow. 3. Of the rivers listed, which is the longest? 4. Which of these rivers drains the greatest area? 5. Where does each of these rivers begin and end? Into what body of water does each river empty its water? Use an encyclopedia to find the answers to these questions. Make a table with the information. © Prentice-Hall, Inc. 08APX 78 — Activity Pages, Calvert School 10 www.calvertschool.org D Vocabulary In Eighth Grade, your child will develop a strong vocabulary built around words drawn from lessons in other subject areas. Using The Growing Vocabulary, your student will be engaged through questions that relate to his life, helping to place the words into a relatable context. Can You 15  uestions? er These Q  Answ Growing Vocabulary Fun and Adventure with Words The s food? d  as  a t nutritiou arily  use uld we ea hy sho not  ordin (a) W   rock  is  a  huge (b) Why    to  be  a ates  likely missile? ur  classm ? f  yo ars is  none  o r some ye nvoice (c) Why  elebrity fo le rather  send an i ational c n  peop ould most k, your (d) Why w ne? , your nec ive o than rece n your arm vein i r jugular (e) Is you ? Why? ur heart? o  paragon foot, or y ocean ike to be a  you l of  the  ow should   deepest  parts  (f) H are  the ss? (g) Why  ted? How  fathomle n is  indic times call some n a perso whe happens  e word? ome  a (h) What  nounce th r  a  person  to  bec  you pro do ible  fo   it  imposs   as  one (i) Why  is onsidered on? mobile  c pentag   auto   travel  by (j) Why  is motion?  co 0. kind of lo  Section 2 e these in stions lik e  more qu There are Archibald Hart and F. Arnold Lejune — 24 —  The  voca bu probably b lary  of  Treasure  Island is  ecause Ste not  diffic venson w for  boys, ult, rote the b   not  for  ook espec adults.  Th many wo ially ere  are,  h rds in the owever,  a  book wh Substitute   good ich you m  a synony ay not kn m for  eac Do you th ow. h of  the ita ink that  S licized wo teve case, or is rds.  your subst nson used the best  word in e itute an im ach provemen t? Why? Altogethe r  fourpenn I  paid  pretty  de y a abominab   piece,  in  the r  for  my  monthly   shape  le fancies. of  these I’m  a  m agistrate;  complain and  if  I  t  incivility against you,  if it’s  catch  a  breath  o f li to have y ke tonight’s, I’ll  ta only for  a piece o o f Let that su u hunted down an ke effectual mean s d routed ffice. out of this . I’ll give y ou a gold en guinea  for a nog The hamle gin.  t lay on th e other sid e of the ne Under the xt cove.  clothes th e miscella ny began. Overcomin shirt at the g a strong repugna  neck. nce,  I  tore  open his — 25 —  16  Ten Word s from Tr easure I Robert L ouis Stev sland by enson 888.487.4652 11 A complete program without instructional gaps Our Eighth Grade course is fully integrated—meaning we build the lessons on the principle of subject reinforcement. For example, your child’s understanding of historical events will be deepened by studying the geography of the region. Using this approach, each subject complements your child’s comprehension of other subjects. To combine the goals of giving your child a complete education and allowing a flexible schedule that challenges your child appropriately, we do not cover every subject in every lesson. For example, Reading in Lesson 26 is a poetry assignment, while the following example shows a literature selection assignment. Lesson 26 also does not cover Grammar, Geography, or Technology, but these subjects are included in other Eighth Grade lessons. Examples of these subjects follow. Language Arts from Lesson 102 Your Eighth Grade student will read classic literature and study literary devices, as well as elements of poetry, narrative poetry, imagery, and blank verse, providing a solid foundation for his literary studies. Grammar skills continue to expand as your child studies parts of speech, clauses, gerunds, usage, and participles. Building paragraphs and constructing varied sentences are emphasized. Vocabulary lessons stress word origins, while in Spelling your child will focus on difficult words, including words used in other subjects. Reading Objective: to analyze First Person narration and epistolary form In this lesson, you will read Chapter 10 of The Hound of the Baskervilles, which is an excerpt or “extract” from Watson’s diary. Through Doyle’s clever literary device of having Dr. Watson be the chronicler of Holmes’s exploits, the reader continues to learn of more clues to help solve the mystery. First, Doyle uses First Person narration and then he uses the letter-writing (epistolary) form. Vocabulary List indelibly distrait tempestuous impending pittance ecarté dogging equivocal Notes Discussion Questions 1. Where is Selden going so “he will never trouble anyone . . . again”? 2. What does Barrymore tell Sir Henry and Watson? 3. Why didn’t he reveal this information earlier? Why did he reveal it now? 4. Who is L. L.? Where does she live? 5. How did Watson distract Mortimer so he wouldn’t ask any more questions? 6. How does Barrymore know about the other man on the moor? 7. Where does he get his food? 8. Why do you think Watson hasn’t heard from Holmes? Notes Grammar Objective: to identify coordinating and correlative conjunctions Introduction: What name do we give to those words that join other words, phrases, or sentences? These words include and, or, but, yet, either/or, neither/nor, and both. They are called conjunctions, and in this lesson, you will learn about this part of speech. Instruction: Read and study pp. 389–390 in Language, and be able to identify coordinating and correlative conjunctions. Application: Complete Exercise 15, pp. 390–391. Note that the words but and yet can also function as another part of speech: Everyone but Robbie went to the movies. The word but is used as a preposition. However, this would be a better way to write the sentence: Everyone except for Robbie went to the movies. Now read this sentence: Have you cooked dinner yet? Here, yet is used as an adverb. Remember to always put a comma right before a conjunction that joins two sentences. 