Student Page
[Teacher Page]
Plant Cell vs Animal
Title
For Educators
Introduction
Designed by
Task
Riley Kilroy, Jacob Ramey,
Justin Hummer, & Jacqueline Culley
Process
Evaluation
Conclusion
Credits
Based on a template from The WebQuest Page
Student Page
Introduction
[Teacher Page]
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
Jacob
Today you will be learning about cells, the building blocks of life.
Everything living is made up of cells. So, today you will be specifically
researching and learning about specific things that involve animal
cells and plant cells (a cell is the smallest structural and functional
unit of an organism). These two cells will have some similarities but
they will also have some differences as well. Once you go through
each slide you should be able to easily distinguish between the two.
Student Page
[Teacher Page]
Title
Introduction
Task
Task
So here’s the deal:
This webquest will teach you all you need to know about the cell - you know...those
miniscule pieces that make up your body, your pet, plants, and any other living thing
on this planet.
Process
Evaluation
Conclusion
Credits
By the time you have read the conclusion, you should be familiar with the structure
of plant versus animal cells, photosynthesis and cell division.
Make sure you’re ready to learn. Do some jumping jacks, stand on your head, and
get a snack. Ready, set, go...
http://1.bp.blogspot.com/-PIyRXOf_TqM/Tb3Lo6dzAAI/AAAAAAAADbU/S_sm2gCWgj4/s1600/Animal+vs+Plant+Cell.JPG
Jacqueline
Student Page
The Plant Cell
[Teacher Page]
Title
First, break off into groups of 2. Each group can share one computer to work
through the webquest.
Introduction
Task
Process
Evaluation
Conclusion
The plant cell is significantly different from the animal cell. What are the
differences? What are the different functions that each part of the plant cell
posses? Click the link and first start the tutorials of each to see the differences
and then play the game to test your knowledge of the plant cell.
http:t//www.sheppardsoftware.com/health/anatomy/cell/index.htm
To further understand the different parts of the plant cell and their functions
click the link below and then click on plant cell. Click on the different parts of
the cell to pull up the details for that part.
http://www.cellsalive.com/cells/cell_model.htm
After you feel like you have obtained a solid understanding of the plant cell
model you can print off two copies of the worksheet found on the link below.
Each team member should have their own copy of the worksheet to
individually turn in. Color the parts of the cell according to the color next to the
name and then answer the four questions below.
http://www.biologycorner.com/worksheets/cell_color_plant.html#.UlVluhBld
3s
Credits
Justin
Student Page
Animal Cell Structure
[Teacher Page]
Title
Introduction
Task
Process
Evaluation
Conclusion
What are the parts of the animal cell? What exactly do these parts
do? Click the link below and go find out!
http://www.enchantedlearning.com/subjects/animals/cell/
To get more in depth information about each particular piece of an
animal cell click the link below.
http://www.wisc-online.com/Objects/ViewObject.aspx?ID=AP11403
After you go through these links and feel confident that you know what
each part is, where it is, and what it does take this quiz.
://www.sciencegeek.net/Biology/rehttpview/U1animalcells.htm
Once you have finished all these activities, in your group build a
model of an animal cell.It doesn’t matter how you make it, it just has to
be 3D. For example you can use different types of candy’s and make
the model that way.
Credits
Jacob
Student Page
Photosynthesis
[Teacher Page]
What???
Title
Introduction
Task
Process
Evaluation
Conclusion
“photo” - from Greek “phôs” - “light”
+
“synthesis” - from Greek “sýnthesis” - “put/place with”
● http://www.neok12.com/php/watch.php?v=zX425c515e426609045
00606&t=Photosynthesis
Okay, what does it do?
● http://www.chemicalformula.org/photosynthesis
Wait what?
● http://www.neok12.com/php/watch.php?v=zX4b7a504d047d5b6e6
60173&t=Photosynthesis
● http://www.biology4kids.com/files/plants_photosynthesis.html
Tell me more!
● http://www2.estrellamountain.edu/faculty/farabee/biobk/BioBookP
S.html
Now...find the source of the room’s artificial sun. Underneath is a
box of tissue paper, cupcakes, construction paper, pipe cleaners,
various candy, flowers and markers. Your job is to show me what
the these websites are saying. Your diagram should be
comprehensible by a first grader.
Credits
Jacqueline
Cell Division
Student Page
[Teacher Page]
Title
Begin by reading through this overview of cell mitosis.
http://www.biology.arizona.edu/cell_bio/tutorials/cell_cycle/cells3
.html
Introduction
Task
Process
Follow the animation to gain a better understanding.
http://www.wisconline.com/Objects/ViewObject.aspx?ID=BIO204
Evaluation
Conclusion
Watch a few videos until you have mastered it.
http://www.neok12.com/Cell-Division.htm
Still want more? Follow through with more detailed information.
http://www.uic.edu/classes/bios/bios100/lecturesf04am/lect16.ht
m
After you have grasped the material create a visual comparison
of mitosis vs. meiosis. The world is your canvas, it can be visual,
digital, or tactile, just find ways to incorporate information into
your representation.
