Our Grade 8 program offers an integrated model of literacy in which reading, writing, and speaking and listening skills are closely connected. Students comprehend and evaluate complex texts across a range of types and disciplines and adapt their communications in relation to audience, task, purpose, and discipline. Students develop the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas and to conduct original research in order to answer questions or solve problems.

In Grade 8, student learning focuses three critical areas:

1. Formulating and reasoning about expressions and equations, including modeling an association in bivariate data with a linear equation, and solving linear equations and systems of linear equations
2. Grasping the concept of a function and using functions to describe quantitative relationships
3. Analyzing two- and three-dimensional space and figures using distance, angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem

Students in Grades 6-8 demonstrate greater capacity for connecting knowledge across, and between, the physical sciences, life sciences, earth and space sciences, and engineering design. Students form deeper connections between concepts such as collecting evidence and drawing conclusions, understanding relationships between objects, and critical thinking that leads to designing effective solutions for problems. In their middle school science program students learn about

• Physical and chemical interactions that affect the world around us
• Factors that affect organism survival and reproduction
• Factors that influence our earth and our solar system, and
• How to optimize design solutions

In eighth grade, students engage in the study of events, documents, movements, and people emphasizing 18th/19th century America with a focus on inquiry into the development of the United States as a nation. The study of U.S. History in the 18th and 19th centuries requires that students generate and research compelling questions such as:

• How do Americans define freedom and equality and how have American conceptions of freedom and equality changed over the course of U.S. history for members of various racial, ethnic, religious, and gender minority groups?
• Is America a land of political, economic, and social opportunity?
• What was the significance of Connecticut’s contribution to America’s story?
• Is the United States a “just” society and how has the concept of justice evolved over time?
• Is there an American national identity; what does it mean to be an American?
• What should be the current role of the United States in world affairs?

Focused on visual arts including traditional fine arts such as drawing, painting, sculpture, and ceramics, our Grade 8 program involves our students in four artistic processes: creating art, presenting art, responding to art, and connecting to art.

The Grade 8 program provides students the opportunity to create, perform, and respond to music through a variety of experiences and activities. Music offers unique learning opportunities to explore individual creativity, artistic expression, and a more in-depth understanding of past and present cultures in our diverse world community. Music electives include band, choir, and general music.

Our Physical Education Program helps our students obtain the knowledge and skills they need to become physically educated. Our Grade 8 programming focuses on motor skills, concepts and strategies related to physical activity, physical fitness, respectful social behavior during physical activity, and promoting the understanding of the benefits of physical activity.

Units

• Investigating the impact exercise and movement have on health and wellness, students discover that positive decision making about fitness contributes to an individual’s improved muscular strength and endurance, cardiovascular endurance, flexibility and overall healthy lifestyle.
• Students practice and apply motor skills and movement patterns essential to a variety of sports including the following: frisbee, soccer, flag football, volleyball, basketball, weight training, tennis.
• Students discover that rules etiquette and strategy application in physical activity and sports can make the experience both enjoyable and successful.

Our Grade 8 health program emphasizes teaching functional health information and essential knowledge, shaping personal values and beliefs that support healthy behaviors, shaping group norms that value a healthy lifestyle, and developing the essential health skills necessary to adopt, practice, and maintain health-enhancing behaviors.

 

Alcohol, Nicotine, and Other Drugs:

• Distinguish between proper use and abuse of over-the-counter and prescription medicines.
• Summarize the negative consequences of using alcohol and other drugs.
• Explain why using alcohol or other drugs is an unhealthy way to manage stress.
• Describe short- and long-term physical, social and emotional effects of using ANOD’s (e.g., effects on organs, including brain, peer relationships, family relationships, self-esteem).

Healthy Relationships

• Describe characteristics of healthy relationships (communication, respect, trust, and boundaries).
• Differentiate between healthy and unhealthy relationships.
• Explain why it is wrong to tease others based on personal characteristics (such as body type, gender, appearance, mannerisms, and the way one dresses or acts).
• Explore strategies to address unhealthy relationships.
• Explain how the use of social media can positively and negatively impact relationships.
• Describe how consent is a foundational principle in healthy relationships.

Violence Prevention

• Explain the role of bystanders in escalating, preventing or stopping bullying, fighting, and violence.
• Describe short- and long term consequences of violence to perpetrators, victims, and bystanders.
• Describe strategies to avoid physical fighting and violence.
• Describe how the presence of weapons increases the risk of serious violent injuries.
• Define prejudice, discrimination, and bias.

Healthy Eating

• Summarize the physical, mental, social, and academic benefits of healthful eating habits and physical activity.
• Describe how to make healthy food choices when given options.
• Explain the importance of a healthy relationship with food (i.e., intuitive eating, moderation, food as fuel).
• Understand how to read food labels for the purpose of limiting the consumption of fats, added sugar, and sodium.