12 www.calvertschool.org Geography from Lesson 27 Notes Objective: to learn about the American Revolution Introduction: The Revolutionary War lasted for six years—from 1775, when the British and American militias fought at Lexington and Concord, to 1781, when Cornwallis and his British troops surrendered to Washington in Virginia. The British held New York City and Boston hostage during periods of the war and had most of the American coastline blockaded. American self-sufficiency was truly tested, as many of their imports—including tea and finished goods— were cut off. When the war finally ended, many in the new United States were stunned that the farmers and shopkeepers of this small colony had defeated England, the most powerful nation in the world. The world’s first modern democracy was born. Quick Review: Before you begin today’s lesson, turn to Appendix E: United States Capitals in GW and locate the following states that were the original thirteen colonies, as well as their capitals. If you need assistance, refer to the map on pp. 950–951 in United States. States New Hampshire Pennsylvania North Carolina Massachusetts New Jersey South Carolina Connecticut Maryland Georgia Rhode Island Delaware New York Virginia Capitals Concord Boston Hartford Providence Albany Harrisburg Trenton Annapolis Dover Richmond Raleigh Columbia Atlanta Instruction: The Revolutionary War had two parts: the battles of the North from 1775 to 1777 and the battles of the South from 1779 to 1781. The greatest difficulty that George Washington had during this war was maintaining an army. As they left the eastern cities and moved west into more remote settlements, the American colonists formed militias to fight the Native Americans. Many of the tactics that the Indians had used were now fighting tactics of the colonial militia. The ambush, attack and run, and a general lack of discipline were the common characteristics of the militia. Washington spent a great deal of time trying to create an army from these men. Read pp. 26–27 in AAH. Notice that there was either a major battle with the British or a British blockade of a port in nearly every state. Only two states avoided the worst of the British presence. Also, the Americans were almost always on foot, marching from battle to battle, while the British often moved their troops by ship. Look at the scale on each map to begin to appreciate how little marching the British had to do compared to the long overland treks of the Continental army. Application: Complete Activity 10: The American Revolution in GW. 08LMA 108 — Lesson 27, Calvert School 888.487.4652 13 Technology from Lesson 131 Lesson 131 Materials Materials (Optional) binoculars ring stand ruler thin cardboard scissors masking tape white paper Student Assignments SCIENCE & TECHNOLOGY ___Read and complete Real-World Lab, p. 61, Astronomy ___Complete the online lesson Spreadsheet Software: Charts and Graphs (length 25 minutes) ___Complete Activity Page 21: Creating a Line Graph Books Astronomy Our Computer Skills and Applications curriculum for Eighth Grade students features a manual that guides you and your child through animated, hands-on lessons delivered over the Internet and accessed through My Calvert. Students learn about HTML, Web searches, presentation software, spreadsheets, multimedia applications, word processing, and more. The skills acquired in the lessons are then practiced through assignments in other subject areas. As always, we have integrated the instruction so that your student does not learn new skills in isolation but develops an appreciation of how to apply and expand the new skills. Science & Technology Objective: to use spreadsheet software to make a graph of average sunspot number versus year; to compare a graph of sunspot activity to a graph of number of magnetic storms on Earth during the same period Key Terms bar graph pie chart line graph x-axis y-axis Introduction: Read the Real-World Lab on p. 61 in Astronomy. Note that a magnetic storm is defined as a brief disturbance in Earth’s magnetic field. Sunspot number is a technical term that takes into account both the number of sunspot groups and the number of individual sunspots. Oftentimes, once data has been collected, it needs to be analyzed. Graphs and charts take data from a list and convert it to a visual image. This way it can be easier to analyze and study for trends. Spreadsheet software has the capability of making a chart or graph from data. Spreadsheet software is very useful in organizing data and using that data to create graphs. Most spreadsheet software can create three different types of graphs: line graphs, bar graphs, and pie charts. Instruction: Complete the online lesson Spreadsheet Software: Charts and Graphs. Pay attention to the Key Terms and processes described. Then complete Activity Page 21: Creating a Line Graph located at the end of this lesson. Application: Complete the Analyze and Conclude questions, as well as More to Explore on p. 61. Notes Lesson 131 Notes (continued) Please note that answers are not provided in the Answer Key for labs that are submitted as Advisory Teaching Service (ATS) tests. If you are enrolled in the Advisory Teaching Service, save your graph, Analyze and Conclude and More to Explore answers to send with Test Lesson 140. Enrichment: If you would like to try viewing sunspots, complete the Try This activity on p. 58. Activity Page 21 Creating a Line Graph Use your computer’s spreadsheet software to create a line graph. Follow these directions. 