Credits
Riley
Student Page
Evaluation
[Teacher Page]
Title
Introduction
Task
Student failed to
complete the
assignment. (0)
Process
Evaluation
Conclusion
The Plant Cell
Animal Cell
Structure
Cell Division
Photosynthesis
Credits
Riley
Student completed
assignment with
lack of
understanding of
material. (1)
Student completed
assignment showing
a general
understanding of
material. (2)
Student completed
assignment showing
a deep
understanding of
material. (3)
Student Page
Conclusion
[Teacher Page]
Title
Introduction
Task
Cells are the smallest functional units of living things. Cells Make energy, proteins and other
essential substances for organisms to survive. Cells help plants and animals to move, grow,
reproduce, and digest the food they eat. Without them working properly and every part of
the cell working together as a team nothing would be able to function properly. After
completing this webquest you are now one step closer to understanding living organisms
and how the cells keep everything alive. Pretty cool huh!?
Process
Evaluation
So what about us? What about the Human Cell? How do we function in the ways that we
do? How are our cells different from plant and animal cells?
Conclusion
Here a couple sites to get you started:
http://people.eku.edu/ritchisong/301notes1.htm#organelles
http://www.livescience.com/14827-human-cell-nucleus-endoplasmic-reticulummitochondria.html
Credits
Justin
Student Page
[Teacher Page]
Title
Introduction
Task
Process
Credits & References
Cover Picture:
"Stem Cells 101." Stem Cells, Inc. National Institute of Health, n.d. Web. 15 Oct. 2013.
<http://www.stemcellsinc.com/science/stem-cells-101.htm>.
Introduction Picture:
Poblocki, Alicia. "Animals and Habitats." Canisius.edu/~grandem. Canisius College, n.d. Web. 15 Oct. 2013.
<http://www3.canisius.edu/~grandem/animalshabitats/JungleAnimalsBorder.jpg>.
Task Picture
"Animal vs. Plant Cell." N.p., n.d. Web. 15 Oct. 2013. <http://1.bp.blogspot.com/PIyRXOf_TqM/Tb3Lo6dzAAI/AAAAAAAADbU/S_sm2gCWgj4/s1600/Animal+vs+Plant+Cell.JPG>.
Evaluation
Conclusion
The Plant Cell:
"Cell Menu." Cell Menu. N.p., n.d. Web. 16 Oct. 2013. <http://www.sheppardsoftware.com/health/anatomy/cell/index.htm>.
"Eucaryotic Cell Interactive Animation." Cell Models: An Interactive Animation. N.p., n.d. Web. 16 Oct. 2013.
<http://www.cellsalive.com/cells/cell_model.htm>.
"Plant Cell Coloring." Plant Cell Coloring. N.p., n.d. Web. 16 Oct. 2013.
<http://www.biologycorner.com/worksheets/cell_color_plant.html>.
Animal Cell Structure:
"Animal Cell Anatomy." Animal Cell Anatomy - EnchantedLearning.com. N.p., n.d. Web. 15 Oct. 2013.
<http://www.enchantedlearning.com/subjects/animals/cell/>.
Heins, Gerald. "Learning Objects Help People Succeed." A Typical Animal Cell. Wisc-online, n.d. Web. 15 Oct. 2013.
<http://www.wisc-online.com/Objects/ViewObject.aspx?ID=AP11403>.
"Animal Cell Strucure." Science Geek. N.p., n.d. Web. 15 Oct. 2013.
<http://www.sciencegeek.net/Biology/review/U1animalcells.htm>.
Photosynthesis:
"Discovery of Photosynthesis." Discovery Youtube Education. Discovery, n.d. Web. 15 Oct. 2013.
<http://www.neok12.com/php/watch.php?v=zX425c515e42660904500606&t=Photosynthesis>.
"Chemical Formula." Chemical Formula for Photosynthesis. N.p., n.d. Web. 16 Oct. 2013.
<http://www.chemicalformula.org/photosynthesis>.
"Plants: Photosynthesis." Britannica.com, n.d. Web. 16 Oct. 2013.
<http://www.neok12.com/php/watch.php?v=zX4b7a504d047d5b6e660173&t=Photosynthesis>.
"PHOTOSYNTHESIS -PART I: THE SUN AND LIGHT." Biology4Kids.com: Plants: Photosynthesis. N.p., n.d. Web. 16 Oct. 2013
<http://www.biology4kids.com/files/plants_photosynthesis.html>.
Farabee. "PHOTOSYNTHESIS." PHOTOSYNTHESIS. N.p., n.d. Web. 16 Oct. 2013.
<http://www2.estrellamountain.edu/faculty/farabee/biobk/BioBookPS.html>.
Credits
Student Page
[Teacher Page]
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
Credits & References
Cell Division:
"The Cell Cycle & Mitosis Tutorial." The Cell Cycle & Mitosis Tutorial. N.p., n.d. Web. 16 Oct. 2013.
<http://www.biology.arizona.edu/cell_bio/tutorials/cell_cycle/cells3.html>.
