Grade 8 - “I Can…” p. 1
Standards & “I Can…” Statements - GRADE 8
ELA
Standard
“I Can…”
Academic Vocab
Reading: Literature
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.
➢ I can use evidence from the text to support my
answers to quesons about the text.
➢ I can make inferences from the text.
8.RL.2. Determine a theme or central idea of a text and
analyze its development over the course of the text;
provide an objecve summary of the text.
➢ I can use details from the text to determine
the theme or message of a story.
➢ I can make connecons and conclusions
between the theme and the
○ characters,
○ seng, and/or
○ plot
of the story.
➢ I can give an unbiased (objecve) summary of
a story.
8.RL.3. Analyze how parcular lines of dialogue or
incidents in a story or drama propel the acon, reveal
aspects of a character, or provoke a decision.
➢ I can explain how dialogue and character
acon
○ support a theme, and/or
○ reveal something more about a character.
8.RL.4. Determine the meaning of words and phrases as
they are used in a text, including figurave and
connotave meanings; analyze the impact of specific
word choices on meaning and tone, including analogies
or allusions to other texts.
➢ I can define figurave language:
○ Personificaon
○ Simile
○ Metaphor
○ Hyperbole
○ Onomatopoeia
○ Allusions
○ Analogies
➢ I can explain how use of figurave language
Hudson School District - Grade 8 “I Can…” Statements - 2022-2023
Grade 8 - “I Can…” p. 2
impacts the meaning and tone of the
scene/story.
➢ I can determine the meaning of a word within
the text.
8.RL.5. Compare and contrast the structure of two or
more texts and analyze how the differing structure of
each text contributes to its meaning and style.
➢ I can compare and contrast the structures of
2+ texts.
➢ I can analyze how the structure of each text
contributes to its meaning and style.
8.RL.6. Analyze how differences in the points of view of
the characters and the audience or reader (e.g., created
through the use of dramac irony) create such effects
as suspense or humor.
➢ I can define Point of View.
➢ I can explain similaries and differences of
characters’ (especially a narrator’s) point of
view.
8.RL.7. Analyze the extent to which a filmed or live
producon of a story or drama stays faithful to or
departs from the text or script, evaluang the choices
made by the director or actors.
➢ I can compare and contrast text (story or
drama) and live or filmed producon.
➢ I can evaluate the outcome/impact of choices
made by directors and actors.
8.RL.8. (Not applicable to literature)
8.RL.9. Analyze how a modern work of ficon draws on
themes, paerns of events, or character types from
myths, tradional stories, or religious works such as the
Bible, including describing how the material is rendered
new.
➢ I can idenfy connecons between a
“modern” text and myths, tradional stories,
or religious works.
8.RL.10. By the end of the year, read and comprehend
literature, including stories, dramas, and poems, at the
high end of grades 6–8 text complexity band
independently and proficiently.
➢ I can comprehend many genres of literature at
my grade level.
Reading: Informaonal Text
Hudson School District - Grade 8 “I Can…” Statements - 2022-2023
Grade 8 - “I Can…” p. 3
8.RI.1. Cite several pieces of textual evidence to support
analysis of what the text says explicitly as well as
inferences drawn from the text.
➢ I can use evidence to support my answers in
quesons about the text
➢ I can make inferences from the text
➢ I can recognize the difference in explicitly
stated informaon and inference informaon
in a text.
➢ I can determine strongly supporng details for
what is explicitly stated and inferences made.
➢ I can make inferences about what is said in the
text.
➢ I can analyze and cite details to determine
which ones most strongly support the idea
(either explicitly or inferred).
8.RI.2. Determine a central idea of a text and analyze its
development over the course of the text, including its
relaonship to supporng ideas; provide an objecve
summary of the text.
➢ I can determine the central idea in the text.
➢ I can explain how the central idea develops
throughout the text
➢ I can write a summary of the text
➢ I can idenfy the central idea of a text and
ideas that support the central idea.
➢ I can determine the relaonship of ideas that
support the central idea.
➢ I can analyze the development of the central
idea over the course of the text.
➢ I can summarize the key supporng details
and central ideas.
8.RI.3. Analyze how a text makes connecons among
and disncons between individuals, ideas, or events
(e.g., through comparisons, analogies, or categories).
➢ I can explain how people, ideas and situaons
are connected in a text.
➢ I can define compare/contrast, analogies and
categorizaon.
➢ I can idenfy events and ideas within a text.
➢ I can compare how individuals, ideas, and
events are connected (including classificaon
and analogies).
Hudson School District - Grade 8 “I Can…” Statements - 2022-2023
Grade 8 - “I Can…” p. 4
➢ I can contrast the disncons between
individuals, ideas, and events within a text
(including classificaon and analogies).
8.RI.4. Determine the meaning of words and phrases as
they are used in a text, including figurave, connotave,
and technical meanings; analyze the impact of specific
word choices on meaning and tone, including analogies
or allusions to other texts.
➢ I can determine the meaning of words and
phrases
➢ I can define
○ figurave language
○ connotave meaning
○ technical meaning
➢ I can explain how specific words impact
meaning and tone
➢ I can explain the impact of analogies and
allusions
➢ I can idenfy words and phrases, figurave
words and phrases, connotave words and
phrases, and technical words and phrases
(jargon) that shape meaning or tone in a text.
➢ I can define and idenfy analogies and
allusions to other text.
➢ I can determine the meaning of words and
phrases, including the figurave, connotave,
and technical meanings of words and phrases
as used in a text.
➢ I can analyze the impact of word choice on
meaning and tone.
➢ I can analyze the impact of analogies and
allusions to other texts on meaning and tone.
8.RI.5. Analyze in detail the structure of a specific
paragraph in a text, including the role of parcular
sentences in developing and refining a key concept.
➢ I can explain how the author uses the
structure to develop concepts
➢ I can idenfy the different roles of sentences
and the structure of a specific paragraph in an
informaonal text.
➢ I can analyze the role that a parcular
Hudson School District - Grade 8 “I Can…” Statements - 2022-2023
Grade 8 - “I Can…” p. 5
sentence plays in the paragraph in developing
and refining the key concept, the structure of
specific sentences in developing a paragraph
and the relaonship of the paragraphs to each
other and the whole text.
8.RI.6. Determine an author’s point of view or purpose
in a text and analyze how the author acknowledges and
responds to conflicng evidence or viewpoints.
➢ I can define point of view.
➢ I can determine the author’s point of view in a
text.
➢ I can explain how the author responds to
others’ points of view.
➢ I can determine the author’s point of view or
purpose (inform, persuade, entertain).
