Web quest a journey through the human body
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    Web quest a journey through the human body Web quest a journey through the human body Presentation Transcript

    • Journey Through the Human Body Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for the 7th Grade Science Classroom Designed by Ashlyn Wnek Ashlyn Wnek [email_address] Based on a template from The WebQuest Page Illustration by Patrick J. Lynch
    • Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Your group has been hired by the Dorsal Directors Ad Agency to become travel consultants. Your job is to create a travel brochure highlighting the exotic locations throughout the human body. Tourists are skeptical of traveling nowadays, so it is your job to convince them that it is worth their while to travel to the human body. The owner of the ad agency has hired multiple groups to create the brochure. There will be a board meeting where the groups will have the opportunity to present their brochures, and at the conclusion of the meeting, he will pick the best one. That group’s brochure will be published, and the group will receive a prize. Picture by: Patrick J. Lynch
    • The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] In your brochure, you should focus on the circulatory system, the digestive system, the nervous system, and the respiratory system. Highlight the thrilling activities, the function, the imports and exports, and other important information about the areas. To prevent the agency from being sued, you must also discreetly mention any dangers of the areas or things to look out for when the tourists are visiting them. Lastly, explain how tourists can easily travel from one system to the next.   Title Picture by: Patrick J. Lynch
    • The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
      • First you will be assigned to a team of 4 students.
      • Once you are assigned to a team, each student must choose a role they want to play: The Breadbasket Buff (the digestive system expert), The Pulmonary Professional (the respiratory system expert), The Ticker Talker (the circulatory system expert), and The Cerebrum Connoisseur (the nervous system expert).
      • Once you have chosen a role, you are now the expert on that system. You are to explore the various websites under your system’s category below. Research what your system does, its function, where it is located, what goes into and out of the system, how your system relates to the other systems of the body and other important information of your system.
      • After doing thorough research, get together in your group again and put together the travel brochure. Make sure each system is covered and it is clear how each system works with one another. Make your brochure as appealing as possible. You can use any way to present your brochure, such as a powerpoint presentation, a video presentation, or a three-fold paper brochure.
      • Come up with a short 1-2 minute presentation that you will present in front of the board members of the ad agency.
      • Lastly, you will present your travel brochure and vote on which groups is best.
      Continue to list of websites Picture by: Gaetan Lee
    • The Process Continued Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Circulatory System: http://training.seer.cancer.gov/module_anatomy/unit7_1_cardvasc_intro.html http://yucky.discovery.com/noflash/body/pg000131.html http://kidshealth.org/kid/htbw/heart.html http://www.biology4kids.com/files/systems_circulatory.html http://kidshealth.org/teen/your_body/body_basics/heart.html Digestive System: http://training.seer.cancer.gov/module_anatomy/unit10_1_dige_functions.html http://yucky.discovery.com/noflash/body/pg000126.html http://kidshealth.org/kid/htbw/digestive_system.html http://www.biology4kids.com/files/systems_digestive.html http://kidshealth.org/teen/your_body/body_basics/digestive_system.html Nervous System: http://training.seer.cancer.gov/module_anatomy/unit5_1_nerve_functions.html http://yucky.discovery.com/noflash/body/pg000136.html http://kidshealth.org/kid/htbw/brain.html http://www.biology4kids.com/files/systems_nervous.html http://kidshealth.org/teen/your_body/body_basics/brain_nervous_system.html Respiratory System: http://training.seer.cancer.gov/module_anatomy/unit9_1_resp_intro.html http://yucky.discovery.com/noflash/body/pg000138.html http://kidshealth.org/kid/htbw/lungs.html http://www.biology4kids.com/files/systems_respiratory.html http://kidshealth.org/teen/your_body/body_basics/lungs.html
    • Evaluation Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] CATEGORY 3 2 1 Writing - Organization Each section in the brochure has a clear beginning, middle, and end. Almost all sections of the brochure have a clear beginning, middle and end. Less than half of the sections of the brochure have a clear beginning, middle and end. Writing - Grammar There are no grammatical mistakes in the brochure. There are no grammatical mistakes in the brochure after feedback from an adult. There are several grammatical mistakes in the brochure even after feedback from an adult. Content - Accuracy All facts in the brochure are accurate. 99-90% of the facts in the brochure are accurate. Fewer than 80% of the facts in the brochure are accurate. Attractiveness & Organization The brochure has exceptionally attractive formatting and well-organized information. The brochure has attractive formatting and well-organized information. The brochure's formatting and organization of material are confusing to the reader. Knowledge Gained All students in the group can accurately answer all questions related to facts in the brochure and to technical processes used to create the brochure. All students in the group can accurately answer most questions related to facts in the brochure and to technical processes used to create the brochure. Several students in the group appear to have little knowledge about the facts or technical processes used in the brochure. Systems Function The function of each system is clearly defined. The function of each system is given but not much detail is presented. The function of the system is not given. Systems relate to one another It is clearly shown how each system is related to one another. Only three systems are shown how they relate to one another. It is not shown how each system is related to one another.
    • Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Once your group has completed their brochure, every group will present their brochure in front of the review committee, where the best brochure will be voted on and chosen by the panel (the class). At the completion of this WebQuest, you should understand the functions of the circulatory, digestive, nervous, and respiratory systems. You should also understand how these systems relate to one another. This assignment is meant to help review and pull together any loose ends you may have after we have learned about the different systems of the human body in the past unit. These are not the only systems of the human body. What are some other major systems of the body? How do those systems relate to one another and the systems we covered in this project? Are there any systems humans can survive without? What system do you think is the most important to our survival?
    • Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] The images found in this WebQuest were found at the following sites: http://www.flickr.com/photos/gaetanlee/421949167/ http://www.flickr.com/photos/patrlynch/450142019/ http://www.flickr.com/photos/patrlynch/450129144/ http://www.flickr.com/photos/patrlynch/450142849/ Thanks to all the above mentioned sites in helping create this WebQuest.
    • [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Designed by Ashlyn Wnek [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion Journey Through the Human Body A WebQuest for the 7th Grade Science Classroom Illustration by Patrick J. Lynch
    • Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson was created in ED331, Educational Technology and Assessment at Colorado State University. It was created as a first WebQuest lesson plan. This lesson is meant to be taught at the end of a unit about the human body. It is meant to have the students show what they have learned about the different systems of the human body and also to explore how the systems relate to one another. In this WebQuest, students will create a travel brochure that takes the audience through a journey of the different systems in the human body. They will present what each system does and possible dangers tourists may encounter while visiting the systems. Begin with something that describes the origin of the lesson. For example: This lesson was developed as part of the San Diego Unified School District's Triton Project, a federally funded Technology Innovation Challenge Grant. In this second paragraph of the introduction, describe briefly what the lesson is about. Remember, the audience for this document is other teachers, not students. Evaluation Teacher Script Conclusion
    • Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is made for seventh grade science classes learning about the human body. The lesson can easily be extended to grades 6-8 who are learning about the human body and the various systems. This lesson is meant to be given at the end of a unit about the human body, so the learners are meant to already have an understanding about the systems of the human body. Students should also have an understanding of how to navigate through websites. Describe the grade level and course that the lesson is designed to cover. For example: "This lesson is anchored in seventh grade language arts and involves social studies and math to a lesser extent." If the lesson can easily be extended to additional grades and subjects, mention that briefly here as well. Describe what the learners will need to know prior to beginning this lesson. Limit this description to the most critical skills that could not be picked up on the fly as the lesson is given. Evaluation Teacher Script Conclusion
    • Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
      • At the conclusion of this WebQuest, students will be able to:
      • Describe the organization and function of each of the four systems (circulatory, respiratory, nervous and digestion).
      • Describe what goes into and comes out of each system.
      • Show how the different systems relate to one another.
      • This WebQuest meets the following standards:
      • Standard 3: Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment.
      • Benchmark 2: human body systems have specific functions and interaction (for example: circulatory and respiratory, muscular and skeletal)
      • This WebQuest also encourages cooperative learning within groups, creativity in making the brochure, and critical thinking about how the systems relate to one another.
      • What will students learn as a result of this lesson? Describe the outcomes succinctly. Use the language of existing standards. For example:
      • Most lessons don't just teach a block of content; they also implicitly teach one or more types of thinking. In addition to describing learning outcomes within traditional subject areas, describe what kind of thinking and communications skills were encouraged by this lesson. Inference-making? Critical thinking? Creative production? Creative problem-solving? Observation and categorization? Comparison? Teamwork? Compromise?
      Evaluation Teacher Script Conclusion
    • The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
      • First you will be assigned to a team of 4 students.
        • Students should be split up into teams where the students in the group work well together. There should be one clear leader in each group, and there should also be various levels of students in each group (i.e don’t group all the “smart students” together).
      • Once you are assigned to a team, each student must choose a role they want to play: The Breadbasket Buff (the digestive system expert), The Pulmonary Professional (the respiratory system expert), The Ticker Talker (the circulatory system expert), and The Cerebrum Connoisseur (the nervous system expert).
