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Panther Classes with Mrs. Croco
		Geometry 8th
		Trimester 1 Basic Concepts and Proofs Congruent Triangles Lines in the Plane Parallel Lines and Related Figures Cabri Geometry Trimester 2 Lines and Planes in Space Polygons Similar Polygons The Pythagorean Theorem Circles Trimester 3 Area Surface Area & Volume Extended Coordinate Geometry Locus and Constructions Inequalities Counting, Permutations, Combinations 8^th grade Geometry The geometry class that your child takes in 8^th grade is the same as the class listed in the high school course catalog as honors geometry. We work at the same pace and have the same objectives. Your child’s performance in this class determines his or her placement for 9^th grade. Most students continue in the honors sequence of honors advanced algebra, honors trigonometry and precalculus, AB or BC calculus, multivariable calculus or advanced placement statistics. The textbook for this year is Geometry for Challenge and Enjoyment by Rhoad, Milauskas, and Whipple. Cabri® Geometry is also used by the students as an interactive component for understanding geometric relationships. Homework is an important part of the daily habit to understand mathematics. It gives the student an opportunity to practice using concepts developed in class as well as forming the basis for reflective self-study, class discussion, and review. The expectation is that the student takes notes on the introductory material and completes and corrects the work in the prescribed manner. Homework folders are collected and graded on each test day. There will be a test at the end of each chapter and a final at the end of the school year. While chapter tests focus on selected topics, they are cumulative. Algebra review and challenge assignments are due on a weekly basis. This gives the student an opportunity to practice material from 7^th grade and/or experiment with topics at the high school level. Only the algebra review portion will be tested during trimesters one and two. This weekly assignment is replaced in the third trimester with an assignment that will focus on geometry problem-solving. There will be some optional assignments that will be made over the course of the year. The focus of these assignments will be to look at applications of geometry in the arts, other branches of mathematics, nature, and social sciences. We will end the year with a short unit on counting. This previews the first unit of the honors advanced algebra course. This geometry course is part of a double period math/science block. We look for examples of the use of mathematics (algebra, geometry, trigonometry) as the language of science (physics, chemistry, biology).
		Physics 8th
		Conceptual Physics-Mechanics (Ch 1-10) Chemistry (Ch 17-20, 38, 39) Waves, Sound, Light, Color (Ch 25-31) Genetics (Mendel's Laws, Cell Structure, DNA, Current Issues) 8^th grade science The main focus for this year is physics. Our text will be Conceptual Physics by Hewitt. Students are required to have a graphing calculator, graph paper, ruler and protractor each day for class. While the TI-83 or TI-84 families of graphing calculators are preferred and supported, any graphing calculator is permitted. This course is a prerequisite for enriched chemistry at the high school level. August – January The material covers Newtonian Physics with a mathematical underpinning based on algebra, geometry and trigonometry. We cover chapters 2 – 11 in the text supported by labs using CPO™ Science equipment. February – May The material covers basic chemistry and particle physics using algebra and geometry. We cover chapters 17, 38, 39, 40, 18, 19, 20, 25, 26, 27 in some depth with a brief overview of chapters 28 – 31.
		Geography
		Our textbook for the course is The World and Its People by McGraw Hill publishers. The course is taught in four eight-week rotations between four teachers. The units of study include ü The United States and Canada ü Latin America ü Europe ü Russia and the Eurasian Republics ü North Africa and Southwest Asia ü Africa South of the Sahara ü Asia ü Australia, Oceania, and Antarctica The points of focus for our geographic study include Ø The World in Spatial Terms This area involves studying the relationships between people, places and environments by mapping information about them into spatial terms. Ø Places and Regions The identities and lives of individuals and peoples are rooted in particular places and in those human constructs called regions. Ø Physical Systems Physical processes shape the Earth’s surface and interact with Plant and animal life to create, sustain, and modify ecosystems. Ø Human Systems People are central to the study of geography because human activities are a significant factor in shaping the Earth’s surface. In addition, human settlements and constructions are part of the Earth’s surface, and humans compete for control of the Earth’s surface. Ø Environment and Society The physical environment is modified by human activities, largely as a consequence of the ways in which human societies value and use Earth’s natural resources. Human activities are also influenced by Earth’s physical features and processes. Ø The Uses of Geography The knowledge of geography facilitates an understanding of the relationships between people, places, and environments over time. Through geographic knowledge we acquire a more nuanced picture of Earth as it has been and as it might be. Our geographic study is complemented by the inclusion of a weekly magazine entitled Upfront. This publication contains insightful articles dealing with issues of global importance. In conjunction with our examination of Upfront, we consistently explore current events affecting individual nations and the world at large. At the conclusion of the school year, our study of geography closes with a cumulative student project that involves a review and a fresh application of the key points of information we have learned.
		Panther United States History
		The United States History instruction conducted by the Panther team involves a thorough examination of the American story within four distinct yet interweaving categories. These categories are designed to acquaint students with the key events, movements, and people of American history, while providing a solid context for each element. An integral unity pervades this instructional model by virtue of the fact that all of the topics to be considered overlap in a variety of ways. For example, a president might be studied in terms of the characteristics of his administration or the part he played in a major political movement or his role in a war.
		The four quarters of Panther United history instruction are described below.
		The American Presidents – Ms. Barrett
		The rotation focuses on the presidents of the United States in terms of several areas of consideration: A biographical overview of influential presidents and an examination of their administrations An analysis of the current presidency in the context of history An interpretive study of presidential successes and failures A look at presidential political philosophies and their consequences
		America at War – Mrs. Barr
		This rotation considers the course of American military conflicts with other nations, including: The Revolutionary War The War of 1812 The Civil War The Spanish and American War World Wars I and II The Korean Conflict and the Vietnam War The Cold War The Iraq War
		Roots of Current Events – Mrs. Croco
		This rotation takes a topical survey of various internal conflicts that continue to impact life in the United States. These topics include: Immigration - Who is an American? Rights, right? Human, Civil, Women's, ... Domestic Economy - Changes and Challenges
		The United States Supreme Court and the Constitution - Mr. Bey
		This category takes a close loot at the U.S. Constitution and considers the influence of Supreme Court decisions on the course of American history. The decisions that will be evaluated include the following: Marbury v. Madison McCulloch v. Maryland Gibbons v. Ogden Dred Scott v. Sanford lessy v. Ferguson Brown v. Board of Education Miranda v. Arizona
		Additional topics are also covered through novel study units in language arts. Students will be reading selections that address: Exploration and Leadership, Colonial Life, Westward Expansion, Courage and Conflict, and Biographies from the 20th Century. Some novels will be studied in the whole-class instructional format, i.e. Johnny Tremain and All Quiet on the Western Front; others will be discussed in small group literature circles, i.e. Bury My Heart at Wounded Knee; while still others will be read independently.