➢ I can idenfy the evidence the author uses to
support his/her viewpoint/purpose
➢ conflicng evidence or viewpoints presented
in a given text (counterargument).
➢ I can compare and contrast the author’s
evidence and/or viewpoints to the conflicng
evidence and/or viewpoints.
➢ I can analyze the techniques the author uses
to respond to conflicng evidence.
➢ I can support my analysis with examples from
the text.
8.RI.7. Evaluate the advantages and disadvantages of
using different mediums (e.g., print or digital text,
video, mulmedia) to present a parcular topic or idea.
➢ I can explain the advantages and
disadvantages of using different forms of
informaon (print, digital text, video,
mulmedia)
➢ I can idenfy mediums of different types
(print, digital, video, mulmedia).
➢ I can use different mediums.
➢ I can evaluate the advantages of using print,
digital text, video and mulmedia to present a
topic or idea.
Hudson School District - Grade 8 “I Can…” Statements - 2022-2023
Grade 8 - “I Can…” p. 6
➢ I can evaluate the disadvantages of using print,
digital text, video, and mulmedia to present a
topic or idea.
8.RI.8. Delineate and evaluate the argument and
specific claims in a text, assessing whether the
reasoning is sound and the evidence is relevant and
sufficient; recognize when irrelevant evidence is
introduced.
➢ I can idenfy the side of an argument an
author presents in the text.
➢ I can determine if the author’s support is
relevant
➢ I can determine if the author’s support is
sufficient
➢ I can recognize irrelevant evidence
➢ I can define delineate.
➢ I can define and idenfy relevant/irrelevant
evidence, sufficient/insufficient evidence, and
sound/unsound reasoning in informaonal
text.
➢ I can delineate the argument and specific
claims in a text
➢ I can classify (sort) evidence as
relevant/irrelevant, reasoning as
sound/unsound, evidence as
sufficient/insufficient in informaonal text.
➢ I can evaluate an argument in a text based on
sound reasoning, and relevant and sufficient
evidence.
8.RI.9. Analyze a case in which two or more texts
provide conflicng informaon on the same topic and
idenfy where the texts disagree on maers of fact or
interpretaon.
➢ I can explain the similaries and differences
between two texts that are about the same
topic.
➢ I can idenfy difference or conflicng
informaon.
➢ I can recognize facts or interpretaons.
➢ I can define and idenfy bias.
➢ I can analyze two or more texts for conflicng
informaon on the same topic as to how the
Hudson School District - Grade 8 “I Can…” Statements - 2022-2023
Grade 8 - “I Can…” p. 7
texts disagree in facts or interpretaon.
8.RI.10. By the end of the year, read and comprehend
literary nonficon at the high end of the grades 6–8 text
complexity band independently and proficiently.
➢ I can comprehend nonficon wring at my
grade level.
➢ I can use reading strategies to help me
understand the text.
Wring
6.W.1. Write arguments to support claims with clear
reasons and relevant evidence.
a. Introduce claim(s) and organize the reasons and evidence
clearly.
b. Support claim(s) with clear reasons and relevant evidence,
using credible sources and demonstrang an understanding of the
topic or text.
c. Use words, phrases, and clauses to clarify the relaonships
among claim(s) and reasons.
d. Establish and maintain a formal style.
e. Provide a concluding statement or secon that follows from
the argument presented.
➢ I can support my argument or opinion with
facts.
➢ I can present my facts.
➢ I can back up my opinions with facts from
other references.
➢ I can use facts to support my opinion.
➢ I can write my opinion clearly.
➢ I can summarize the argument.
6.W.2. Write informave/explanatory texts to examine a
topic and convey ideas, concepts, and informaon
through the selecon, organizaon, and analysis of
relevant content.
a. Introduce a topic; organize ideas, concepts, and informaon,
using strategies such as definion, classificaon,
comparison/contrast, and cause/effect; include formang (e.g.,
headings), graphics (e.g., charts, tables), and mulmedia when
useful to aiding comprehension.
b. Develop the topic with relevant facts, definions, concrete
details, quotaons, or other informaon and examples.
c. Use appropriate transions to clarify the relaonships 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 secon that follows from
the informaon or explanaon presented.
➢ I can write about a topic and stay on topic.
➢ I can write on a theme using a graphic
organizer.
➢ I can use credible/clear facts.
➢ I can compare relaonships within my theme
using transions.
➢ I can write at sixth grade level.
➢ I can write connuously in a formal style.
➢ I can summarize my ideas.
Hudson School District - Grade 8 “I Can…” Statements - 2022-2023
Grade 8 - “I Can…” p. 8
6.W.3. Write narraves to develop real or imagined
experiences or events using effecve technique,
relevant descripve details, and well-structured event
sequences.
a. Engage and orient the reader by establishing a context and
introducing a narrator and/or characters; organize an event
sequence that unfolds naturally and logically.
b. Use narrave techniques, such as dialogue, pacing, and
descripon, to develop experiences, events, and/or characters.
c. Use a variety of transion words, phrases, and clauses to
convey sequence and signal shis from one me frame or seng
to another.
d. Use precise words and phrases, relevant descripve details,
and sensory language to convey experiences and events.
e. Provide a conclusion that follows from the narrated
experiences or events.
➢ I can write a personal narrave including a lot
of details.
➢ I can write a ficonal narrave with a
beginning, middle, and end.
➢ I can write a detailed narrave that includes
dialogue, pacing, and descripon.
➢ I can use phrases to guide readers through the
story.
➢ I can use adjecves in my wring.
➢ I can write an appropriate conclusion (ending)
to the story.
6.W.4. Produce clear and coherent wring in which the
development, organizaon, and style are appropriate to
task, purpose, and audience. (Grade-specific
expectaons for wring types are defined in standards
1–3 above.)
➢ I can stay on topic and write in an organized
style.
6.W.5. With some guidance and support from peers and
adults, develop and strengthen wring as needed by
planning, revising, eding, rewring, or trying a new
approach. (Eding for convenons should demonstrate
command of Language standards 1–3 up to and
including grade 6).
➢ I can revise and edit before my final copy.
6.W.6. Use technology, including the Internet, to
produce and publish wring as well as to interact and
collaborate with others; demonstrate sufficient
command of keyboarding skills to type a minimum of
three pages in a single sing.
➢ I can use a computer to produce my final copy.
6.W.7. Conduct short research projects to answer a
queson, drawing on several sources and refocusing the
➢ I can research informaon using a variety of
resources.
Hudson School District - Grade 8 “I Can…” Statements - 2022-2023
Grade 8 - “I Can…” p. 9
inquiry when appropriate.
