Eighth Grade Curriculum Guide
The purpose of this guide is to serve as a source of information regarding courses and services offered at Adams Middle School. The better informed the community is about its school, the greater the chances are for clear, meaningful communication between the school and the public.
Adams' curriculum is designed to prepare students to meet the challenges of high school and college. Advanced course work is offered in most academic subjects and in all grade levels. Elective programs provide opportunities for students to explore and develop interests in the fine arts and vocational areas. Each of these areas is briefly described within the guide. More complete information regarding each area of study or service can be obtained at the school office upon request.
An extracurricular program of organizations and athletics contributes positively to the educational program at Adams Middle School. Through this facet of our overall school program, we attempt to provide each student opportunities to find success, use leisure time wisely, provide service to the community and the school, develop special interests, establish friendships, and develop both leadership and support roles within the school setting.
We hope that this guide will be of assistance in understanding the school’s curriculum and services available at Adams Middle School.
Grade 8 Course Descriptions:
Language Arts 3
Literature includes works of special interest to adolescents as well as multi-ethnic literature. Language study will review the grammar of Language Arts 2 and continue into the more complex study of sentence structure. Composition will require process writing and compositions with more formalized structure, including expository and persuasive writing.
Language Arts 3, Advanced/Honors
Students are placed in this course based on teacher recommendations and standardized test scores.
This course encompasses the same elements as Language Arts 3; however, classroom requirements are more stringent and higher level readings are used.
Intensive Reading
Students who enter eighth grade with Level I scores on the FCAT are placed in this smaller, more individualized reading course. The focus is on reading strategies and vocabulary study that assists students in becoming more proficient, confident readers and in improving their FCAT scores. The text Reading XL, which was specifically written for FCAT practice, and literature selections focused around themes especially written for, or appealing to, pre-adolescents are utilized.
Developmental Reading
Students who enter ghth grade and have scored between the 19% and 49% on the NRT are required to take one reading class. The focus is on reading strategies and vocabulary study that assists students in becoming more proficient, confident readers and in improving their FCAT scores.
Mathematics 3
The purpose of this course is to complete the transition from arithmetic skills to higher level mathematical content. Emphasis on problem solving continues. The content includes, but is not limited to the following: basic algebraic concepts, estimation strategies, geometry, number theory, percent, probability, problem solving strategies, ratio and proportion, rational numbers, scientific notation, statistics, and use of calculators and computers.
Mathematics 3, Advanced/Honors
Students are placed in this course based on teacher recommendations and standardized test scores.
This course includes the topics covered in Mathematics 3 as well as the study of rational operations with attention to structure of the real number system and the beginning topics of algebra.
Algebra 1
Students are placed in this course based on teacher recommendations and standardized test scores. Students successfully completing all of the academic requirements for this course receive high school credit.
The purpose of this course is to provide the foundation for more advanced courses in mathematics and develop the skills necessary to solve mathematical problems. Topics shall include but not be limited to: variables, structures and properties of the real number system, first degree equations and inequalities, graphing linear equations and inequalities, integral exponents, polynomials, factoring, rational algebraic expressions, irrational numbers, radical expressions, and quadratic equations. Students also utilize a graphing calculator in this course.
Algebra 1 Honors
Students who are academically talented and high performing in mathematics as identified by a combination of teacher recommendations, student performance and motivation, grades and standardized test scores are placed in Algebra 1, Honors. Students successfully completing all of the academic requirements for this course receive high school credit.
This course provides a more in-depth study of the concepts in Algebra 1 and also includes: the complex number system, graphing linear equations and linear inequalities, solving radical equations, rational equations and systems of equations, and set theory. Students also utilize a graphing calculator in this course.
United States History
This course of study provides critical thinking, problem solving, and decision making while using new and emerging technology in the exploration of the United States’ history. The student uses basic communication skills in United States’ history content. The student will be able to explain the impact of values and ideals reflected in the United States’ historical documents and symbols. The course will develop empathy towards United States history and students will acquire an understanding of the democratic process.
United States History, Advanced/Honors
Students are placed in this course based on teacher recommendations and standardized test scores.
Students understand the development of the United Sates within the context of history by examining connections to prepare for the future as participating members of a democratic society. They use knowledge pertaining to history, geography, economic processes, religion, ethics, diverse cultures, and humanities to solve problems in academic, civic, social, and employment settings. The content should include but not be limited to the following: political, economic, technological and social development of the United States from the Exploration period through the Reconstruction, with special emphasis on Florida’s role in that development, overview of the major social, geographical, political, and economic issues that made a significant impact on the contemporary United States. Students will practice outlining, writing multi-paragraph
responses to critical thinking questions, and analyze primary and secondary source documents in this course.
Comprehensive Science 3
The purpose of this course is to provide the third year of a sequential three year course study in balancing science content, processes and applications of life, earth /space, and physical science concepts. Three years of spiral integrated course work including exploratory experiences and lab work will gradually shift from the student centered in grade six to the more disciplined centered in grade eight.
Comprehensive Science 3, Advanced
Students are placed in this course based on teacher recommendations and standardized test scores.
The purpose of this course is to provide the third year of a sequential three year course study in balancing science content, processes and applications of life, earth/space, and physical science concepts. Three years of spiral integrated course work including exploratory experiences and lab work will gradually shift from the student centered in grade six to the more disciplined centered in grade eight. Themes to be included will be: systems, diversity and variations, stability and change, probability and prediction, energy and matter, cause and effect, models and theories, structure and function, scale and scientific habits of the mind. The content shall include, but not be limited to: scientific methods and selected areas such as chemical reactions/bonds, force and motion, cells, the human body, heredity, plants, animals, geology, rocks
and minerals, astronomy, water cycle, life cycles, fossils, and the earth’s crustal movements.
Integrated Physical Science
Students who are academically talented and high performing in science as identified by a combination of teacher recommendations, student performance and motivation, grades and standardized test scores are placed in Integrated Physical Science. A prerequisite for this course is co-enrollment in Algebra 1 or Algebra 1 Honors. Students successfully completing all of the academic requirements for this course receive high school credit.
The purpose of this course is to provide opportunities to investigate the theories and ideas associated with a holistic view of the earth and physical sciences in a way that is relevant, useable, and consistent with the Sunshine State Standards in science. Course content includes: nature of science, nature of matter, energy, force and motion, processes that shape the earth, earth and space, and how living things interact with their environment. Students construct science knowledge by formulating questions, making predictions, planning and conducting experiments, making observations, classifying, interpreting and analyzing data, drawing conclusions and communicating. Lab experiments that include inquiry, experimental design, technology, measurement, and safe use of lab materials are an integral part of this course. The Introductory
Physical Science Program (IPS) compromises the first semester of this course and student research is required.
Physical Education 3
The purpose of this course is to offer appropriate activities to develop fitness and motor skills, knowledge and understanding of various sports, decision-making skills, and the value of a healthy lifestyle.
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