A WebQuest for 7th and 8th Grade
Science
Designed by Jill DuBois
jillhighley@yahoo.com
Introduction
Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources | Teacher Notes
OH NO! You are a part of a medical team at your local hospital, and
you’ve just discovered that your patient, Mr. I. M. Sickalot, needs to
have a member (organ, tissue, nerve, etc.) of a body system removed.
The problem is, however, that you’re not exactly sure which one
should go. The positive side is that you’ve narrowed it down to 8
different possibilities (either the teeth, patella, aorta, deltoid, kidney,
thoracic duct, eye, or pancreas). Each member plays a specific role in
a different human body system, but one of the members is not
essential to having the body system function properly. You just need
to determine which member needs to go! There is one member listed
per system, and you’ve got to determine this too! Be careful in doing
your research – you wouldn’t want to remove the wrong member!
Here are some questions you should consider before you begin:
What is the importance and function of each body system? What are
the key members of each system? How do the body systems work
together to make the body work?
Go ahead! What are you waiting for? Mr. Sickalot is counting on you
to learn about how his body works so you can save his life!
Cut It Out!
Created by Jill DuBois
August 5, 2004
The Task
Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources | Teacher Notes
As a member of this elite medical team, it is your responsibility to
carefully consider the importance of eight human body systems in
order to determine which member out of one of those systems can be
removed and still have a proper functioning system. Here is what
you’ll need to do:
• Carefully research your human body systems to discover
• Functions of the system
• Key members of the system
• Importance of the system
(You’ll be using Inspiration to show your research.)
• Create a model of your body systems out of construction paper and
correctly place in Mr. I. M. Sickalot’s model body.
• Choose a final project to hand in as a group.
Cut It Out!
Created by Jill DuBois
August 5, 2004
The Process
Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources | Teacher Notes
1.
First you’ll be divided into groups of 4 students. Each of you will
be a different member of the medical team, and each member will
look at two different body systems. The team members are:
•
Surgeon
•
Heart Specialist
•
Surgical Nurse
•
Neurologist
2.
Once you’ve gathered your research material using the
information found on the Resources Page, you need to create a
detailed web about each human body system using Inspiration.
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Created by Jill DuBois
August 5, 2004
The Process
Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources | Teacher Notes
3.
4.
Come back together as a team and choose one person to create a
model of Mr. I. M. Sickalot. Have this person lay flat on his/her
back on top of the large rolled paper given by Mrs. DuBois and
trace his/her body on the paper. You’ll be creating this model so
that you as a team can get a better perspective of what Mr.
Sickalot’s body will look like inside.
a. Each team member will create scaled models of his/her 2
human body systems using construction paper. You need to
be sure to include as many members of each body system as
possible.
b. Accurately place each system on the model’s body based on
your knowledge of where each system should go.
Now is the time to determine which member of one of these 8
human body systems needs to go. Mr. Sickalot’s surgery will be in
a few days, so you need to work together to decide with member
would be easiest to remove and still have a body that functions
normally. Remember, you’ll need to justify your reasoning for
choosing this member. If Mr. Sickalot has any complications, he’ll
want to know why something else wasn’t chosen!
Cut It Out!
Created by Jill DuBois
August 5, 2004
The Process
Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources | Teacher Notes
5.
Finally, you need to choose a final project to complete as a team. For
both projects, however, you need to use at least 2 sources other than
the Internet to find your research. All work needs to be included on an
additional Works Cited page at the end of the project using MLA style.
a.
Create a Medical Report using Microsoft Word. This report should
be ten pages (one page per body system, one for opening/closing,
and one explaining your reasoning for choosing the removed
member), and an overview of the project. This Medical Report will
need a cover page with the signatures of each team member and
the role taken as a team member.
b.
Create a detailed photo journal scrapbook of the surgical process.
You need to find actual photographs of each body system, labeling
the various members of each body system shown in the the photo.
This scrapbook should be a minimum of sixteen pages, and it
should include a written summary of the reasoning your team used
to decide which member to remove. This summary should be one
page, and should be included in the scrapbook.
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Created by Jill DuBois
August 5, 2004
Evaluation
Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources | Teacher Notes
All points will be scaled so that the total value of the WebQuest
project is 100 points. The GROUP portion of the project is
weighted to be 60% of your grade, and the INDIVIDUAL portion
of the project is weighted to be 40% of your grade.
Students doing PROJECT 1 will be evaluated according to the
following rubric.
Students doing PROJECT 2 will be evaluated according to the
following rubric.
All INDIVIDUAL points will be evaluated according to the
following rubric.
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Created by Jill DuBois
August 5, 2004
Conclusion
Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources | Teacher Notes
Whew! Mr. I. M. Sickalot is in the recovery room and doing
well. His progress will continue to be monitored over the
next few days, but for right now, it looks like his surgery was
a success. He says he’s feeling much better! Thank you for
your diligence in doing the research to see what part of his
body needed to be removed.
Although there has never before been a surgery that needed
this kind of work, you and your team did a wonderful job
working together.
• What did you learn about each of the body
systems?
• What would you have done differently?
Cut It Out!
Created by Jill DuBois
August 5, 2004
Standards
Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources | Teacher Notes
Science: Grade 7 : Standard 5
The Mathematical World - Students apply mathematics in scientific contexts.
They use mathematical ideas, such as relations between operations,
symbols, statistical relationships, and the use of logical reasoning, in the
representation and synthesis of data.
Reasoning and Uncertainty 7.5.4 Describe that the larger the sample, the
more accurately it represents the whole. Understand, however, that any
sample can be poorly chosen and this will make it unrepresentative of the
whole.
Science: Grade 7 : Standard 7
Common Themes - Students analyze the relationships within systems. They
investigate how different models can represent the same data, rates of
change, cyclic changes, and changes that counterbalance one another.
Models and Scale 7.7.2 Use different models to represent the same thing,
noting that the kind of model and its complexity should depend on its
purpose.
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Created by Jill DuBois
August 5, 2004
Standards
Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources | Teacher Notes
Science: Grade 8 : Standard 7
Common Themes - Students analyze the parts and interactions of
systems to understand internal and external relationships. They
investigate rates of change, cyclic changes, and changes that
counterbalance one another. They use mental and physical models
to reflect upon and interpret the limitations of such models.
Systems 8.7.1 Explain that a system usually has some properties
that are different from those of its parts but appear because of the
interaction of those parts.
8.7.2 Explain that even in some very simple systems, it may not
always be possible to predict accurately the result of changing some
part or connection.
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Created by Jill DuBois
August 5, 2004
Standards
Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources | Teacher Notes
English/Language Arts: Grade 7 : Standard 5
WRITING: Applications (Different Types of Writing and Their
Characteristics).
7.5.3 Write research reports that:
•
pose relevant and focused questions about the topic.
•
communicate clear and accurate perspectives on the subject.
•
include evidence and supporting details compiled through the formal
research process, including use of a card catalog, Reader’s Guide to
Periodical Literature, a computer catalog, magazines, newspapers,
dictionaries, and other reference books.
•
document sources with reference notes and a bibliography.
7.5.4 Write persuasive compositions that:
•
state a clear position or perspective in support of a proposition or
proposal.
•
describe the points in support of the proposition, employing wellarticulated evidence and effective emotional appeals.
•
anticipate and address reader concerns and counterarguments.
Cut It Out!
Created by Jill DuBois
August 5, 2004
Standards
Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources | Teacher Notes
English/Language Arts: Grade 8 : Standard 5
WRITING: Applications (Different Types of Writing and Their
Characteristics).
8.5.3 Write research reports that:
•
•
define a thesis (a statement of position on the topic).
include important ideas, concepts, and direct quotations from
significant information sources, including print reference materials
and the Internet, and paraphrase and summarize all perspectives on
the topic, as appropriate.
•
use a variety of primary and secondary sources and distinguish the
nature and value of each.
•
organize and display information on charts, tables, maps, and
graphs.
•
document sources with reference notes and a bibliography.
8.5.4 Write persuasive compositions that:
•
include a well-defined thesis that makes a clear and knowledgeable
appeal.
•
present detailed evidence, examples, and reasoning to support
effective arguments and emotional appeals.
•
provide details, reasons, and examples, arranging them effectively
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by anticipating and answering reader concerns and
Created by Jill DuBois
counterarguments.
August 5, 2004
Resources
Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources | Teacher Notes
Websites
Inner Body
A Look Inside the Human Body
KidInfo.com
This has links but also some great information at the bottom of the page.
Virtual Body
This is great, but only has four systems.
The Endocrine System
Your Body’s Systems
The Lymphatic System
The Urinary System
Text/Professional Journals
You may use the classroom set of encyclopedias.
You may use any of the material Mrs. Pendel has placed on the cart for our class.
If there is time remaining, go to this site and see if you can correctly place each
body organ, muscle, bone, and nerve! Human Body Game
Another fun website to go to is The Yuckiest Site on the Internet. It’s great!
Cut It Out!
Created by Jill DuBois
August 5, 2004
Teacher Notes
Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources | Teacher Notes
This WebQuest is designed to be used after an introduction of each of the
eight human body systems has occurred in the classroom. Used as an
extension or part of the application portion of a lesson, this WebQuest will
further assist the students in understanding the function of each human body
system as well as some of the members of each system.
In addition to computer time, students will need access to:
paper for them to trace their body outlines
markers
construction paper
scissors
glue/tape
In evaluating the projects, students may choose different members of the
body systems to be removed. The key is to discover their reasoning for
choosing that particular member to see if it is in fact a logical choice. This will
be something you can develop further with your own classroom.
All pictures and backgrounds came from these websites.
BestAnimations.com
Power Point Backgrounds
SlidesDirect.com
Cut It Out!
Created by Jill DuBois
August 5, 2004
Surgeon