6.W.8. Gather relevant informaon from mulple print
and digital sources; assess the credibility of each
source; and quote or paraphrase the data and
conclusions of others while avoiding plagiarism and
providing basic bibliographic informaon for sources.
➢ I can use a variety of credible resources to
complete my wring.
➢ I can check the credibility of resources.
➢ I can paraphrase from a source and cite it
correctly.
6.W.9. Draw evidence from literary or informaonal
texts to support analysis, reflecon, and research.
➢ I can use facts to support my theme.
➢ I can use the skills and strategies I have
learned in sixth grade.
6.W.10. Write rounely over extended me frames
(me for research, reflecon, and revision) and shorter
me frames (a single sing or a day or two) for a range
of discipline-specific tasks, purposes, and audiences.
➢ I can make wring part of my daily schedule.
Speaking & Listening
6.SL.1. Engage effecvely in a range of collaborave
discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 6 topics, texts, and
issues, building on others’ ideas and expressing their
own clearly.
a. Come to discussions prepared, having read or studied
required material; explicitly draw on that preparaon by referring
to evidence on the topic, text, or issue to probe and reflect on
ideas under discussion.
b. Follow rules for collegial discussions, set specific goals and
deadlines, and define individual roles as needed.
c. Pose and respond to specific quesons with elaboraon and
detail by making comments that contribute to the topic, text, or
issue under discussion.
d. Review the key ideas expressed and demonstrate
understanding of mulple perspecves through reflecon and
paraphrasing.
➢ I can meet with a group of peers to discuss a
variety of topics, texts, and issues while
keeping an open mind and respecng my
group members.
➢ I can prepare for the discussion by reading or
studying the required material.
➢ I can follow the group rules and do my job.
➢ I can ask and answer quesons that are
appropriate to the topic.
➢ I can review and explain all ideas about the
topic that were discussed in my group.
6.SL.2. Interpret informaon presented in diverse media
➢ I can interpret informaon shown to me in
Hudson School District - Grade 8 “I Can…” Statements - 2022-2023
Grade 8 - “I Can…” p. 10
and formats (e.g., visually, quantavely, orally) and
explain how it contributes to a topic, text, or issue
under study.
different formats and explain how it relates to
the topic.
6.SL.3. Delineate a speaker’s argument and specific
claims, disnguishing claims that are supported by
reasons and evidence from claims that are not.
➢ I can take a speaker’s enre argument and
determine what is supported and what is not
supported.
6.SL.4. Present claims and findings, sequencing ideas
logically and using pernent descripons, facts, and
details to accentuate main ideas or themes; use
appropriate eye contact, adequate volume, and clear
pronunciaon.
➢ I can present informaon in an order that
makes sense using related descripon, facts,
and details that highlight the main idea or
theme.
➢ I can use appropriate eye contact, adequate
volume, and clear pronunciaon.
6.SL.5. Include mulmedia components (e.g., graphics,
images, music, sound) and visual displays in
presentaons to clarify informaon.
➢ I can include mulmedia components and
visual displays in presentaons to clarify
informaon.
6.SL.6. Adapt speech to a variety of contexts and tasks,
demonstrang command of formal English when
indicated or appropriate.
➢ I can speak using proper English, when
necessary, in a variety of situaons
Language
6.L.1. Demonstrate command of the convenons of
standard English grammar and usage when wring or
speaking.
a. Ensure that pronouns are in the proper case (subjecve,
objecve, possessive).
b. Use intensive pronouns (e.g., myself, ourselves).
c. Recognize and correct inappropriate shis in pronoun number
and person.
d. Recognize and correct vague pronouns (i.e., ones with unclear
or ambiguous antecedents).
e. Recognize variaons from standard English in their own and
others’ wring and speaking, and idenfy and use strategies to
improve expression in convenonal language.
➢ I can correctly use standard English when
wring or speaking.
➢ I can use pronouns in the proper case.
➢ I can use intensive pronouns.
➢ I can recognize and correct inappropriate
shis in pronoun number and person.
➢ I can recognize and correct unclear pronouns.
➢ I can recognize the need to improve my own
and others' wring and speaking.
➢ I can idenfy and use appropriate strategies to
improve speaking and wring.
Hudson School District - Grade 8 “I Can…” Statements - 2022-2023
Grade 8 - “I Can…” p. 11
6.L.2. Demonstrate command of the convenons of
standard English capitalizaon, punctuaon, and
spelling when wring.
a. Use punctuaon (commas, parentheses, dashes) to set off
nonrestricve/parenthecal elements.
b. Spell correctly.
➢ I can write using correct English capitalizaon,
punctuaon, and spelling.
➢ I can use commas, parentheses, and dashes
correctly.
➢ I can spell correctly.
6.L.3. Use knowledge of language and its convenons
when wring, speaking, reading, or listening.
➢ I can use a variety of sentence paerns when
wring, speaking, reading, or listening.
➢ I can keep my style and tone consistent when
wring, speaking, reading, or listening.
6.L.4. Determine or clarify the meaning of unknown and
mulple-meaning words and phrases based on grade 6
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 posion or funcon in a sentence) as a clue to
the meaning of a word or phrase.
b. Use common, grade-appropriate Greek or Lan affixes and
roots as clues to the meaning of a word (e.g., audience, auditory,
audible).
c. Consult reference materials (e.g., diconaries, glossaries,
thesauruses), both print and digital, to find the pronunciaon of a
word or determine or clarify its precise meaning or its part of
speech.
d. Verify the preliminary determinaon of the meaning of a
word or phrase (e.g., by checking the inferred meaning in context
or in a diconary).
➢ I can use context clues when finding the
meaning of a word or phrase.
➢ I can use Greek or Lan roots or affixes to find
the meaning of a word.
➢ I can use reference materials to find out how
to say a word and its meaning.
➢ I can double check the meaning of a word by
using a diconary or context clues.
6.L.5. Demonstrate understanding of figurave
language, word relaonships, and nuances in word
meanings.
a. Interpret figures of speech (e.g., personificaon) in context.
b. Use the relaonship between parcular words (e.g.,
cause/effect, part/whole, item/category) to beer understand
each of the words.
c. Disnguish among the connotaons (associaons) of words
with similar denotaons (definions) (e.g., sngy, scrimping,
➢ I can interpret figures of speech in context.
➢ I can use cause/effect, part to whole, item
/category relaonships to understand word
meanings.
➢ I can tell the difference between a word’s
connotaons (feeling) with its actual
definion.
