the human body webquest
DESCRIPTION
Takes students through a journey of the human body by utilizing a variety of software.TRANSCRIPT
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
A WebQuest for 8th Grade Science
Designed by
Anne [email protected]
Based on a template from The WebQuest Page
Look At All These Systems!Look At All These Systems!A Journey Through The Human BodyA Journey Through The Human Body
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.
IntroductionIntroduction
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
The TaskThe Task
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
1. 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
2. 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.htmhttp://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.
The ProcessThe Process
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
BeginningBeginning11
DevelopingDeveloping22
AccomplishedAccomplished33
ExemplaryExemplary44
ScoreScore
Identify and Identify and describes describes systems systems characteristics characteristics and function and function
Description and Description and identification of identification of systems not clearly systems not clearly defined. Much detail defined. Much detail and information and information missing. missing.
Describes and identifies Describes and identifies systems characteristics systems characteristics with some missing with some missing details or information. details or information.
Describes and identifies Describes and identifies systems characteristics systems characteristics with detail. with detail.
Describes and Describes and identifies systems identifies systems characteristics with characteristics with explicit detail. Goes explicit detail. Goes above and beyond above and beyond expectations. expectations.
Explains how Explains how your groups your groups system system interacts with interacts with other systems other systems of the body. of the body.
Explanation lacks Explanation lacks much information and much information and detail. Does not detail. Does not completely address completely address how your groups how your groups system interacts with system interacts with other systems of the other systems of the body. body.
Explains how your Explains how your groups system interacts groups system interacts with other systems of with other systems of the body with some the body with some missing information or missing information or detail. detail.
Explains how your Explains how your groups system interacts groups system interacts with other systems of with other systems of the body with detail.the body with detail.
Explains how your Explains how your groups system groups system interacts with other interacts with other systems of the body systems of the body with explicit detail. with explicit detail. Goes above and Goes above and beyond expectations. beyond expectations.
Describes Describes systems systems importance to importance to everyday life everyday life function.function.
Description of Description of importance lacks much importance lacks much detail. The importance detail. The importance of the system to life of the system to life function not completely function not completely addressed. addressed.
Describes systems Describes systems importance to everyday importance to everyday life function with some life function with some missing information or missing information or detail. detail.
Describes systems Describes systems importance to everyday importance to everyday life function with detail. life function with detail.
Describes systems Describes systems importance to importance to everyday life function everyday life function with explicit detail. with explicit detail. Goes above and Goes above and beyond expectations. beyond expectations.
All parts of the All parts of the project are project are included. included.
All parts of the project All parts of the project not included. not included.
Most parts of the project Most parts of the project are included with some are included with some information missing. information missing.
All parts of the project All parts of the project are included with most are included with most information included. information included.
All parts of the project All parts of the project are included with all are included with all information included. information included. Goes above and Goes above and beyond expectations. beyond expectations.
Group and Group and Individual Individual ParticipationParticipation
Member put forth Member put forth unacceptable effort unacceptable effort working with other working with other member of the group member of the group and put forth little to no and put forth little to no individual effort. individual effort.
Member put forth Member put forth acceptable effort acceptable effort working with other working with other member of the group member of the group and put forth some and put forth some individual effort. individual effort.
Member worked well Member worked well with other members of with other members of the group and put forth the group and put forth individual effort. individual effort.
Member worked Member worked extremely well with extremely well with other members of the other members of the group and put forth group and put forth above required above required individual effort. individual effort.
EvaluationEvaluation
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.
Conclusion Conclusion
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.htmhttp://yucky.discovery.com/flash/body/pg000124.html http://www.kidsbiology.com/human_biology/index.php
Credits & ReferencesCredits & References
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
A WebQuest for 8th Grade Science
Designed by
Anne [email protected]
Based on a template from The WebQuest Page
Evaluation
Teacher Script
Conclusion
Look At All These Systems!Look At All These Systems!A Journey Through The Human BodyA Journey Through The Human BodyMs. TimmermanMs. Timmerman
[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
Introduction (Teacher)Introduction (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
This lesson is designed for 8th 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
Learners (Teacher)Learners (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
Curriculum Standards (Teacher)Curriculum Standards (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
1. 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.
