Arizona Educational Technology Standard Articulated by Grade Level
Grade 8
Strand 1: Creativity and Innovation
This strand requires that students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
Concept 1: Knowledge and ideas
Use digital models and simulations to examine real-world connections, explore complex systems and issues, and enhance understanding.
PO 1: Analyze and evaluate information to generate new ideas, processes or products. / Social Studies 08-S5C2-01
Identify the functions and relationships among various institutions (e.g., business firms, banks, government agencies, labor unions, corporations) that make up an economic system.
Science 08-S3C2-01
Propose viable methods of responding to an identified need or problem.
Science 08-S1C3-04
Formulate a future investigation based on the data collected.
8.W.6
Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
8.W.8
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
8.SL.2
Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
MP.1
Make sense of problems and persevere in solving them.
MP.4
Model with mathematics.
MP.7
Look for and make use of structure.
8.G.4
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.
8.G.9
Know the formulas for the volume of cones, cylinders and spheres and use them to solve real-world and mathematical problems. / Explanation: The student uses creative thinking and innovative processes to construct knowledge, generate new ideas, and create products.
Science
Examples:
Students use recyclable materials data to generate ideas to help the environment. Students gather information about aluminum can usage and graph their findings in a line plot.
Recyclable Materials Data
Math
Examples:
- Investigating the relationship between angles and their measurements, students determine the angle of folds to create a pinwheel.
Pinwheel - Investigating the Geometry of an Origami Octagon that Changes Shape - These links help compare the relationship between different size containers and their volume.
Cubed Cans - Exploring Changing from a Cylinder to a Rectangular Prism while Keeping the Volume Constant
Cubes Everywhere - Using Cubes to Develop Spatial Thinking
Fishing for the Best Prism - Students Use Polydrons to Build Nets and Create the Most Appealing Fish Tank
Linking Length, Perimeter, Area, and Volume - Investigating Ratio, Proportion, Scale Factor, and Similarity Using Various Rectangular Shapes
Popcorn, Anyone? - Exploring Volume using Differently Shaped Popcorn Containers
Examples:
Analyze relationships among various banking institutions and how they affect human capital such as health, education, and training. Present findings in digital form; presentation should highlight relationships determined via analysis.
Language Arts
Examples:
- Follow directions using online template (Inspiration) and create a sign (student created manual, pamphlet, label, etc.)
Glogster - Follow directions on a web-quest in order to answer questions and solve problems.
Strand 1: Creativity and Innovation
Concept 2: Models and Simulations
Use digital models and simulations to examine real-world connections, explore complex systems and issues, and enhance understanding.
PO 1: Summarize the relationship amongst interdependent elements of a digital model or simulation. / Science 08-S1C4-02
Choose an appropriate graphic representation for collected data:
• line graph
• double bar graph
• stem and leaf plot
• histogram
8.RI.5
Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
8.NS.1
Understand informally that every number has a decimal expansion; rational numbers have decimal expansions that terminate in 0s or eventually repeat, and conversely.
8.EE.8
Analyze and solve pairs of simultaneous linear equations.
a. / Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously.
8.EE.8
Analyze and solve pairs of simultaneous linear equations.
b. / Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6.
MP.1
Make sense of problems and persevere in solving them.
MP.3
Construct viable arguments and critique the reasoning of others. / Explanation: Students will create models or digital simulations.
Examples:
- Robotics
- Manipulatives
- NLVM
National Library of Virtual Manipulatives - Thinkfinity- search for simulations
Thinkfinity
Examples:
Illustrate a content-related concept or process using a model, simulation, or concept-mapping software.
Science
Examples:
- Analyze and interpret data to explain correlations and results of Predator-Prey relationships, relationships between niches in biomes, between biomes and ecosystems, and finally between organisms and their environment.
- Use simulations to examine and determine the effects of changing environmental variables.
Charles Darwin’s Survival Game - Students use this simulation to create experiments to see what changes in reactions, concentrations and temperatures can make when atoms and molecules are made to collide.
Reactions and Rates
Examples:
- Students will use a simulation to explore systems of linear equations, providing them an opportunity to explore the relationship between x, y values. Students explore by creating equations that demonstrate infinite solutions, one solution, or no solution. Students will analyze graphs and provide rationale for results.
- Teacher initially provides examples like these:
x + 4 = y, y - 4 = x (Infinite solutions)
3x + 4y = 8, -2x + 8y = 20 (One solution)
2x + 4y = 8, 2x + 4y = 6 (No solution) - WolframAlpha - a computational knowledge search engine
Algebra- System of Linear Equations
PO 2: Analyze system processes and outcomes using models or simulations. / Science 08-S5C2-05
Create a graph devised from measurements of moving objects and their interactions, including:• position-time graphs• velocity-time graphs
8.F.2
Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.