Hudson School District - Grade 8 “I Can…” Statements - 2022-2023
Grade 8 - “I Can…” p. 12
economical, unwasteful, thriy).
6.L.6. Acquire and use accurately grade-appropriate
general academic and domain-specific words and
phrases; gather vocabulary knowledge when
considering a word or phrase important to
comprehension or expression.
➢ I can use grade level vocabulary appropriately.
SOCIAL
STUDIES
Standard
“I Can…”
Academic Vocab
Strand: History
6.H.1. Events can be arranged in order of occurrence
using the convenons of B.C. and A.D. or B.C.E. and C.E.
➢ I can arrange events in order using B.C. and
A.D. or B.C.E. and C.E.
6.H.2. Early civilizaons (India, Egypt, China, and
Mesopotamia) with unique governments, economic
systems, social structures, religions, technologies and
agricultural pracces and products flourished as a result
of favorable geographic characteriscs. The cultural
pracces and products of these early civilizaons can be
used to help understand the Eastern Hemisphere today.
➢ I can understand how the early civilizaons
(India, Egypt, China, and Mesopotamia) grew
as a result of their geography.
➢ I can describe the governments of the early
civilizaons and the impact on the Eastern
Hemisphere today.
➢ I can describe the economy of the early
civilizaons and the impact on the Eastern
Hemisphere today.
➢ I can describe the social structures of the early
civilizaons and the impact on the Eastern
Hemisphere today.
➢ I can describe the religions of the early
civilizaons and the impact on the Eastern
Hemisphere today.
➢ I can describe the technology of the early
civilizaons and the impact on the Eastern
Hudson School District - Grade 8 “I Can…” Statements - 2022-2023
Grade 8 - “I Can…” p. 13
Hemisphere today.
➢ I can describe the agricultural pracces of the
early civilizaons and the impact on the
Eastern Hemisphere today.
Strand: Geography
6.G.3. Globes and other geographic tools can be used to
gather, process , and report informaon about people,
places, and environments. Cartographers decide which
informaon to include and how it is displayed.
➢ I can gather, process, and report informaon
about people, places, and environments using
various geographic tools.
6.G.4. Latude and longitude can be used to idenfy
absolute locaon.
➢ I can use latude and longitude to idenfy
absolute locaon.
6.G.5. Regions can be determined, classified and
compared using various criteria (e.g. landforms, climate,
populaon, cultural, or economic).
➢ I can describe, classify, and compare regions
within the Eastern Hemisphere.
6.G.6. Variaons among physical environments within
the Eastern Hemisphere influence human acvies.
Human acvies also alter the physical environment.
➢ I can explain how physical environments in the
Eastern Hemisphere influence human
acvies.
➢ I can explain human acvies have changed
the environments of the Eastern Hemisphere.
6.G.7. Polical, environmental, social, and economic
factors cause people, products, and ideas to move from
place to place in the Eastern Hemisphere in the past
and today.
➢ I can explain why people move from place to
place in the Eastern Hemisphere (for polical,
environmental, social, and economic reasons).
6.G.8. Modern cultural pracces and products show the
influence of tradion and diffusion, including the
impact of major world religions (Buddhism, Chrisanity,
Hinduism, Islam and Judaism).
➢ I can describe the impact of the tradions and
cultural pracces of Buddhism on the modern
world.
➢ I can describe the impact of the tradions and
cultural pracces of Chrisanity on the
modern world.
Hudson School District - Grade 8 “I Can…” Statements - 2022-2023
Grade 8 - “I Can…” p. 14
➢ I can describe the impact of the tradions and
cultural pracces of Hinduism on the modern
world.
➢ I can describe the impact of the tradions and
cultural pracces of Islam on the modern
world.
➢ I can describe the impact of the tradions and
cultural pracces of Judaism on the modern
world.
Strand: Government
6.Gov.9. Different perspecves on a topic can be
obtained from a variety of historic and contemporary
sources. Sources can be examined for accuracy.
➢ I can use a variety of sources to find mulple
views on a topic. • I can examine a variety of
sources for accuracy.
6.Gov.10. Governments can be categorized as
monarchies, theocracies, dictatorships or democracies,
but categories may overlap and labels may not
accurately represent how governments funcon. The
extent of cizens’ liberes and responsibilies varies
according to limits on governmental authority.
➢ I can classify a government as a monarchy,
theocracy, dictatorship, or democracy.
➢ I can explain the similaries and differences of
each form of government.
➢ I can explain how a country may have
elements of the different forms of
government.
➢ I can explain the rights and responsibilies of
cizens under each form of government.
Strand: Economic
6.E.11. Economists compare data sets to draw
conclusions about relaonships among them.
➢ I can compare economic data sets to find
relaonships and draw conclusions.
6.E.12. The choices people make have both present and
future consequences. The evaluaon of choices is
relave and may differ across individuals and sociees.
➢ I can predict the present and future
consequences of an economic decision.
➢ I can explain how individuals and sociees may
evaluate the choice differently.
Hudson School District - Grade 8 “I Can…” Statements - 2022-2023
Grade 8 - “I Can…” p. 15
6.E.13. The fundamental quesons of economics
include what to produce, how to produce and for whom
to produce.
➢ I can explain how individuals and sociees
decide what to produce, how to produce it,
and for whom to produce it.
6.E.14. When regions and/or countries specialize, global
trade occurs.
➢ I can explain specializaon.
➢ I can explain how specializaon leads to global
trade.
6.E.15. The interacon of supply and demand,
influenced by compeon, helps to determine price in a
market. This interacon also determines the quanes
of outputs produced and the quanes of inputs used.
➢ I can explain how supply, demand, and
compeon determine the price of a product.
➢ I can explain supply, demand, and compeon
determines how much of a product to make.
6.E.16. When selecng items to buy, individuals can
compare the price and quality of available goods and
services.
➢ I can explain how to compare price and quality
when deciding to make a purchase.
Hudson School District - Grade 8 “I Can…” Statements - 2022-2023
Grade 8 - “I Can…” p. 16
Standard
“I Can…”
Academic Vocab
Raos & Proporonal Relaonships – Understand rao concepts and use rao reasoning to solve problems.
6.RPA.1. Understand the concept of a rao and use rao
language to describe a rao relaonship between two
quanes.
➢ I can understand the idea of a rao and
demonstrate its use.
6.RPA.2. Understand the concept of a unit rate a/b
associated with a rao a:b with b ≠ 0, and use rate
language in the context of a rao relaonship.
➢ I can recognize a rao wrien as a unit rate.
➢ I can explain a unit rate and give an example.