"Learning Objects Help People Succeed." Cell Division. Wisc.com, n.d. Web. 16 Oct. 2013. <http://www.wisconline.com/Objects/ViewObject.aspx?ID=BIO204>.
"Educational Videos, Lessons and Games for K-12 School Kids." Cell Division. N.p., n.d. Web. 16 Oct. 2013.
<http://www.neok12.com/Cell-Division.htm>.
"Cell Division, Mitosis, and Meiosis." Cell Division. Universiy of Illinios at Chicago, n.d. Web. 16 Oct. 2013.
<http://www.uic.edu/classes/bios/bios100/lecturesf04am/lect16.htm>.
Conclusion:
Song, R. (2008). Cell structure & function. n.d. Web 16 Oct. 2013
<http://people.eku.edu/ritchisong/301notes1.htm
Machalek , A. (2011). The amazing world inside a human cell. n.d. Web. 16 Oct. 2013.
<http://www.livescience.com/14827-human-cell-nucleus-endoplasmic-reticulum-mitochondria.html
[Student Page]
Teacher Page
Put the Title of the Lesson Here
(Teacher)
Title
A WebQuest for xth Grade (Put Subject Here)
Introduction
Designed by
Learners
Put Your Name Here
Put Your E-mail Address Here
Standards
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits
Based on a template from The WebQuest Page
[Student Page]
Teacher Page
Title
Introduction
Learners
Standards
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits
Introduction (Teacher)
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.
[Student Page]
Teacher Page
Title
Introduction
Learners (Teacher)
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.
Learners
Standards
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits
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.
[Student Page]
Teacher Page
Title
Introduction
Curriculum Standards
(Teacher)
What will students learn as a result of this lesson? Describe the outcomes
succinctly. Use the language of existing standards. For example:
Social Studies Standards Addressed
Learners
Standards
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits
•Recognize the relationships among the various parts of a nation's cultural life.
•Learn about the mythology, legends, values and beliefs of a people
.
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?
[Student Page]
Teacher Page
Title
Introduction
Learners
Standards
Process
Resources
Evaluation
Teacher Script
Conclusion
The Process (Teacher)
You can paste in the process description given to students in the “You can paste in
the process description given to students in the “studentYou can paste in the
process description given to students in the “student”You can paste in the process
description given to students in the “student” process slide and then interleave the
additional details that a teacher might need.
Describe briefly how the lesson is organized. Does it involve more than one class?
Is it all taught in one period per day, or is it part of several periods? How many days
or weeks will it take? Is it single disciplinary, interdisciplinary, multidisciplinary or
what?
If students are divided into groups, provide guidelines on how you might do that.
If there are misconceptions or stumbling blocks that you anticipate, describe them
here and suggest ways to get around them.
What skills does a teacher need in order to pull this lesson off? Is it easy enough for
a novice teacher? Does it require some experience with directing debates or role
plays, for example?
If you're designing for a one-computer classroom or for pre-readers and are creating
a facilitated WebQuest in which the teacher or an aide controls the computer and
guides discussion, you can link from here to the Teacher Script page which would
contain a printable script for the facilitator to follow.
Variations
If you can think of ways to vary the way the lesson might be carried out in different
situations (lab vs. in-class, for example), describe them here.
Credits
[Student Page]
Teacher Page
Title
Introduction
Learners
Standards
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits
Resources (Teacher)
Describe what's needed to implement this lesson. Some of the possibilities:
•Class sets of books
•E-mail accounts for all students
•Specific software (how many copies?)
•Specific hardware (what kind? How many?)
•Specific reference material in the classroom or school library
•Video or audio materials
If the lesson makes extensive use of specific websites, it would be appropriate to
list, describe and link them here.
Describe also the human resources needed. how many teachers are needed to
implement the lesson. Is one enough? Is there a role for aides or parents in the
room? Do you need to coordinate with a teacher at another school? With a partner
in industry or a museum or other entity? Is a field trip designed in as part of the
lesson?
[Student Page]
Teacher Page
Title
Introduction
Learners
Standards
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits
Evaluation
(Teacher)
How will you know that this lesson was successful? Describe what student products
or performances you'll be looking at and how they'll be evaluated. This, of course,
should be tightly related to the standards and objectives you cited above.
You may want to just copy and paste the evaluation section of the student page
(Evaluation) into this space and add any clarifications needed for another teacher to
make use of this lesson.
[Student Page]
Teacher Page
Title
Introduction
Learners
Standards
Process
Resources
Evaluation
Teacher Script
Conclusion
Teacher Script
(Teacher)
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
Credits
[Student Page]
Teacher Page
Title
Introduction
Learners
Standards
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits
Conclusion (Teacher)
Make some kind of summary statement here about the worthiness of this lesson and
the importance of what it will teach.
[Student Page]
Teacher Page
Title
Introduction
Credits & References
(Teacher)
List here the sources of any images, music or text that you're using. Provide links back to
the original source. Say thanks to anyone who provided resources or help.
List any books and other analog media that you used as information sources as well.
Learners
Standards
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits
Include a link back to The WebQuest Page Include a link back to The WebQuest Page and
The WebQuest Slideshare Group so that others can acquire the latest version of this
template and training materials.