MP.2
Reason abstractly and quantitatively.
MP.3
Construct viable arguments and critique the reasoning of others.
MP.5
Use appropriate tools strategically.
MP.7
Look for and make use of structure.
MP.8
Look for and express regularity in repeated reasoning. / Explanation:
Students will conduct digital simulations using 3D modeling software.
Examples:
A free 3-D interactive software
SketchUp
Science:
Examples:
- Use data-collection technology such as probes, handheld devices, and geographic mapping systems to gather, view, analyze, and report results for content-related problems.
- Simulations of scientific process skills in investigations - manipulating variables.
- Use models to help students understand the relationships of the Earth, moon and sun.
- Use models to help students understand the difference between cell division with mitosis and meiosis.
- Analyze the link between movement and position-time and velocity-time graph
The Moving Man - NLVM (National Library of Virtual Manipulatives)
- Science simulations, Weather simulations
Examples:
8.F.2-Students will independently work through activities, after completing activities group students (2 to 3). In groups students will share understanding and identify important concepts to be shared with whole group.
Graphing Linear Equations (Note: teachers are required to create a free account.)
PO 3: Analyze and apply understanding of how one system, digital models or simulations operates by comparing it to another system of a different type that operates in a similar manner. / Science 08-S4C4-05
Analyze the following behavioral cycles of organisms:• hibernation• migration• dormancy (plants)
Social Studies 08-S2C1-07
Analyze cause and effect relationships between and among individuals and/or historical events.
8.L.4
Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
a. / Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
b. / Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede. recede. secede).
c. / Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
d. / Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
8.W.1
Write arguments to support claims with clear reasons and relevant evidence.
a. / Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
b. / Support claim(s) with logical reasoning and relevant evidence. using accurate. credible sources and demonstrating an understanding of the topic or text.
c. / Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
d. / Establish and maintain a formal style.
e. / Provide a concluding statement or section that follows from and supports the argument presented.
8.EE.5
Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed.
MP.3
Construct viable arguments and critique the reasoning of others.
MP.4
Model with mathematics.
MP.5
Use appropriate tools strategically.
MP.7
Look for and make use of structure. / Explanation:
Students will compare two like systems using digital models.
Science
Examples:
- By changing the environment, students predict what genetic mutations need to occur in a population of rabbits to ensure their survival.
Natural Selection - Students will model three patterns of human population growth. The simulation will involve the use of specifically colored cubes to conduct the simulation.
- Center for Innovation in Engineering and Science Education
Real Time Data Projects
National Internet Projects
Examples:
- Identify the trends and patterns that forecast the collapse of a civilization.
Collapse of Four Ancient Civilizations - Students will create a model comparing and contrasting economic systems such as communism and capitalism.
Examples:
- Compare and contrast reading materials and show relationships between digital models.
Online Interactive Software - Analyze and plot major and minor characters in literary text using digitized tools such as Inspiration.
- Brain Storming and Mind Mapping Web 2.0 Tools:
BubblUs
LucidChart
MindMeister
Mindomo
Gliffy
Examples:
- 8.EE.5-Students will investigate 3 different web activities. This activity will reinforce and strengthen understanding of math concept and help students develop ability to assess and defend choices.(Teacher adjustments for range of ability levels could include: Teacher created site evaluation form to student developed assessment.)
Karappan Poochi - Algebra vs. The Cockroach
Quia - Slope Jeopardy
Math Warehouse - Interactive Slope HTML5 Applet
Strand 1: Creativity and Innovation
Concept 3: Trends and Possibilities
Use technology to forecast trends and possibilities.
PO 1: Identify patterns and trends to forecast possibilities from different perspectives. / Science 08-S4C2-03
Distinguish between the nature of dominant and recessive traits in humans.
Science 08-S4C2-02
Explain the basic principles of heredity using the human examples of:
• eye color
• widow’s peak
• blood type
Science 08-S4C4-05
PO 5. Analyze the following behavioral cycles of organisms:
• hibernation
• migration
• dormancy (plants)
Social Studies S5C2-01
Identify the functions and relationships among various institutions (e.g., business firms, banks, government agencies, labor unions, corporations) that make up an economic system.
8.RL.1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
8.SP.3
Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height.
8.SP.4
Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. For example, collect data from students in your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores?
MP.3
Construct viable arguments and critique the reasoning of others.
MP.4
Model with mathematics.
MP.5
Use appropriate tools strategically.
MP.7
Look for and make use of structure.
8.RI.2
Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
8.RI.3
Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). / Explanation: Students will use a variety of viewpoints to detect relationships to predict probable outcomes.
Social Studies
Examples:
- Sales forecast
- Stock market
- Looking at a decision from all points of view
Six Thinking Hats
Examples:
- Students will use data to graph patterns and trends with regard to migrations.