6.RPA.3. Use rao and rate reasoning to solve real-world
and mathemacal problems, e.g., by reasoning about
tables of equivalent raos, tape diagrams, double
number line diagrams, or equaons.
3A. Make tables of equivalent raos relang quanes with
whole-number measurements, find missing values in the tables,
and plot the pairs of values on the coordinate plane. Use tables to
compare raos.
3B. Solve unit rate problems including those involving unit pricing
and constant speed.
3C. Find a percent of a quanty as a rate per 100 (e.g., 30% of a
quanty means 30/100 mes the quanty); solve problems
involving finding the whole, given a part and the percent.
3D. Use rao reasoning to convert measurement units; manipulate
and transform units appropriately when mulplying or dividing
quanes.
➢ I can create and use tables of equivalent
raos.
➢ I can plot pairs of values on the coordinate
plane.
➢ I can solve unit rate problems.
➢ I can write a percent.
➢ I can find the percent of a number.
➢ I can find the whole when given both the part
and the percent.
➢ I can change measurement units
appropriately when mulplying or dividing.
6.NS.A.1. Interpret and compute quoents of
fracons, and solve word problems involving division
of fracons by fracons, e.g., by using visual fracon
models and equaons to represent the problem.
➢ I can compute and solve word problems
involving division of fracons.
Hudson School District - Grade 8 “I Can…” Statements - 2022-2023
Grade 8 - “I Can…” p. 17
6.NS.B.2. Fluently divide mul-digit numbers using the
standard algorithm.
➢ I can fluently divide mul-digit numbers using
the standard algorithm.
6.NS.B.3. Fluently add, subtract, mulply, and divide
mul-digit decimals using the standard algorithm for
each operaon.
➢ I can fluently add mul-digit decimals using
the standard algorithm for each operaon.
➢ I can fluently subtract mul-digit decimals
using the standard algorithm for each
operaon.
➢ I can fluently mulply mul-digit decimals
using the standard algorithm for each
operaon.
➢ I can fluently divide mul-digit decimals using
the standard algorithm for each operaon.
6.NS.B.4. Find the greatest common factor of two
whole numbers less than or equal to 100 and the
least common mulple of two whole numbers less
than or equal to 12. Use the distribuve property to
express a sum of two whole numbers 1-100 with a
common factor as a mulple of a sum of two whole
numbers with no common factor.
➢ I can find the greatest common factor for
numbers less than or equal to 100.
➢ I can find the least common mulple of two
whole numbers less than or equal to 12.
➢ I can use the Distribuve property to factor
out the greatest common factor from an
addion expression with two whole numbers.
6.NS.C.5. Understand that posive and negave
numbers are used together to describe quanes
having opposite direcons or values (e.g.,
temperature above/below zero, elevaon
above/below sea level, credits/debits,
posive/negave electric charge); use posive and
negave numbers to represent quanes in
real-world contexts, explaining the meaning of 0 in
each situaon.
➢ I can understand and use posive and
negave numbers to represent quanes in
real-world situaons.
6.NS.C.6. Understand a raonal number as a point on
the number line. Extend number line diagrams and
coordinate axes familiar from previous grades to
➢ I can name the opposites of numbers.
➢ I can name the opposites of numbers.
➢ I can find and posion integers on a number
Hudson School District - Grade 8 “I Can…” Statements - 2022-2023
Grade 8 - “I Can…” p. 18
represent points on the line and in the plane with
negave number coordinates.
line and a coordinate plane.
6.NS.C.7. Understand ordering and absolute value of
raonal numbers.
➢ I can find the posion of numbers or variables
on a number line when given an inequality.
➢ I can write, interpret, and explain an
inequality using integers in real world
situaons (using a number line model).
➢ I understand absolute value as a distance
from zero in real-world situaons.
➢ I can compare absolute values of posives and
negaves to determine which number is
farther from zero.
6.NS.C.8. Solve real-world and mathemacal problems
by graphing points in all four quadrants of the
coordinate plane. Include use of coordinates and
absolute value to find distances between points with
the same first coordinate or the same second
coordinate.
➢ I can solve real-world and mathemacal
problems by graphing coordinate pairs on a 4
quadrant coordinate plane and use absolute
value to find the distance between two points
on the same X or Y axis.
6.EE.A.1. Write and evaluate numerical expressions
involving whole-number exponents.
➢ I can write and evaluate expressions involving
exponents.
6.EE.A.2. Write, read, and evaluate expressions in
which leers stand for numbers.
➢ I can write an expression with variables.
➢ I can idenfy the operaons of an expression
and explain that a quanty (parenthesis) is
both a number by itself and two numbers
with an operaon.
➢ I can evaluate an expression/equaon using
order of operaons when given the value of
the variable.
6.EE.A.3. Apply the properes of operaons to
➢ I can create an equivalent expression through
Hudson School District - Grade 8 “I Can…” Statements - 2022-2023
Grade 8 - “I Can…” p. 19
generate equivalent expressions.
the use of properes of operaons such as
the commutave, associave, distribuve
properes and factoring.
6.EE.A.4. Idenfy when two expressions are
equivalent (i.e., when the two expressions name the
same number regardless of which value is substuted
into them).
➢ I can determine if two expressions are
equivalent using the distribuve property,
factoring, or substuon.
6.EE.B.5. Understand solving an equaon or inequality
as a process of answering a queson: which values
from a specified set, if any, make the equaon or
inequality true? Use substuon to determine
whether a given number in a specified set makes an
equaon or inequality true.
➢ I can explain if a value from a set makes an
inequality or equaon true/false.
6.EE.B.6. Use variables to represent numbers and
write expressions when solving a real-world or
mathemacal problem; understand that a variable
can represent an unknown number, or, depending on
the purpose at hand, any number in a specified set.
➢ I can write an expression or equaon using a
variable that helps me solve a real-world
problem.
6.EE.B.7. Solve real-world and mathemacal problems
by wring and solving equaons of the form x + p = q
and px = q for cases in which p , q and x are all
nonnegave raonal numbers.
➢ I can solve real-world and mathemacal
problems by evaluang an expression or
equaon when the variable is a posive
raonal number.
6.EE.B.8. Write an inequality of the form x > c or x < c
to represent a constraint or condion in a real-world
or mathemacal problem. Recognize that inequalies
of the form x > c or x < c have infinitely many
soluons; represent soluons of such inequalies on
number line diagrams.
➢ I can write an inequality about a real-world
situaon and recognize that it has infinite
soluons.
➢ I can graph that inequality on a number line.
