Hey everyone! Happy Thursday to each of you!
Yesterday students took CFA #4 which focused on
- 8.L.1: Pathogens + the treatment & prevention of spreading diseases.
- 8.L.2: Biotechnology and its impact on North Carolina
- 8.L.5: Cellular processes and healthy choices for healthy living
I’m pleased, SO PLEASED, to recognize these students:
While I am super proud of these students, I have to give a shout out to the huge number of my students who received 80% as well. So SO close!
Today in class students had the opportunity to reflect on their CFA #4 performance by completing their correctives.
These correctives are DUE TOMORROW so students are able to take their retake before the second quarter ends.
Tomorrow will be spent doing retakes and preparing for our upcoming unit next week on ecology (I LOVE this unit!).
Don’t forget! Next Monday is Martin Luther King, Jr. Day so we will not have school. See you back here on Tuesday!
Happy learning!
Meredith is a National Board Certified Teacher and has been teaching middle grades science for over a decade. She enjoys all science curricula but life sciences are her passion. She loves creativity and organization and feels at her best in the classroom when she can infuse these aspects into her lessons to help set up her students for success.
Your site is so well organized and engaging – it must be soooo helpful for your students!
I have a question about “correctives” sheets. I currently use a similar process where my students make “revisions” to their assessments, explaining either their misunderstanding or why the correct answer is the correct answer. It seems like you have an additional accountability piece? Could you explain a bit more about what that part involves? I’m really interested in promoting understanding rather than encouraging my students to “help” each other to simply write out the corrected response. If you don’t mind sharing an example, I would really appreciate it. Thank you again!
Your site is so well organized and engaging – it must be soooo helpful for your students!
I have a question about “correctives” sheets. I currently use a similar process where my students make “revisions” to their assessments, explaining either their misunderstanding or why the correct answer is the correct answer. It seems like you have an additional accountability piece? Could you explain a bit more about what that part involves? I’m really interested in promoting understanding rather than encouraging my students to “help” each other to simply write out the corrected response. If you don’t mind sharing an example, I would really appreciate it. Thank you again!