2. 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.htmhttp://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
The Process (Teacher)The Process (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.htmhttp://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
Resources (Teacher)Resources (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Evaluation
Teacher Script
Conclusion
Evaluation (Teacher)Evaluation (Teacher)
BeginningBeginning11
DevelopingDeveloping22
AccomplishedAccomplished33
ExemplaryExemplary44
ScoreScore
Identify and Identify and describes describes systems systems characteristics characteristics and function and function
Description and Description and identification of identification of systems not clearly systems not clearly defined. Much detail defined. Much detail and information and information missing. missing.
Describes and identifies Describes and identifies systems characteristics systems characteristics with some missing with some missing details or information. details or information.
Describes and identifies Describes and identifies systems characteristics systems characteristics with detail. with detail.
Describes and Describes and identifies systems identifies systems characteristics with characteristics with explicit detail. Goes explicit detail. Goes above and beyond above and beyond expectations. expectations.
Explains how Explains how your groups your groups system system interacts with interacts with other systems other systems of the body. of the body.
Explanation lacks Explanation lacks much information and much information and detail. Does not detail. Does not completely address completely address how your groups how your groups system interacts with system interacts with other systems of the other systems of the body. body.
Explains how your Explains how your groups system interacts groups system interacts with other systems of with other systems of the body with some the body with some missing information or missing information or detail. detail.
Explains how your Explains how your groups system interacts groups system interacts with other systems of with other systems of the body with detail.the body with detail.
Explains how your Explains how your groups system groups system interacts with other interacts with other systems of the body systems of the body with explicit detail. with explicit detail. Goes above and Goes above and beyond expectations. beyond expectations.
Describes Describes systems systems importance to importance to everyday life everyday life function.function.
Description of Description of importance lacks much importance lacks much detail. The importance detail. The importance of the system to life of the system to life function not completely function not completely addressed. addressed.
Describes systems Describes systems importance to everyday importance to everyday life function with some life function with some missing information or missing information or detail. detail.
Describes systems Describes systems importance to everyday importance to everyday life function with detail. life function with detail.
Describes systems Describes systems importance to importance to everyday life function everyday life function with explicit detail. with explicit detail. Goes above and Goes above and beyond expectations. beyond expectations.
All parts of the All parts of the project are project are included. included.
All parts of the project All parts of the project not included. not included.
Most parts of the project Most parts of the project are included with some are included with some information missing. information missing.
All parts of the project All parts of the project are included with most are included with most information included. information included.
All parts of the project All parts of the project are included with all are included with all information included. information included. Goes above and Goes above and beyond expectations. beyond expectations.
Group and Group and Individual Individual ParticipationParticipation
Member put forth Member put forth unacceptable effort unacceptable effort working with other working with other member of the group member of the group and put forth little to no and put forth little to no individual effort. individual effort.
Member put forth Member put forth acceptable effort acceptable effort working with other working with other member of the group member of the group and put forth some and put forth some individual effort. individual effort.
Member worked well Member worked well with other members of with other members of the group and put forth the group and put forth individual effort. individual effort.
Member worked Member worked extremely well with extremely well with other members of the other members of the group and put forth group and put forth above required above required individual effort. individual effort.
[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
Teacher Script (Teacher)Teacher Script (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
Conclusion (Teacher)Conclusion (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Evaluation
Teacher Script
Conclusion
Credits & References (Teacher)Credits & References (Teacher)
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.htmhttp://yucky.discovery.com/flash/body/pg000124.html http://www.kidsbiology.com/human_biology/index.php
Book References:Prentice Hall Human Biology and Health