6.EE.C.9. Use variables to represent two quanes in a
➢ I can write an equaon involving dependent
Hudson School District - Grade 8 “I Can…” Statements - 2022-2023
Grade 8 - “I Can…” p. 20
real-world problem that change in relaonship to one
another; write an equaon to express one quanty,
thought of as the dependent variable, in terms of the
other quanty, thought of as the independent
variable. Analyze the relaonship between the
dependent and independent variables using graphs
and tables, and relate these to the equaon.
and independent variables and evaluate that
equaon.
6.G.A.1. Find the area of right triangles, other
triangles, special quadrilaterals, and polygons by
composing into rectangles or decomposing into
triangles and other shapes; apply these techniques in
the context of solving real-world and mathemacal
problems.
➢ I can find the area of triangles, quadrilaterals,
and polygons by decomposing shapes to help
me find the area in a real-world problem.
6.G.A.2. Find the volume of a right rectangular prism
with fraconal edge lengths by packing it with unit
cubes of the appropriate unit fracon edge lengths,
and show that the volume is the same as would be
found by mulplying the edge lengths of the prism.
Apply the formulas V = l w h and V = b h to find
volumes of right rectangular prisms with fraconal
edge lengths in the context of solving real-world and
mathemacal problems.
➢ I can find the volume of right rectangular
prisms expressed as a proper or improper
fracon in various real-world and
mathemacal situaons.
6.G.A.3. Draw polygons in the coordinate plane given
coordinates for the verces; use coordinates to find
the length of a side joining points with the same first
coordinate or the same second coordinate. Apply
these techniques in the context of solving real-world
and mathemacal problems.
➢ I can draw polygons on a coordinate plane
and use the coordinates to find the lengths of
the side(s) to help me solve real world
problems.
6.G.A.4. Represent three-dimensional figures using
nets made up of rectangles and triangles, and use the
➢ I can represent 3D shapes using nets and use
the net to help find the surface area of the
Hudson School District - Grade 8 “I Can…” Statements - 2022-2023
Grade 8 - “I Can…” p. 21
nets to find the surface area of these figures. Apply
these techniques in the context of solving real-world
and mathemacal problems.
figure.
6.SP.A.1. Recognize a stascal queson as one that
ancipates variability in the data related to the
queson and accounts for it in the answers.
➢ I can write a stascal queson that has more
than one right answer.
6.SP.A.2. Understand that a set of data collected to
answer a stascal queson has a distribuon which
can be described by its center, spread, and overall
shape.
➢ I can describe a set of data using its center
(mode, median, or mean), its spread (range or
M.A.D.), and its shape.
6.SP.A.3. Recognize that a measure of center for a
numerical data set summarizes all of its values with a
single number, while a measure of variaon describes
how its values vary with a single number.
➢ I can describe a measure of center and a
measure of variaon for a data set.
6.SP.B.4. Display numerical data in plots on a number
line, including dot plots, histograms, and box plots.
➢ I can display data on a number line, dot plot
(line plot), histogram, and box and whisker
plot.
6.SP.B.5. Summarize numerical data sets in relaon to
their context, such as by: Reporng the number of
observaons, Describing the nature of the aribute
under invesgaon, including how it was measured
and its units of measurement, Giving quantave
measures of center (median and/or mean) and
variability (interquarle range and/or mean absolute
deviaon), as well as describing any overall paern
and any striking deviaons from the overall paern
with reference to the context in which the data were
gathered, and Relang the choice of measures of
center and variability to the shape of the data
distribuon and the context in which the data were
➢ I can tell how many items are in a data set.
➢ I can describe how data was collected and in
what unit of measure.
➢ I can find the median, mean, interquarle
range, mean absolute deviaon (average
distance from the mean), and outliers in a set
of data.
➢ I can choose the measure of center that best
describes the data based on the context in
which it was gathered.
Hudson School District - Grade 8 “I Can…” Statements - 2022-2023
Grade 8 - “I Can…” p. 22
gathered.
Standard
“I Can…”
Academic Vocab
MS-PS1-1. Develop models to describe the atomic
composion of simple molecules and extended
structures.
➢ I can create a model of an atom.
MS-PS1-3. Gather and make sense of informaon to
describe that synthec materials come from natural
resources and impact society.
➢ I can describe how synthec materials come
from natural resources.
➢ I can idenfy how synthec materials impact
society.
MS-PS1-4. Develop a model that predicts and describes
changes in parcle moon, temperature, and state of a
pure substance when thermal energy is added or
removed.
➢ I can make a model that shows the changes
parcle moon for states of maer
➢ I can make a model that shows what happens
when thermal energy is added or removed.
MS-PS1-2. Analyze and interpret data on the properes
of substances before and aer the substances interact
to determine if a chemical reacon has occurred.
➢ I can interpret data on properes of
substances.
➢ I can analyze data of substances aer a
chemical reacon.
MS-PS1-5. Develop and use a model to describe how
the total number of atoms does not change in a
chemical reacon and thus mass is conserved.
➢ I can create a model to show that the number
of atoms in a mass is the same before and
aer a chemical reacon.
MS-PS1-6. Undertake a design project to construct,
test, and modify a device that either releases or absorbs
thermal energy by chemical processes.
➢ I can create a model to demonstrate how
thermal energy is absorbed or released in a
chemical reacon.
MS-PS2-1. Apply Newton’s Third Law to design a
soluon to a problem involving the moon of two
colliding objects.
➢ I can apply Newton’s Third law to two colliding
objects.
Hudson School District - Grade 8 “I Can…” Statements - 2022-2023
Grade 8 - “I Can…” p. 23
MS-PS2-2. Plan an invesgaon to provide evidence
that the change in an object’s moon depends on the
sum of the forces on the object and the mass of the
object.
➢ I can explain how an object’s moon changes
based on its force and mass.
MS-PS2-3. Ask quesons about data to determine the
factors that affect the strength of electric and magnec
forces.
➢ I can ask quesons to determine factors in
electric and magnec force strength.
MS-PS2-4. Construct and present arguments using
evidence to support the claim that gravitaonal
interacons are aracve and depend on the masses of
interacng objects.
➢ I can make an argument, supported by
evidence, to discuss gravitaonal interacons.
MS-PS2-5. Conduct an invesgaon and evaluate the
experimental design to provide evidence that fields
exist between objects exerng forces on each other
even though the objects are not in contact.
➢ I can invesgate evidence discussing forces
between objects.
MS-PS3-1. Construct and interpret graphical displays of
data to describe the relaonships of kinec energy to
the mass of an object and to the speed of an object.
➢ I can design a graphic to describe the
relaonship of kinec energy to the mass and
speed of an object.