Sexual Health

• Describe reproductive body parts and their functions.
• Describe the menstrual cycle, the process of sperm production and the relationship to conception.
• Explain the significance of the physical changes in puberty.
• Explain how the most common STDs and HIV are transmitted.
• Identify resources, products, services related to supporting sexual health.

Optimal Wellness and Disease Prevention

• Describe the benefits of good hygiene practices.
• Describe the controllable factors that contribute to optimal wellness and chronic diseases (i.e., heart disease, cancer, diabetes, hypertension, and osteoporosis).
• Summarize modes of transmission and health practices to prevent the spread of infectious diseases that are transmitted by food, air, indirect contact, and person-to-person contact.

Sexual Assault and Abuse Prevention

• Explain the term affirmative consent and what it looks like in words and/ or actions.
• Explain that no one has the right to touch anyone else in a sexual manner if they do not want to be touched.
• Explain that acquaintance rape and sexual assault are illegal.
• Explain that a person who has been sexually assaulted or raped is not at fault.
• Demonstrate how to ask for help and to report mistreatment, harassment, abuse, and assault.

Mental and Emotional Health

• Recognize factors that lower self-worth (comparisons, perception vs. reality, social media, technology, internalizing negative external messages from media and peers).
• Recognize factors that increase self worth (recognizing strengths, growth mindset, confidence, competence).
• Explain the importance of telling an adult if there are people who are in danger of hurting themselves or others.
• Recognizing stressors, their impact on mind and body, and effective coping strategies.
• Describe characteristics of positive mental and emotional health.
• Identify trusted adults and resources for assistance.

Safety and Injury Prevention

• Identify the potential for injury in a variety of situations and environments.
• Describe ways to reduce risk of injuries while riding in or on a motor vehicle.
• Describe actions to change unsafe situations at home, in school and in the community.
• Describe ways to reduce risk of injuries from firearms.

Once every three years we provide a presentation to  students in Grades 6-8 on firearm safety.  Parents may choose to exempt their students from these presentations.  Using developmentally age-appropriate instructional materials,  our presentation focuses on the following key points:

• If you see an unattended firearm, leave it alone, do not touch it, and get an adult to put it away.
• Treat every firearm as if it is loaded.
• Never point a firearm at another person.
• Never touch a firearm unless an adult you trust supervises and assists you and you have your parents’ or guardians’ permission. 
• If your family has firearms in the house, your friends may find it an irresistible temptation.  Never show a firearm to another adolescent or to a young child.
• Firearms may be used responsibly and legally by some people participating in organized outdoor sporting clubs such as shooting/gun clubs, fish and game clubs, and hunting.
• Some students in the classroom may have fired, received training in safe firearm use or joined family members in hunting or target shooting.
• Firearms may be legally owned by individuals and families for purposes of self-protection.
• Firearm ownership and responsible use is a right that people should not be criticized for exercising; just as people who believe there should be more restrictions placed on firearm ownership should not be criticized for their views.
• Weapons of any type are not allowed in school.  Understanding the importance of everyone’s role in maintaining the safety of the school community,  always report any safety concerns to adults in the school building. 

Skills for Healthy and Balanced Living

• Identify trusted adults and resources for assistance.
• Analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.
• Access valid information and services to enhance health.
• Use decision making skills and goal setting skills to enhance health.
• Advocate for personal, family, and community health.

The CNH school library program provides resources, instruction, and services to empower learners to have the knowledge, skills, and habits of mind to thrive as members of a complex society. provides students access to information and technology, connecting learning to real-world events. In the library, learners engage with relevant information resources and digital learning opportunities. The Library Media Center promotes a culture of reading providing access to high-quality print and digital reading materials that encourage students to become lifelong learners and readers.

The Technology Education Program offers students opportunities to explore potential careers, explore and develop interests, and begin to develop the academic and technical skills needed for a variety of high-skill, high wage, and in-demand careers.

Our World Language Program strives to educate students who are equipped linguistically and culturally to communicate successfully in a pluralistic American society and abroad. Students may elect to study Spanish, French, or Chinese, learning to communicate effectively in a variety of situations and for multiple purposes and interacting with others with cultural competence and understanding.

The Family and Consumer Sciences related arts course prepares students for family life, work life, and careers in Family and Consumer Sciences by providing opportunities to develop the knowledge, skills, attitudes, and behaviors needed for success, including the following:

• Becoming responsible citizens and leaders in family, community, and work settings.
• Promoting optimal nutrition and wellness across the life span.
• Managing resources to meet the material needs of individuals and families.
• Functioning effectively as providers and consumers of goods and services.
• Appreciating human worth and accepting responsibility for one's actions and success in family and work life.