1. 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

2. 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

3. 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

5. 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

6. Evaluation Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] CATEGORY 4 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. Most 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 1-2 grammatical mistakes in the brochure even 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. 89-80% 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 has 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. 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. 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 incorrect. 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. Only two systems are shown how they relate to one another. It is not shown how each system is related to one another.

7. 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?

8. 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/ 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.

9. [ 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

10. 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. Evaluation Teacher Script Conclusion

11. 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. Evaluation Teacher Script Conclusion

16. 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.

18. Teacher Script Continued (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page 5. Once your group has decided each person’s role, each person is now the expert on that system. Return to your own computer and go to the “Process Continued” page. Click on each website under your system. Explore each website. Read through the information on each, and write down important information you can use in your brochure. You should find 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. Give enough time for everyone to read through all the websites and gather information. This may take a whole class period. 6. After doing thorough research and writing down all the information you find, get together in your group again and organize how you are going to put together your travel brochure. First decide how your brochure is going to be presented (as a powerpoint, video, paper brochure, etc). Next decide what information is going to be put in the brochure and how it is going to be organized. Make sure each system is covered and it is clear how each system works with one another. Finally, create your final brochure. Make your brochure as appealing as possible. Make sure everyone in the group does equal work. This direction should be given at the beginning of the second period that the class is working on this project. Before class begins, you should put out materials that the students may need for their project, such as paper, scissors, glue, etc. Some groups may also need a computer to finish their project, so a computer should be available for those groups. As the students are working on their project, walk around the room and make sure everyone is on task and no one needs help. Evaluation Teacher Script Conclusion Teacher Script Continued

19. Teacher Script Continued (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page 7. After your brochure is complete, meet again with your group and come up with a short 1-2 minute presentation that you will present in front of the board members of the ad agency. Depending on time, this direction could be given either at the end of the second day, or the very beginning of the third class period. 8. On the day of the presentations, sign up for when your group will present. Before the class begins, set up the desks in the room in a long row, two desks deep, so that the desks are facing each other as in a board room. Then set up a numbered sheet at the front of the classroom. As the students come in, read them direction 8 and allow the students to sign up for a slot. Then have the students present in the order on the sign-up sheet. 9. After all presentations have been given, vote on whose brochure is the best. Have the students privately vote for whose brochure is the best. Tally up the votes and announce to the class who won. Give the winning group their prize. Evaluation Teacher Script Conclusion Process Process Continued

20. 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

21. 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