1. Open a new spreadsheet document. In cell A1 type Year, and in cell B1 type Sunspot Number. Adjust the width of the cells as needed. 2. Record the years in column A and the number of sunspots in column B. 3. Select column B cells 1–17. Then select the Chart icon from the toolbar. 08CSA 4. In the Chart menu, select the line graph. Then select the Next button. 5. In this dialog box, select the Series tab at the top. This will allow you to create the intervals on the x-axis. 6. In the dialog box that appears when you select the Series tab, find the Category (X) axis labels box. Type this into the box: =Sheet1!$A$2:$A$17. Do type the equals sign, but do not type the period. This information tells the program to put the data from cells A2–A17 as the labels along the x-axis. CSA Lesson 131, Calvert School — 105 Icons in the Lesson Manual Throughout the lesson manual you will find icons used to alert you to enrichment opportunities. The Calvert pennant tells families using the optional Discoveries in Reading enrichment course that this is a good time to read a particular book. The computer mouse icon indicates that additional instructional materials are available online. Computer skills stickers that you place in your Lesson manual designate lessons into which you will incorporate the Calvert Computer Skills and Applications coursework. 08CSA CSA Lesson 131, Calvert School — 107 A+ Computer Lessons Access the online lessons referenced in your Computer Skills and Applications Manual. For supplemental Computer Skills and Applications resources, click here. Use this icon on your personalized My Calvert home page to access your Computer Skills and Applications lessons. 14 www.calvertschool.org Algebra from Lesson 55 5 Lesson 5 ls Materia r graph pape ruler ents Algebra I d, p. 247, Assignm Student Check Skills You’ll Nee ete aI ___Compl 0, Algebr gebra I p. 248, Al s 1–13, pp. 249–25 ___Read ete problem ___Compl Books Algebra I Notes n rules m functio nctions fro p. 247. linear fu ll Need on to graph : ills You’ Objective Check Sk complete per, all been g graph pa n have tion: Usin d domai output, Introduc input, an e terms y-value, x-value, th s , , to add , the term e x-axis. Similarly the y–axis. Now ndent date on pe on th ion: To numbers values of the inde numbers Instruct with the e riable. with the associated are also called th the dependent va associated is ve been of ax ha d range on the xthe values ts an are , the inpu e y-axis the other to the mix e outputs on th pends on Th ta that de . 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Our step-by-step solutions manual provides the answers to the daily work, and the textbook, lesson manual, and tests combine to smoothly guide you through the course. We also have a Graphing Calculator program that your student can access through Calvert’s Web site. The software performs many of the same functions as an expensive graphing calculator. Please note that Algebra 1 is available as a separate course, or as a Custom Math option. Please contact us for more information. Height Age x x Height Age 08ALG 118 — w incorrect , but no e of data m a tabl nctions you will nction fro fu To graph aph a fu uations. All the and 2. for x, plug a function, make how to gr eq amples 1 a table of them into ady know h functions from 248 and study ex line, so values. To You alre to grap Read p. technically the equation, an es. learn d solve fo do this, choose numbers you coul straight lin you will a r y. Two to plug d graph y will be da points m few values in for x domain) these fu graph to ak . 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Looking at th h is a way n e e key in mathemat behaves, and kn graph of a owing ho ics. w a Lesson 55 , Algebra 1 08ALG — 119 888.487.4652 15 We support your success— help is just a phone call away. The hallmark of the Calvert experience is a high level of personal service, and our Education Counselors are the core of parent and student support. Calvert’s Education Counselors, professional teachers with a thorough knowledge of the Calvert curriculum, offer ongoing parent support throughout the year. In addition to answering specific curriculum questions, the Education Counselors help you to address any concerns that arise by offering alternative teaching strategies and other practical advice. This reassuring support is available as an included service to all our enrolled families, as well as to families who are considering homeschooling with Calvert. For our families enrolled in the Advisory Teaching Service, Your Calvert Education Counselors include (from left): Kerry Whitehead, B.S.; Kris Bryant, B.A.; our Education Counselors facilitate communication between Amy Roche, M.Ed.; Mary-Lou Stenchly, M.Ed.; Jennifer Swanson, M.S.; Martha Cole, M.S. the ATS teacher and the family. Questions you might ask one of our Education Our parents value the easy access to and experienced Counselors include: support they receive from our Education Counselors. As an enrolled family, you can look forward with confidence to your Calvert educational experience knowing that you have the day-to-day support of Calvert’s Education Counselors. How to reach Calvert’s Education Counselors • Toll-free at 888.487.4652 • By e-mail to edcounselors@calvertservices.org • Through Live Chat on our Web site at www.calvertschool.org • We are having difficulty establishing a teaching routine. 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