Chapter Twelve Presentation
COMMENT(S):
My group member, Abby Owusu-Ansah, and I were in charge of creating a comprehensive yet concise presentation of Chapter Twelve's content. We made sure to cover the important aspects of each infectious disease, and highlight certain words/phrases to inform the class of what was likely to show up on the quiz and/or test. With appealing graphics, helpful videos, and active class participation, I believe our presentation went well, and students who made sure to pay attention were well prepared for both assessments.
My group member, Abby Owusu-Ansah, and I were in charge of creating a comprehensive yet concise presentation of Chapter Twelve's content. We made sure to cover the important aspects of each infectious disease, and highlight certain words/phrases to inform the class of what was likely to show up on the quiz and/or test. With appealing graphics, helpful videos, and active class participation, I believe our presentation went well, and students who made sure to pay attention were well prepared for both assessments.
Chapter Twelve Vocabulary Quiz
ANSWER KEY
COMMENT(S):
Naomi Addison Coleman was designated as the group member in charge of creating the vocabulary quiz. She was sure to include important terms from the chapter that were highlighted in our presentation and would be useful when completing the test. A great majority of students performed well on this quiz.
Naomi Addison Coleman was designated as the group member in charge of creating the vocabulary quiz. She was sure to include important terms from the chapter that were highlighted in our presentation and would be useful when completing the test. A great majority of students performed well on this quiz.
Chapter Twelve Activity
ANSWER KEY
COMMENT(S):
After Mr. Wilkins asked our group to revise our test and include certain additional questions, I took it upon myself to create a new activity, one that was interactive and enjoyable but also required students to memorize the important elements of each of the four major infectious diseases. Students were grouped in pairs and randomly given a blank chart of one infectious disease that they were to fill out and turn in. The first three groups that completed their chart correctly were awarded five extra credit points on the test. Students performed fairly well on this activity.
After Mr. Wilkins asked our group to revise our test and include certain additional questions, I took it upon myself to create a new activity, one that was interactive and enjoyable but also required students to memorize the important elements of each of the four major infectious diseases. Students were grouped in pairs and randomly given a blank chart of one infectious disease that they were to fill out and turn in. The first three groups that completed their chart correctly were awarded five extra credit points on the test. Students performed fairly well on this activity.
Chapter Twelve Test
ANSWER KEY
COMMENT(S):
Aminata Sesay and Alexa Manful were in charge of creating a test that showcased the essential information relayed in this chapter. Inclusion of a multiple choice, fill-in-the-blank, and short answer section allowed students to be given variety of ways to earn points if they performed poorly in one section. Overall, performance on the test was satisfactory, and I believe students were able to grasp the central concepts of this chapter.
Aminata Sesay and Alexa Manful were in charge of creating a test that showcased the essential information relayed in this chapter. Inclusion of a multiple choice, fill-in-the-blank, and short answer section allowed students to be given variety of ways to earn points if they performed poorly in one section. Overall, performance on the test was satisfactory, and I believe students were able to grasp the central concepts of this chapter.