This document provides instructions for a lesson that teaches students about human body systems through research and presentations. Students are divided into groups and each assigned a system - cardiovascular, skeletal, etc. They research the system's functions, interactions, and importance. Groups then create a PowerPoint and newsletter about their findings to present to the class. The lesson aims to give students a basic understanding of body systems and their roles through collaborative work and use of online resources.

1. Look At All These Systems! A Journey Through The Human Body Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 8th Grade Science Designed by Anne Timmerman [email_address] Based on a template from The WebQuest Page

2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] This activity is designed to give you a basic understanding of the parts and function of different systems in the human body. You will travel through the different systems by exploring a number of different websites that aide in your search. After you have familiarized yourself with the websites and systems, you will then be divided into groups where your group will be assigned a system to further research and present to the entire class.

3. The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] You will be broken up into six different groups and be assigned one of the following systems: Cardiovascular, Skeletal, Urinary, Muscular, Respiratory, or Nervous System. You must know what the system is, what exactly it does, what other systems it interacts with, and why it is important to everyday life function. This is the creative part. Your groups will then create a PowerPoint presentation to present to the class. The presentation must be at least 5-6 minutes long and answer the questions discussed above. The presentation must also include a pie chart (created in Excel) that shows the percentage that your particular system takes up in the body compared to the other systems of the body. Finally, your group will then create a newsletter (using Microsoft Word) describing your journey through your system. All group members must be involved in the project. Group and individual participation will be evaluated and points will be awarded to each member of the group. Title

4. The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] The teacher will first assign you to a group. There will be six groups with each group containing 4-5 members depending on class size. The members will then be randomly assigned a system from the following: Cardiovascular, Skeletal, Urinary, Muscular, Respiratory, or Nervous System The class will then proceed the to the computer lab where you will break up into your groups. You and your groups will then have two class periods to research and find all the information necessary for your system. Remember, your final product should include what the system is, what exactly it does, what other systems it interacts with, and why it is important to everyday life function. Your group must also collect the information necessary for the pie chart. Flowcharts and concept maps are some of the most efficient way to organize information, but there are many other ways as well. Find the method that best works for you and your group. Here are some site that may be helpful in your search: http://www.kidshealth.org/kid/body/mybody_SW.html http://kids-learn.org/susansilverman/systems/index.htm http://yucky.discovery.com/flash/body/pg000124.html http://www.kidsbiology.com/human_biology/index.php Though these sites will be very helpful, there are many other site that can also be beneficial in your research. Therefore, do not limit yourselves to only these sites. After your group has collected all the necessary information, your group can begin the PowerPoint presentation. The presentation must be presented to your entire class and be approximately 5-6 minutes in length. The presentation must include all the information discussed in step 2. A pie chart (created in Excel) must also be included in the presentation which shows the percentage that your particular system takes up in the body compared to the other systems of the body Finally, after your group has completed the PowerPoint presentation and graph it is time to begin the final step in the journey. The final step is to create a newsletter (using Microsoft Word) describing your journey through your system. The newsletter should include all the information and challenges embarked on your journey.

5. Evaluation Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Identify and describes systems characteristics and function Description and identification of systems not clearly defined. Much detail and information missing. Describes and identifies systems characteristics with some missing details or information. Describes and identifies systems characteristics with detail. Describes and identifies systems characteristics with explicit detail. Goes above and beyond expectations. Explains how your groups system interacts with other systems of the body. Explanation lacks much information and detail. Does not completely address how your groups system interacts with other systems of the body. Explains how your groups system interacts with other systems of the body with some missing information or detail. Explains how your groups system interacts with other systems of the body with detail. Explains how your groups system interacts with other systems of the body with explicit detail. Goes above and beyond expectations. Describes systems importance to everyday life function. Description of importance lacks much detail. The importance of the system to life function not completely addressed. Describes systems importance to everyday life function with some missing information or detail. Describes systems importance to everyday life function with detail. Describes systems importance to everyday life function with explicit detail. Goes above and beyond expectations. All parts of the project are included. All parts of the project not included. Most parts of the project are included with some information missing. All parts of the project are included with most information included. All parts of the project are included with all information included. Goes above and beyond expectations. Group and Individual Participation Member put forth unacceptable effort working with other member of the group and put forth little to no individual effort. Member put forth acceptable effort working with other member of the group and put forth some individual effort. Member worked well with other members of the group and put forth individual effort. Member worked extremely well with other members of the group and put forth above required individual effort.

6. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Now that you have completed your journey through the human body you should be able to have a basic of understanding of why our bodies are so important. You should also be able to describe the primary functions of all systems and be an expert on the system your group journeyed.

7. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] WebQuest Links: The WebQuest Page The WebQuest Slideshare Group Other References: http://www.kidshealth.org/kid/body/mybody_SW.html http://kids- learn.org/susansilverman/systems/index.htm http://yucky.discovery.com/flash/body/pg000124.html http:// www.kidsbiology.com/human_biology/index.php

8. Look At All These Systems! A Journey Through The Human Body Ms. Timmerman [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 8th Grade Science Designed by Anne Timmerman [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion

9. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This activity is designed to give students a basic understanding of the parts and function of different systems in the human body. Students will travel through the different systems by exploring a number of different websites that aide in their search. After students have familiarized themselves with the websites and systems, they will then be divided into groups where their group will be assigned a system to further research and present to the entire class. Evaluation Teacher Script Conclusion

10. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is designed for 8 th grade students. General Science is the subject the lesson is designed for, but can be adapted for a basic English or Literacy class. Before students begin the lesson they need to know how to use basic computer programs such as Microsoft Word, PowerPoint, and Excel. They also need to be familiar with how to use Google Search. Students will also need to have a background on the basic understanding of the human body. Evaluation Teacher Script Conclusion

11. Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Science Standards Addressed: There is a differentiation among levels of organization (cells, tissues, and organs) and their role within the whole organism Human body systems have specific functions and interaction Classification schemes can be used to understand the structure of organisms Use appropriate tools, technologies, and metric measurements to gather and organize data and report results Communicate results of their investigations in appropriate ways Along with the standards addressed above, students will also get a basic understanding of how to use multiple types of computer software. Students will also learn how to work with other group members and how to better organize information. Students will also be able to work on their communication skills. Evaluation Teacher Script Conclusion

12. The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The teacher will first assign you to a group. There will be six groups with each group containing 4-5 members depending on class size. The members will then be randomly assigned a system from the following: Cardiovascular, Skeletal, Urinary, Muscular, Respiratory, or Nervous System. The class will then proceed the to the computer lab where you will break up into your groups. You and your groups will then have two class periods to research and find all the information necessary for your system. Remember, your final product should include what the system is, what exactly it does, what other systems it interacts with, and why it is important to everyday life function. Your group must also collect the information necessary for the pie chart. Flowcharts and concept maps are some of the most efficient way to organize information, but there are many other ways as well. Find the method that best works for you and your group. Here are some site that may be helpful in your search: http://www.kidshealth.org/kid/body/mybody_SW.html http://kids- learn.org/susansilverman/systems/index.htm http://yucky.discovery.com/flash/body/pg000124.html http:// www.kidsbiology.com/human_biology/index.php Though these sites will be very helpful, there are many other site that can also be beneficial in your research. Therefore, do not limit yourselves to only these sites. 3. After your group has collected all the necessary information, your group can begin the PowerPoint presentation. The presentation must be presented to your entire class and be approximately 5-6 minutes in length. The presentation must include all the information discussed in step 2. A pie chart (created in Excel) must also be included in the presentation which shows the percentage that your particular system takes up in the body compared to the other systems of the body 4. Finally, after your group has completed the PowerPoint presentation and graph it is time to begin the final step in the journey. The final step is to create a newsletter (using Microsoft Word) describing your journey through your system. The newsletter should include all the information and challenges embarked on your journey. Evaluation Teacher Script Conclusion

13. Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Only one teacher is needed for this project. The following resources will be needed for students to complete the project: Microsoft Word PowerPoint Excel Google Search Websites: http://www.kidshealth.org/kid/body/mybody_SW.html http://kids- learn.org/susansilverman/systems/index.htm http://yucky.discovery.com/flash/body/pg000124.html http:// www.kidsbiology.com/human_biology/index.php Students may also choose to reference Prentice Hall Human Biology and Health book which will be found in the classroom. Evaluation Teacher Script Conclusion

14. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Identify and describes systems characteristics and function Description and identification of systems not clearly defined. Much detail and information missing. Describes and identifies systems characteristics with some missing details or information. Describes and identifies systems characteristics with detail. Describes and identifies systems characteristics with explicit detail. Goes above and beyond expectations. Explains how your groups system interacts with other systems of the body. Explanation lacks much information and detail. Does not completely address how your groups system interacts with other systems of the body. Explains how your groups system interacts with other systems of the body with some missing information or detail. Explains how your groups system interacts with other systems of the body with detail. Explains how your groups system interacts with other systems of the body with explicit detail. Goes above and beyond expectations. Describes systems importance to everyday life function. Description of importance lacks much detail. The importance of the system to life function not completely addressed. Describes systems importance to everyday life function with some missing information or detail. Describes systems importance to everyday life function with detail. Describes systems importance to everyday life function with explicit detail. Goes above and beyond expectations. All parts of the project are included. All parts of the project not included. Most parts of the project are included with some information missing. All parts of the project are included with most information included. All parts of the project are included with all information included. Goes above and beyond expectations. Group and Individual Participation Member put forth unacceptable effort working with other member of the group and put forth little to no individual effort. Member put forth acceptable effort working with other member of the group and put forth some individual effort. Member worked well with other members of the group and put forth individual effort. Member worked extremely well with other members of the group and put forth above required individual effort.

15. Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page First the students will being in the classroom and the teacher will randomly divide the students into their groups. They will randomly pick a system out of a jar that the student groups must research. The teacher should then explain the rules of the computer lab. The teacher should let the students know how important it is to stay on task and respect the computers and the other members of the group. The teacher should also remind the students that this is a group project, therefore all members of the group should be involved in the research and final product. The teacher will then explain the process of the lesson (see Process segment ). The teacher will also make sure students are aware that they can use any sites they find credible on the web. The sites listed are only suggestions. The teacher will explain the limited amount of time for each step in the process and why it is important to finish each task on the appropriate day or time. Limited amount of instruction will be given to the students because the lesson is designed to be an inquiry based project. Therefore, students will need to show their creativity and questions may be answered as they arise throughout the two week period. Evaluation Teacher Script Conclusion

16. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Now that the students have completed their journey through the human body they should be able to have a basic of understanding of why our bodies are so important. They should also be able to describe the primary functions of all systems and be an expert on the system their group journeyed. Evaluation Teacher Script Conclusion

17. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion WebQuest Links: The WebQuest Page The WebQuest Slideshare Group Other Website References: http://www.kidshealth.org/kid/body/mybody_SW.html http://kids- learn.org/susansilverman/systems/index.htm http://yucky.discovery.com/flash/body/pg000124.html http://www.kidsbiology.com/human_biology/index.php Book References: Prentice Hall Human Biology and Health