MS-PS3-2. Develop a model to describe that when the
arrangement of objects interacng at a distance
changes, different amounts of potenal energy are
stored in the system.
➢ I can design a model to explain arrangement
of objects, distances, and stored potenal
energy.
MS-PS3-3. Apply scienfic principles to design,
construct, and test a device that either minimizes or
maximizes thermal energy transfer.
➢ I can design, construct, and test a device that
will either minimize or maximize thermal
energy transfer.
MS-PS3-4. Plan an invesgaon to determine the
relaonships among the energy transferred, the type of
maer, the mass, and the change in the average kinec
energy of the parcles as measured by the temperature
➢ I can conduct experiments to find out more
about the relaonships among energy
transfer, maer, mass, and kinec energy of
the parcles as measured by the temperature
Hudson School District - Grade 8 “I Can…” Statements - 2022-2023
Grade 8 - “I Can…” p. 24
of the sample.
of the sample.
MS-PS3-5. Construct, use, and present arguments to
support the claim that when the kinec energy of an
object changes, energy is transferred to or from the
object.
➢ I can develop and present arguments to
demonstrate that when the kinec energy of
an object changes, energy is transferred to or
from the object.
MS-PS4-1. Use mathemacal representaons to
describe a simple model for waves that includes how
the amplitude of a wave is related to the energy in a
wave.
➢ I can explain how the amplitude of a wave is
related to the energy in a wave.
MS-PS4-2. Develop and use a model to describe that
waves are reflected, absorbed, or transmied through
various materials.
➢ I can describe how waves are reflected,
absorbed, and transmied through materials.
MS-PS4-3. Integrate qualitave scienfic and technical
informaon to support the claim that digized signals
are a more reliable way to encode and transmit
informaon than analog signals.
➢ I can use scienfic informaon to support the
argument that digized signals are the most
reliable way to encode and transmit
informaon.
MS-LS1-1. Conduct an invesgaon to provide evidence
that living things are made of cells; either one cell or
many different numbers and types of cells.
➢ I can provide evidence that living things are
made of cells.
➢ I can show that some things are made of one
cell while others are made of many different
numbers and types of cells.
MS-LS1-2. Develop and use a model to describe the
funcon of a cell as a whole and ways the parts of cells
contribute to the funcon.
➢ I can construct a model of a cell that shows
how all of the parts work together to help the
cell funcon.
MS-LS1-3. Use an argument supported by evidence for
how the body is a system of interacng subsystems
composed of groups of cells.
➢ I can describe the body as a system.
➢ I can explain the subsystems that work
together so that the body can funcon.
➢ I can discuss the relaonships between cells,
ssues, and organs.
Hudson School District - Grade 8 “I Can…” Statements - 2022-2023
Grade 8 - “I Can…” p. 25
MS-LS1-8. Gather and synthesize informaon that
sensory receptors respond to smuli by sending
messages to the brain for immediate behavior or
storage as memories.
➢ I can demonstrate how our senses answer to
smuli by sending messages to the brain
causing quick reacons or storage as
memories.
MS-LS1-6. Construct a scienfic explanaon based on
evidence for the role of photosynthesis in the cycling of
maer and flow of energy into and out of organisms.
➢ I can explain the role of photosynthesis in the
cycle of maer and flow of energy in and out
of organisms.
MS-LS1-7. Develop a model to describe how food is
rearranged through chemical reacons forming new
molecules that support growth and/or release energy as
this maer moves through an organism.
➢ I can make a model to describe how food is
rearranged through chemical reacon that
supports growth and release of energy.
MS-LS2-1. Analyze and interpret data to provide
evidence for the effects of resource availability on
organisms and populaons of organisms in an
ecosystem.
➢ I can analyze data to give evidence for the
effect of resource availability on organisms in
an ecosystem.
MS-LS2-3.Develop a model to describe the cycling of
maer and flow of energy among living and nonliving
parts of an ecosystem.
➢ I can develop of a model to describe how
maer and energy flow among living and
nonliving parts of an ecosystem.
MS-LS2-4. Construct an argument supported by
empirical evidence that changes to physical or biological
components of an ecosystem affect populaons.
➢ I can construct an argument, using scienfic
evidence, to explain that changes to physical
or biological parts of an ecosystem affects
populaon.
MS-LS2-2. Construct an explanaon that predicts
paerns of interacons among organisms across
mulple ecosystems.
➢ I can predict and explain paerns of
interacons of organisms in mulple
ecosystems.
MS-LS2-5. Evaluate compeng design soluons for
maintaining biodiversity and ecosystem services.
➢ I can design soluons for maintaining
biodiversity in an ecosystem.
MS-LS1-4. Use argument based on empirical evidence
➢ I can explain how some animal behaviors help
Hudson School District - Grade 8 “I Can…” Statements - 2022-2023
Grade 8 - “I Can…” p. 26
and scienfic reasoning to support an explanaon for
how characterisc animal behaviors and specialized
plant structures affect the probability of successful
reproducon of animals and plants respecvely.
them to successfully reproduce.
➢ I can explain how some plant structures allow
plants to successfully reproduce.
➢ I can back up my explanaons with facts.
MS-LS1-5. Construct a scienfic explanaon based on
evidence for how environmental and genec factors
influence the growth of organisms.
➢ I can explain how environmental factors
affect the growth of organisms.
➢ I can explain how genec factors affect the
growth of organisms.
➢ I can back up my explanaons with facts.
MS-LS3-1. Develop and use a model to describe why
structural changes to genes (mutaons) located on
chromosomes may affect proteins and may result in
harmful, beneficial, or neutral effects to the structure
and funcon of the organism.
➢ I can make and use a model to describe why
genec mutaons affect proteins.
➢ I can explain why mutaons may result in
harmful, beneficial, or neutral effects to the
organism.
MS-LS3-2. Develop and use a model to describe why
asexual reproducon results in offspring with idencal
genec informaon and sexual reproducon results in
offspring with genec variaon.
➢ I can explain why asexual reproducon results
in offspring with idencal genec informaon.
➢ I can explain why sexual reproducon results
in offspring with genec variaon.
➢ I can support my explanaons with models.
MS-LS4-5. Gather and synthesize informaon about
technologies that have changed the way humans
influence the inheritance of desired traits in organisms.
➢ I can gather informaon about technology
that has changed the way humans can
influence the inheritance of traits in
organisms.
MS-LS4-1. Analyze and interpret data for paerns in the
fossil record that document the existence, diversity,
exncon, and change of life forms throughout the
history of life on Earth under the assumpon that
natural laws operate today as in the past.
➢ I can analyze data to draw conclusions about
fossils that document existence, diversity and
existence.