      • Once you have chosen a role, you are now the expert on that system. You are to explore the various websites under your system’s category below. Research what your system does, its function, where it is located, what goes into and out of the system, how your system relates to the other systems of the body and other important information of your system.
      • After doing thorough research, get together in your group again and put together the travel brochure. Make sure each system is covered and it is clear how each system works with one another. Make your brochure as appealing as possible. You can use any way to present your brochure, such as a powerpoint presentation, a video presentation, or a three-fold paper brochure.
        • Make sure to give students enough time in class to meet in their groups and put their project together.
      • Come up with a short 1-2 minute presentation that you will present in front of the board members of the ad agency.
        • Either the class period before the presentations, or a couple class periods before the presentation, give students time to meet in their groups to work on putting their presentation together.
      Evaluation Teacher Script Conclusion The Process Continued
    • The Process (Teacher) Continued [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
      • 6. Lastly, you will present your travel brochure and vote on which groups is best.
        • On the day of the presentation, move the desks around in the room to take the form of a large board room (with a row of desks, two desks wide and facing each other). Each group will then present their brochure in front of the “board members,” (all the students in the class). After all the brochures were presented, have the students anonymously vote on which brochure they liked best. Announce the group that won and give them a prize of your choosing.
      Evaluation Teacher Script Conclusion This WebQuest is meant to be covered in the last few days of a unit plan, depending on how long each class period is. The first class period is meant to introduce the WebQuest, to group the students, and to have the students begin exploring their topic. The next class period is meant to give students time to put their projects together as a group. The third class period is meant to have the students put the final touches on their projects and to decide how they are to present their projects. The presentations will be given on the final class period and on the day, the students will vote on and decide who wins. It is a single disciplinary task. If it is possible, each student should have their own computer on the first day of this project, so they can research their topic. If this is not possible, the teacher could have them research their topic on their own for homework. The teacher must be aware of how to organize the presentations effectively and how to keep the students interests throughout all the presentations. The teacher must also be aware of how to keep the voting secret and fair.
    • Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
      • What’s needed to implement this lesson:
        • Access to a computer for every student, whether it is at school or outside of school
        • Access to supplies to create their projects (such as paper, markers, scissors, etc.), in or outside of school
        • Microsoft Powerpoint if students wish to make a Powerpoint for their project
        • Video camera if students wish to make a video for their project
      • One teacher should be enough to implement this lesson, as long as the teacher knows how to use computers and navigate the internet. If aides or parents are available, they can help answer students questions about the internet of the project. They can also help the students put the project together.
      Evaluation Teacher Script Conclusion
    • Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page At the conclusion of this lesson, students will turn in a variety of projects, from brochures, to videos. Since this is the final project of the unit, the projects should be professional looking, and look like there was a lot of time put into them. All the projects should cover the information that is required and it should be clear from their projects, that the group understands the systems of the body and how they relate to one another. To see the rubric for how the students will be evaluated, click on the following link: Evaluation Teacher Script Conclusion Rubric Depending on how many points the teacher wants the project to be worth, the point values in the rubric can be increased or decreased.
    • Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
      • The WebQuest model is best suited for learners who can navigate the Web on their own and can read the kinds of material commonly found on the Web. We can stretch the format to reach primary-aged learners, developmental English Language Learners and special populations by creating a facilitated WebQuest, one that requires an adult or older peer to drive things.
      • Use this page to create a script for that facilitator. The facilitator would print this page out and use it to guide their progress through the WebQuest.
      • This page will include step by step directions to the facilitator, including:
        • What to say at each point in the process
        • What to click on
        • What questions and misconceptions to anticipate
        • How long to take at each point
        • When to direct learners to work away from the computer
      • To help the facilitator, you might want to include screen dumps of particular screens embedded with the directions of what to do at that point.
      • This page is linked to the Process segment off of the Teacher Page
      Evaluation Teacher Script Conclusion
    • Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This WebQuest is a great way to tie up a unit on the human body because it ties together all the systems that the students learned about in class. It gives students a way to understand systems they may not have understood as well in class, and it also gives them an opportunity to further explore systems that they were really interested in. Evaluation Teacher Script Conclusion
    • Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The images found in this WebQuest were found at the following sites: http://www.flickr.com/photos/gaetanlee/421949167/ http://www.flickr.com/photos/patrlynch/450142019/ http://www.flickr.com/photos/patrlynch/450129144/ http://www.flickr.com/photos/patrlynch/450142849/ To visit The WebQuest Page or The WebQuest Slideshare Group, visit the following links: The WebQuest Page The WebQuest Slideshare Group Thanks to all the above mentioned sites in helping create this WebQuest. Evaluation Teacher Script Conclusion