- Evaluate the patterns and trends involved in genetics and inheritance of human characteristics.
Examples:
- Focus on making predictions as a reading strategy that students can use before and during reading.
Predict What Happens Next - Learn how to understand the subject of focus by creating a mental model.
Create a Mental Model of the Subject - Highlight “right-there” questions in digital documents to formulate clarifying questions.
- Use digital media to connect information and events from a story, using software like Inspiration.
Examples:
- Students will use Shodor Interactive activity to make a scatter plot. Provide students with data that represents a linear relationship. From scatter plot display have students interpret the relationship by determining line of best fit, determine an approximate linear equation, identify the slope.
- Students work in small groups or in pairs to construct and interpret data by creating two-way tables using Word, Keynote or other program. Have students share their two-way tables with other groups for comparison of group analysis. Teacher can provide data through survey or extend by having students create their own two question survey.
Google Drive
Survey Monkey
PO 2: Ask questions and investigate a problem from different perspectives and formulate inferences from known facts. / Social Studies 08-S4C2-01
Identify common characteristics of contemporary and historical regions on the basis of climate, landforms, ecosystems, and culture.
Social Studies 08-S4C4-07
Describe how changes in technology, transportation, communication, and resources affect the location of economic activities in places and world regions.
Social Studies 08-S5C2-01
Identify the functions and relationships among various institutions (e.g., business firms, banks, government agencies, labor unions, corporations) that make up an economic system.
Science 08-S1C4-03
Present analyses and conclusions in clear, concise formats.
8.SP.3
Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height.
MP.3
Construct viable arguments and critique the reasoning of others.
MP.4
Model with mathematics.
MP.5
Use appropriate tools strategically.
MP.8
Look for and express regularity in repeated reasoning.
8.W.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1_3 above.)
8.W.5
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1_3 up to and including grade 8 on page 53.)
8.W.7
Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. / Explanation: Students will question and investigate a problem of a specific trend. Make an inference from a variety of points of view. (Example: What would happen if.....?)
Examples:
- Sales forecast
- Stock market
- Probability, statistics, data analysis
Examples:
Students use scientific processes to formulate and investigate questions about the natural world, analyze data and then share results and conclusions by communicating using creativity, innovation, and expression of ideas through: Newsletters, Brochures, Movies, Podcast/Vodcast, Digital storytelling, Web publishing
Language Arts
Examples:
- The student uses creative thinking and innovative processes to construct clarifying questions.
Predict What Happens Next - Highlight “right-there” questions in digital documents to formulate clarifying questions.
- Use digital media to connect information and events from a story or text using software like Inspiration
Examples:
From a scatter plot display have students interpret the relationship by determining line of best fit, determine an approximate linear equation, identify the slope and y-intercept.
Scatter Plot
PO 3: . Draw conclusions that reflect clear and logical links between the trends and patterns and the interpretations made from them. / Science 08-S1C3-01
Analyze data obtained in a scientific investigation to identify trends.
Science 08-S1C3-03
Interpret data that show a variety of possible relationships between two variables, including:
• positive relationship
• negative relationship
• no relationship
8.W.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
a. / Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. / Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
c. / Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
d. / Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. / Establish and maintain a formal style.
f. / Provide a concluding statement or section that follows from and supports the information or explanation presented. (8.W.2)"
8.W.8
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
8.F.3
Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s^2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.
MP.3
Construct viable arguments and critique the reasoning of others.
MP.4
Model with mathematics.
MP.5
Use appropriate tools strategically.
MP.6
Attend to precision.
MP.7
Look for and make use of structure. / Explanation: Students will draw conclusions from interpreting data and come to clear, logical conclusions.
Examples:
- Sales forecast
- Stock market
- Weather patterns
- Migrations
- Probability, statistics, data analysis.
Examples:
Learn how to collect evidence that supports your thesis by using a variety of properly cited resources.
Gather evidence and cite sources
Science
Examples:
Students use scientific processes to analyze data and then draw results and conclusions about the patterns, trends and interpretations generated. Learning (research or content) can be communicated through websites, videos, etc.
Math
Examples:
Students will examine a situation using a data collection device (motion detector) and a graphing calculator to determine if a situation displays linear behavior.
(a)Students will connect a motion detector to a graphing calculator, start
the data collection program, place detector so it can read the motion of a walker, mark the floor, and have one student walk away at slow and steady pace while detector collects the data.
(b)Students will analyze data to determine if the motion represents linear behavior. Have students experiment with other types of movement - making predictions of outcomes and make comparisons with other motive behavior.
Strand 1: Creativity and Innovation
Concept 4: Original Works
Use technology to create original works in innovative ways.