You love to get into the complicated systems.
You will look at the Digestive System and
Lymphatic (Immune) System to determine the a)
Functions of each system, b) Key members of
each system, and c) Importance of each system
to the body. You should spend at least one day
digging deeper into your 2 systems. You know,
you are considered to be the expert of these 2
body systems among your medical team.
Back to Process
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Created by Jill DuBois
August 5, 2004
Heart Specialist

You have always enjoyed studying the heart and
its functions, but you’ll be taking a broader look
at the human body today. You will investigate the
Circulatory System and Muscular System to
determine the a) Functions of each system, b)
Key members of each system, and c) Importance
of each system to the body. You should spend at
least one day digging deeper into your 2 systems.
You know, you are considered to be the expert of
these 2 body systems among your medical team.
Back to Process
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Created by Jill DuBois
August 5, 2004
Surgical Nurse

Getting down to the root of every problem.
Because of this, you will be researching the Urinary
System and Endocrine System to determine the a)
Functions of each system, b) Key members of each
system, and c) Importance of each system to the
body. You should spend at least one day digging
deeper into your 2 systems. You know, you are
considered to be the expert of these 2 body
systems among your medical team.
Back to Process
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Created by Jill DuBois
August 5, 2004
Neurologist

You enjoy getting on other people’s nerves. You’ll
be investigating the Nervous System and Skeletal
System to determine the a) Functions of each
system, b) Key members of each system, and c)
Importance of each system to the body. You
should spend at least one day digging deeper into
your 2 systems. You know, you are considered to
be the expert of these 2 body systems among
your medical team.
Back to Process
Cut It Out!
Created by Jill DuBois
August 5, 2004