Mrs. Croco's tips for doing homework (for parents)

Find a good place to do homework; gather materials that may be needed and make sure that the lighting is good. If this type of space is hard to find at home, perhaps the public library has an appropriate study area.
Talk together about how to get started. Help prioritize tasks. Occasionally check on progress and help with time management. Encourage independence in figuring out when and in what order assignments should be done. Suggest a break when it is needed. Help your child refocus when he or she becomes distracted. Set time limits-bedtime is important too.
Occasionally, homework will be a task that involves the family-an opportunity to show your enthusiasm and work together with you child. At other times, homework will be done by student alone, but be available to respond to requests for help.
Caregivers don't have to have all of the answers, but it's good to help children develop a voice in their heads that asks questions that guide them in problem solving. Sometimes, "telling" your child how to solve a problem is not as helpful as teaching him or her how to think through unfamiliar problems. Instead, ask these questions:
- Do you understand what the question is asking?
- How do you think you might start this problem?
- Have you seen a problem like this before?
- Do you have a similar problem like this one that might give a clue as to how to begin?
- As you write on your paper, share out loud for me what you are thinking
- Does your answer sound reasonable? How do you know?

From: Sutton, Suzanne. "Beyond Homework Help: Guiding Our Children to Lasting Math Success." ENC Focus 5 (1) (1998).

Last Revised: 03/19/2008