➢ I can analyze data to describe changes of life
forms throughout Earth’s history.
MS-LS4-2. Apply scienfic ideas to construct an
explanaon for the anatomical similaries and
➢ I can use scienfic ideas to explain similaries
and differences in anatomy between modern
Hudson School District - Grade 8 “I Can…” Statements - 2022-2023
Grade 8 - “I Can…” p. 27
differences among modern organisms and between
modern and fossil organisms to infer evoluonary
relaonships.
organisms and fossil organisms to infer
evoluonary ideas.
MS-LS4-3. Analyze displays of pictorial data to compare
paerns of similaries in the embryological
development across mulple species to idenfy
relaonships not evident in the fully formed anatomy.
➢ I can analyze pictorial data to show paerns of
similaries in embryo development across
mulple species.
MS-LS4-4. Construct an explanaon based on evidence
that describes how genec variaons of traits in a
populaon increase some individuals’ probability of
surviving and reproducing in a specific environment.
➢ I can explain how genec variaons of traits
increase probability of surviving and
reproducing in a specific environment.
MS-LS4-6. Use mathemacal representaons to support
explanaons of how natural selecon may lead to
increases and decreases of specific traits in populaons
over me.
➢ I can use math to support explanaons of
natural selecon.
➢ I can explain how specific traits increase and
decrease in populaons over me.
MS-ESS1-1. Develop and use a model of the
Earth-sun-moon system to describe the cyclic paerns
of lunar phases, eclipses of the sun and moon, and
seasons.
➢ I can use the Earth-sun-moon system to
describe lunar phases, eclipses of the sun and
moon, and seasons.
MS-ESS1-2. Develop and use a model to describe the
role of gravity in the moons within galaxies and the
solar system.
➢ I can describe the role of gravity in the
moons within galaxies and the solar system.
MS-ESS1-3. Analyze and interpret data to determine
scale properes of objects in the solar system.
➢ I can use data to compare the properes of
objects in the solar system.
MS-ESS1-4. Construct a scienfic explanaon based on
evidence from rock strata for how the geologic me
scale is used to organize Earth’s 4.6-billion-year-old
history.
➢ I can explain how the geologic me scale is
used to organize Earth's
4.6-billion-year-old-history.
Hudson School District - Grade 8 “I Can…” Statements - 2022-2023
Grade 8 - “I Can…” p. 28
MS-ESS2-2. Construct an explanaon based on evidence
for how geoscience processes have changed Earth’s
surface at varying me and spaal scales.
➢ I can discuss how plate moons and natural
disasters have contributed to changes in
Earth's surface.
MS-ESS2-3. Analyze and interpret data on the
distribuon of fossils and rocks, connental shapes, and
seafloor structures to provide evidence of the past plate
moons.
➢ I can use data from fossils and rocks,
connental shapes, and seafloor structures to
provide evidence of past plate moons.
MS-ESS2-1. Develop a model to describe the cycling of
Earth’s materials and the flow of energy that drives this
process.
➢ I can describe the process of weathering and
erosion on the Earth's surface.
MS-ESS2-4. Develop a model to describe the cycling of
water through Earth’s systems driven by energy from
the sun and the force of gravity.
➢ I can describe the water cycle.
➢ I can explain the role of the energy from the
sun and the force of gravity in the water cycle.
MS-ESS3-1. Construct a scienfic explanaon based on
evidence for how the uneven distribuons of Earth’s
mineral, energy, and groundwater resources are the
result of past and current geoscience processes.
➢ I can discuss the events that have led to
uneven distribuons of Earth's mineral,
energy, and groundwater resources.
MS-ESS2-5. Collect data to provide evidence for how
the moons and complex interacons of air masses
result in changes in weather condions.
➢ I can describe how the movement of air
masses from region to region causes weather.
➢ I can describe how sudden weather can occur
when different air masses collide.
MS-ESS2-6. Develop and use a model to describe how
unequal heang and rotaon of the Earth cause
paerns of atmospheric and oceanic circulaon that
determine regional climates.
➢ I can use a model to demonstrate how the
heang and rotaon of Earth contributes to
paerns that determine climates in different
areas.
➢ I can describe the Coriolis effect.
MS-ESS3-5. Ask quesons to clarify evidence of the
factors that have caused the rise in global temperatures
over the past century.
➢ I can discuss the different factors that have
caused a rise in global temperatures over the
past century.
Hudson School District - Grade 8 “I Can…” Statements - 2022-2023
Grade 8 - “I Can…” p. 29
MS-ESS3-2. Analyze and interpret data on natural
hazards to forecast future catastrophic events and
inform the development of technologies to migate
their effects.
➢ I can use informaon that I have learned
about natural disasters in the past to come up
with ideas for liming the potenal
destrucon that they can cause in the future.
MS-ESS3-3. Apply scienfic principles to design a
method for monitoring and minimizing a human impact
on the environment.
➢ I can describe the impact that humans have
on the environment.
➢ I can brainstorm ways that humans can limit
water usage, land usage, and polluon.
➢ I can determine if these soluons are
reasonable.
MS-ESS3-4. Construct an argument supported by
evidence for how increases in human populaon and
per-capita consumpon of natural resources impact
Earth’s systems.
➢ I can talk about the ways that the increases in
the human populaon and the use of natural
resources impact Earth's systems.
MS-ETS1-1. Define the criteria and constraints of a
design problem with sufficient precision to ensure a
successful soluon, taking into account relevant
scienfic principles and potenal impacts on people
and the natural environment that may limit possible
soluons.
➢ I can develop a successful soluon to a design
problem using scienfic principles.
➢ I can compare the pros and cons of my
soluon in order to determine if it is
reasonable.
MS-ETS1-2. Evaluate compeng design soluons using a
systemac process to determine how well they meet
the criteria and constraints of the problem.
➢ I can test my design soluons to determine
whether or not they will solve the problem.
MS-ETS1-3. Analyze data from tests to determine
similaries and differences among several design
soluons to idenfy the best characteriscs of each that
can be combined into a new soluon to beer meet the
criteria for success.
➢ I can use the data gathered from tests to
determine which design soluon will best
solve the problem.
MS-ETS1-4. Develop a model to generate data for
iterave tesng and modificaon of a proposed object,
➢ I can develop a model of the design that can
be tested and modified to create a successful
Hudson School District - Grade 8 “I Can…” Statements - 2022-2023
Grade 8 - “I Can…” p. 30
tool, or process such that an opmal design can be
achieved.
prototype.
Hudson School District - Grade 8 “I Can…” Statements - 2022-2023