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WebQuest

WebQuest

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    Webquest Webquest Presentation Transcript

    • Human Immunity Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 9th Grade Biology Designed by Ms. Maya Miller [email_address] Based on a template from The WebQuest Page
    • Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Consider this a warning! The predictions for the upcoming flu season are dismal. Reports of a new virus circulating are causing concern in the medical field. The virus is said to replicate at uncontrollable rates and doctors fear that it may be a drug resistant strain. Doctors believe the only prevention to the new strain of the flu virus will be boosting the immune systems to limit exposure to the nasty virus. A professional team is being put together to address prevention, diagnosis and treatment of the virus.
    • The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Professional teams will be organized to research the virus, how it attacks the human immune system and ways that the population can avoid exposure to the virus. There are four specialist assigned to this years flu team. An immunologist, a microbiologist, a family physician and a nutritionist. The teams of four will collaborate their information and publish their findings in a brochure to share with the rest of the school population. Title
    • The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
      • Divide into groups of four students and read about how the influenza virus can change over time.
      • Each student will be one of the experts in the group, either the immunologist, microbiologist, doctor or nutritionist
      • Once you have picked your profession, as a group create a concept map organizing how you want to research, collaborate and present your findings in Microsoft Publisher.
      • Begin your research!
      • Immunologist will share with the school community all of the organs that are involved in the immune system and how viruses can attack the immune system.
      • Microbiologist will visit the Center for Disease and Control and use there data base to research the history of the influenza virus and how the virus changes over time, a graph may be used to illustrate how the virus has changed over time. Microbiologist will be responsible for reporting how the virus enters into a human host and infects the organism.
      • Doctors will share the signs and symptoms of a viral infection, and how they diagnose and treat influenza.
      • Nutritionist will share preventative measures to boost the immune system and fight off influenza.
      • Once you have become an expert in your field, gather with the rest of your team and collaborate your information to publish in the school newspaper. Microsoft Publisher should be used to organize all of your information.
    • Evaluation/Rubric: /100 Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Sources are not documented accurately or are not kept on many facts and graphics. Careful and accurate records are kept to document the source of 84-75% of the facts and graphics in the brochure. Careful and accurate records are kept to document the source of 94-85% of the facts and graphics in the brochure. Careful and accurate records are kept to document the source of 95-100% of the facts and graphics in the brochure. Sources The brochure's formatting and organization of material are confusing to the reader. The brochure has well-organized information. The brochure has attractive formatting and well-organized information. The brochure has exceptionally attractive formatting and well-organized information. Attractiveness & Organization Less than half of the sections of the brochure have a clear beginning, middle and end. Most sections of the brochure have a clear beginning, middle and end. Almost all sections of the brochure have a clear beginning, middle and end. Each section in the brochure has a clear beginning, middle, and end. Writing - Organization Several students in the group appear to have little knowledge about the facts or technical processes used in the brochure. Most students in the group can accurately answer most 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. 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. Knowledge Gained Fewer than 80% of the facts in the brochure are accurate. 89-80% of the facts in the brochure are accurate. 99-90% of the facts in the brochure are accurate. All facts in the brochure are accurate. Content - Accuracy 12 and below 12-14 15-17 18-20 CATEGORY
    • Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] http://www.cdc.gov/flu/about/fluviruses.htm#how http://bubbl.us/ http://www.thebody.com/content/art1788.html http://health.howstuffworks.com/immune-system3.html http://www.cdc.gov/search.do?queryText=flu+virus&action=search http://www.kcom.edu/faculty/chamberlain/Website/Lects/MECHANIS.HTM http://www.cdc.gov/flu/professionals/acip/clinical.htm http://www.cdc.gov/flu/professionals/diagnosis/ http://www.thebody.com/content/art1788.html http://www.webmd.com/cold-and-flu/features/using-your-immune-system-to-stay-well http://www.cdc.gov/flu/ http://en.wikipedia.org/wiki/HIV Rubistar Creative Commons
    • Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Conclusion Human Immunodeficiency Virus (HIV) is a retro virus that leads to Acquired Immunodeficiency Virus or AIDS. Now that you have a greater understanding of the importance of the immune system can you understand how contraction of HIV and gradual failure of the immune system eventually leads to death?
    • Human Immunity (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 9th Grade Biology Designed by Ms. Maya Miller [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion
    • Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This WebQuest assignment was created in order to introduce the immune system to students and integrate technology into the classroom. Modifications such as including innate and adaptive immunity, and passive and active memory could be included for an age appropriate audience. Evaluation Teacher Script Conclusion
    • Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This WebQuest is intended for a 9 th grade biology course. This WebQuest will work best for students when covering human anatomy. Other systems of the body should have been previewed and students should have a basic understanding of the organs of the body. Student's should be aware of homeostasis and how different organs serve specific functions. Students should also have an understanding of the components of a cell in order to contrast viral cell composition with normal eukaryotic cells. Evaluation Teacher Script Conclusion
    • Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
      • Students will learn the different organs of the immune system and their specific roles within the body. Students will also be able to explain how a virus enters into a host organism and the defense mechanisms that occur once the virus has entered the body.
      • Life Science Standards Addressed
      • 5.9-12.3:  The human body functions in terms of interacting organ systems composed of specialized structures that maintain or restore health (for example: mechanisms involved in homeostasis [balance], such as feedback in the endocrine system )
      • 5.9-12.5: There are cause-effect relationships within systems
