Presents an extended hands-on project for eighth-grade mathematics classrooms in which students are to determine the probability that a local creek would flood. (ASK)

Describes how the author teaches her eighth-grade students to revise their writing, providing "working revision days" in class, offering direction and structure, and thereby helping students learn how much impact going back to a piece of writing and making sweeping changes can have on the end result. (SR)

In this project, eighth grade students are exposed to black history, literature, music, and art to enhance the understanding of diversity and to establish an atmosphere of tolerance for diversity. Students are asked to choose a personality or significant historical event to research and present to the class. They focus on issues such as prejudice,…

This resource package has been prepared as a means for distributing not only the results of the 1978 British Columbia Assessment of Written Expression but also to provide educators with clear, well-organized, classroom-ready materials which will assist them in teaching and evaluating the skills of written expression. It contains all of the test…

Described is a unit of study entitled "Where Would I Like To Live?" that develops student insight into geographic relationships among the physical, cultural, and imaginary worlds. It is intended for use in an eighth-grade world geography course. (RM)

Almost two-thirds of the eighth graders and preservice elementary teachers tested said that gardens with the same perimeter had the same area. Suggestions for teaching area are given. (MNS)

Outlines the principles underlining the ethnography approach and illustrates how these principles can be applied to promote elementary school students' cognitive growth and cross-cultural understanding. (Author/MP)

Describes how semantic mapping and semantic features analysis were used to teach reading skills and social studies in two eighth grade classes. In mapping the word "transportation," students listed examples of and relationships between vehicles, fuel, and place concepts. In the semantic features analysis, they compared characteristics of…

A computer program written in BASIC designed to simulate the activities of businesses in a marketplace where several car companies compete is provided. The educational uses of this program in an eighth-grade consumer economics class are highlighted. (MP)

Describes an activity in which eighth graders explored color relationships in art. Students selected their favorite pieces of art work, redrew and redesigned the artists' composition, and then painted them using completely different color schemes. Student confidence in their own artistic judgment and capabilities increased. (AM)

Describes a six-week poetry writing workshop for an eighth-grade class. Discusses getting started, two weeks of immersion in reading poetry, students writing their own poetry, creating a community of poets in the classroom, evaluation, students' poetry, and what the teacher learned. Notes that students gained a much richer understanding of poetry.…

Describes an eighth-grade unit on World War II, in which students work in groups to create a research/presentation project. Discusses making the subject manageable, group responsibilities, evaluation of group presentations, steps leading to the lesson, results, and going beyond the subject. Offers an 87-item list of books and a 39-item list of…

Focuses on communication in teaching statistics. Describes a classroom in which students developed statistical understanding of exploratory data analysis. (KHR)

Describes a project where eighth-grade girls create self-portrait sculptures made out of papier-mache and other materials. Explains that the sculptures serve as an outlet for the students to express something about their own personal identities. Discusses in detail the process of creating the sculptures. (CMK)

Describes an open-discussion format for an eighth grade literature class in which students engage in higher order inquiry and clarification skills which then transfer to their reading and writing tasks. Provides rules for open discussion: be courteous; tolerate silence; and self-evaluate. Includes a sample discussion cue sheet. (MM)