This resource accompanies our Rethink 8th Grade ELA course. It includes ideas for use, ways to support exceptional children, ways to extend learning, digital resources and tools, tips for supporting English Language Learners and students with visual and hearing impairments. There are also ideas for offline learning. 

This parent guide supports parents in helping their child at home with the 8th grade ELA content.

Students will research the life of an African American poet using print and online resources. Afterwards, students present their findings by writing a research paper and creating a PowerPoint presentation.

This video clip is meant to serve as a writing or discussion prompt during a unit on forces and motion. This can be used at varied grade levels, with the expectation that student responses would be more complex in higher grade levels.

In this activity, students will work in collaborative groups to create 9M x 9M models of plant and animal cells. Class population can be split into 2 or 4 groups, with half the students constructing animal cells and the other half constructing plant cells. Students must organize and assign duties, provide materials for this activity, and write a written report. They will also give "Cell Tours" to other students and/or classroom guests.

Students will create a model aquatic ecosystem and make regular observations over a period of time. They will also work collaboratively to conduct research on common ocean health issues and summarize their findings in a written report.

Students will use graphic organizers to assist the development of comparative vocabulary and generate discussions of analogy and metaphor in art as students go on a real or virtual tour of an art gallery.

In this chemistry field lab, students will determine the density, pH and water content of 4 types of soil; 1) prairie soil, 2) transition soil, (where the prairie meets the trees) 3) woods soil, and 4) riverbed soil at various locations in and around the Fergus Falls area. Students will compare class data and write a lab report describing their results. A detailed lab report format will be provided. Students will also analyze their findings and report on the various differences and similarities found in their soil samples.

In this introductory lesson, students engage in a hands-on, collaborative investigation of the definition of reading by participating in small group brainstorming sessions and an analysis of a variety of texts and the strategies they need to read them. Students also create individual Reader’s Profiles with an online tool modeled on social networking sites. Sharing these profiles and reflecting on their own learning, students ultimately develop a working definition of reading which they refine during the year.

Students will be taught the "drill skill and kill" method to be used on grammar concepts within an argumentative paper.

The North Carolina Museum of Natural Science created this resource as part of an online workshop series, but you are welcome to use or modify it for your classroom. It includes a video and written directions for creating nature journals and tips for incorporating them into your classroom. For information on taking any the Nature Neighborhood online workshops for CEUs or EE credit, visit: https://naturalsciences.org/learn/educators/online-workshops.

This lesson asks students to write a profile of a classmate, with a particular focus on a talent, interest, or passion of that classmate. As an introduction to the feature article, students compare the characteristics of a hard news story to those of a feature story. They then practice writing about the same event in the two different styles.

This lesson will provide eighth grade students with an inquiry-based research project based on C.S. Lewis' classic, The Lion, the Witch and the Wardrobe. Students will determine the author's purpose in writing this story. This will be accomplished by researching material using the Alabama Virtual Library and Gale Resources.

Students will read scientific text about top predators in Arctic marine ecosystems and how they may be affected by global climate change. Students will work individually or collaboratively to write a report based on the scientific text they have read and participate in a large-group discussion session based on their analysis.

In this lab activity, students will investigate the law of conservation of mass by weighing chewing gum before and after it is chewed.

In this lesson, students pull together all of their graphic organizers and planning notes and draft their essay.

In this lesson, students test a variety of insulators and relate their knowledge to energy conservation. With teacher guidance, students design their own investigation. After all experiments are completed, the class looks across the data and draws evidence-based conclusions.

Assess students' understanding of scientific inquiry including the following skills: observation, background research, scientific procedures (including investigation design, measurement techniques, and error analysis), data collection, data display, scientific questions, formulating an hypothesis. Students will design and carry out an investigation to test which material is the best insulator; they will predict which way heat energy will flow in a system and analyze the flow of energy in a system from one point to another and from one form to another.

Students will work collaboratively to gather information about various groups of gelatinous zooplankton. They will be able to compare and contrast at least three different groups of zooplankton organisms and describe how gelatinous zooplankton fit into marine food webs. Groups will prepare a brief written report summarizing the information they have found and orally present to the rest of the class.

Students will read a description of a conclusion and a passage about Hawaii. Students will then write a conclusion for the passage. This resource supports English language development for English language learners.