      • Students will be expected to work both individually and collaboratively in groups. Students will use Microsoft Publisher to produce a brochure using critical thinking and creative production to demonstrate their comprehension. This WebQuest is intended to serve as a resource for students that need more structure with assignments. Encourage students to go above and beyond the web links provided and include all information they believe is relevant to the topic in their brochure.
      Evaluation Teacher Script Conclusion
    • The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
      • This project is intended for groups of four students. It is the teachers decision on how to divide the class up; students can either pick their partners or be assigned a group.
      • Three class periods in a computer lab are recommended for this lesson; it is important to provide time in class for the students to produce their brochure to ensure that all student’s have access to Microsoft Publisher.
      • The teacher should navigate all of the web links prior to class to prepare for questions or concerns that might arise throughout the research process.
      Evaluation Teacher Script Conclusion
      • Divide into groups of four students and read about how the influenza virus can change over time.
      • Each student will be one of the experts in the group, either the immunologist, microbiologist, doctor or nutritionist
      • Once you have picked your profession, as a group create a concept map organizing how you want to research, collaborate and present your findings in Microsoft Publisher.
      • Begin your research!
      • Immunologist will share with the school community all of the organs that are involved in the immune system and how viruses can attack the immune system.
      • Microbiologist will visit the Center for Disease and Control and use there data base to research the history of the influenza virus and how the virus changes over time, a graph may be used to illustrate how the virus has changed over time. Microbiologist will be responsible for reporting how the virus enters into a human host and infects the organism.
      • Doctors will share the signs and symptoms of a viral infection, and how they diagnose and treat influenza.
      • Nutritionist will share preventative measures to boost the immune system and fight off influenza.
      • Once you have become an expert in your field, gather with the rest of your team and collaborate your information to publish in the school newspaper. Microsoft Publisher should be used to organize all of your information.
    • Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
      • Teacher and library assistant if possible.
      • Computer lab with internet access.
      • Printer
      • Computer software necessary (and teacher should be comfortable working with):
        • Microsoft Publisher
        • Microsoft Power Point.
      Evaluation Teacher Script Conclusion http://www.cdc.gov/flu/about/fluviruses.htm#how http://bubbl.us/ http://www.thebody.com/content/art1788.html http://health.howstuffworks.com/immune-system3.html http://www.cdc.gov/search.do?queryText=flu+virus&action=search http://www.kcom.edu/faculty/chamberlain/Website/Lects/MECHANIS.HTM http://www.cdc.gov/flu/professionals/acip/clinical.htm http://www.cdc.gov/flu/professionals/diagnosis/ http://www.thebody.com/content/art1788.html http://www.webmd.com/cold-and-flu/features/using-your-immune-system-to-stay-well http://www.cdc.gov/flu/ http://en.wikipedia.org/wiki/HIV Rubistar Creative Commons
    • Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
      • Observe students and watch for active participation and contribution when researching.
      • Have students create a brochure in Microsoft Publisher illustrating their findings..
      • Encourage students to use other resources on line and in the school to enhance their brochure.
      • Use the attached rubric to evaluate brochure.
      Evaluation Teacher Script Conclusion Sources are not documented accurately or are not kept on many facts and graphics. Careful and accurate records are kept to document the source of 84-75% of the facts and graphics in the brochure. Careful and accurate records are kept to document the source of 94-85% of the facts and graphics in the brochure. Careful and accurate records are kept to document the source of 95-100% of the facts and graphics in the brochure. Sources The brochure's formatting and organization of material are confusing to the reader. The brochure has well-organized information. The brochure has attractive formatting and well-organized information. The brochure has exceptionally attractive formatting and well-organized information. Attractiveness & Organization Less than half of the sections of the brochure have a clear beginning, middle and end. Most sections of the brochure have a clear beginning, middle and end. Almost all sections of the brochure have a clear beginning, middle and end. Each section in the brochure has a clear beginning, middle, and end. Writing - Organization Several students in the group appear to have little knowledge about the facts or technical processes used in the brochure. Most students in the group can accurately answer most 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. 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. Knowledge Gained Fewer than 80% of the facts in the brochure are accurate. 89-80% of the facts in the brochure are accurate. 99-90% of the facts in the brochure are accurate. All facts in the brochure are accurate. Content - Accuracy 12 and below 12-14 15-17 18-20 CATEGORY
    • Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion This WebQuest is designed with very specific instructions for those who need guidance and structure. The hyperlinks are also very useful for students that are not comfortable navigating the web. Students that are comfortable working with the world wide web should be encouraged to find different resources and information in addition to the required material to enhance the assignment. For ELL students have them work in the computer lab close to the teacher and other students who are assigned the same profession. Peers and instructors can assist ELL students in class as needed. Key vocabulary could also be provided with translations if necessary. Modifications on expectations can also be made in response to different student needs.
    • Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is a wonderful way for students to use creativity and inquiry when learning new content. This WebQuest provides some guidance and expectations of the project but allows students to elaborate and go into as much depth as they desire to. This lesson also involves very little prep time on the teachers part and allows students to use creativity. Evaluation Teacher Script Conclusion
    • Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion http://www.cdc.gov/flu/about/fluviruses.htm#how http://bubbl.us/ http://www.thebody.com/content/art1788.html http://health.howstuffworks.com/immune-system3.html http://www.cdc.gov/search.do?queryText=flu+virus&action=search http://www.kcom.edu/faculty/chamberlain/Website/Lects/MECHANIS.HTM http://www.cdc.gov/flu/professionals/acip/clinical.htm http://www.cdc.gov/flu/professionals/diagnosis/ http://www.thebody.com/content/art1788.html http://www.webmd.com/cold-and-flu/features/using-your-immune-system-to-stay-well http://www.cdc.gov/flu/ http://en.wikipedia.org/wiki/HIV Rubistar Creative Commons