Seaford Middle School WebQuest Template

Seaford Middle School WebQuest Template

Author’s Name (s):

Edie Sipos

Author’s E-Mail :

Date Created:

June 16, 2003

School:

Seaford School District

Grade Level:

Subject:

Life Science

Duration:

2 – 4 days

Essential Question (EQ):

What are the functions and location of the organelles in a cell and how do their functions compare to the parts of a factory or city.

Knowledge & Skills:

Students will know and be able to…

…learn the function of each cell part

…label the cell parts

...compare the cell parts to a factory or a city

…design a 3-D cell and make a presentation

Standards Addressed:

Science Standard Six - Life Processes

Structure/Function Relationship:

…the basic unit of all living organisms is the cell.

…cells contain a set of observable structures called organelles (e.g., cell wall, cell membrane, nucleus, chloroplasts, and vacuole, etc.) that control the various functions of the cell.

English Language Arts Standard One

Students will use written and oral English appropriate for various purposes and audiences.

WebQuest Title:

A Cell Safari

Introduction:

Have you ever been on a safari? You will be traveling with Sally on a safari through the cell to discover the parts and their functions. Your adventure will begin in either the plant or animal cell. Imagine being small enough to enter each part to see how it performs it’s job. You will then relate this information to the jobs of a factory or city. At the end you will be creating a 3-D model of either the plant or animal cell. The report and model will be finished at home and presented in class. Happy safari hunting!

Task:

At the end of your safari trip through the cell you will be producing two products. The first will be the comparison of the function of the cell parts to either the parts of a city or a factory in a written report. The second product will be creating a 3-D cell depicting all the parts of either an animal or plant cell. Your model will include labels of each cell part and a key. Use symbols on the key to correlate to the part. You need to decide which cell you want to do before starting your safari. Remember to choose a plant or animal cell.

Process:

To complete your cell safari you are to:

1. Go to http://.vilenski.org/science/safari

2. Decide if you will choose a plant or animal cell for your written report and 3-D model. Click on either the plant or animal cell.

3. Take notes on the cell parts as you travel through the cell safari, keeping in mind how this relates to your writing assignment and cell project.

4. Click on each cell part to see what it looks like and it’s function. Remember to jot down information as you go along to be used for your report.

5. Be sure to view all cell parts before leaving this site.

6. Go to http://www.cellsalive.com to view a real cell and what the part looks like. Click on Cell Biology and then choose animal or plant cell, whichever you have chosen to do.

7. Choose a cell part and view each cell part and compare it to the information you already have. Click Back to view next cell part. Write any notes you may need for your report or model.

8. Your report will be written at home and may be typed if you choose. Be sure to include 10-12 cell parts in your written report.

9. Your 3-D model will be constructed at home and I will give you reminder guidelines for this project. Include at least 10-12 cell parts on your model.

Evaluation:

Your performance will be evaluated on your written report and your 3-D cell project, how well you followed directions and your presentation. You will be given an individual grade on the report and the cell project separately. The cell model will be presented in class and you will be asked questions about the functions of each cell part. Study the rubrics below to check if you are satisfied with your completed project and report.

Collection or Display: Cell Model

Teacher name: e sipos

Student Name ___________________

CATEGORY	4	3	2	1
Display	The display is attractive and well-organized. The items are neatly and securely attached to the model. The model is a 3-D cell.	The display is attractive and well-organized. The items are neatly and securely attached to the model.	The display is somewhat organized. The items are securely attached to the model.	The display is not organized OR the items are not securely attached to the model.
Labels	Each item has a small, neat label describing the item. At least 10 -12 cell parts are included on the model and key.	Each item has a label describing the item. At least 8 -10 cell parts are included on the model and key.	Each item has a label, but some lack some required information. It includes 5 - 8 cell parts on the model and key.	One or more items is not labeled. Fewer than 5 cell parts are included on the model but no key.
Knowledge Gained	Was able to accurately answer at least 2 questions about the cell without reading the labels.	Was able to accurately answer at least 2 questions about the cell accurately, without reading the labels but with prompts.	Was able to accurately answer at least 21question about the cell accurately by reading the labels and with prompts.	Had trouble answering questions about the cell.
Participation	Student showed great enthusiasm and focused on important information about the cell. Presentation was clear, loud, and student faced audience.	Student showed some enthusiasm and focused on some of the information. Presentation was not as clear or loud or did not look at audience.	Student did work, but lost focus or became frustrated. Presentation not as clear or looking down or away from audience.	Student often lost focus or became frustrated and lacked presentation skills.

Date Created: 2003-06-18

Delaware Student Testing Program – General Rubric for Writing

The following characteristics determine the success of the response in meeting the needs of the audience and fulfilling the writing purpose.

Score of 5

Score of 4

Score of 3

Score of 2

Score of 1

Score point 5 meets all the criteria listed in score point 4. In addition, a paper receiving this score shows an exceptional awareness of readers’ concerns and needs.

The student may have shown an exceptional use of:

· Development strategies specific to the purpose for writing

· Distinctive style, voice, tone

· Literary devices

· Compositional risks

Unified with smooth transitions, a clear and logical progression of ideas, and an effective introduction and closing.

Sufficient, specific, and relevant details that are fully elaborated.

Consistently complete sentences with appropriate variety in length and

Structure

A consistent style with precise and vivid word choice.

Few, if any, errors in standard written English that do not interfere with understanding.

Generally unified with some transitions, a clear progression of ideas, and an introduction and closing.

Specific details but may be insufficient, irrelevant, or not fully elaborated.

Generally complete sentences with sufficient variety in length and structure.

Some style and generally precise word choice.

Some errors in standard written English that rarely interfere with understanding.

Minimally unified and may lack transitions or an introduction or closing.

Some specific details but may be insufficient, irrelevant, and/or not elaborated.

Some sentence formation errors and a lack of sentence variety.

Sometimes general and repetitive word choice.

Several kinds of errors in standard written English that interfere with understanding.

Lacks unity.

No or few specific details that are minimally elaborated.

Frequent and sever sentence formation errors and/or a lack of sentence variety.

Often general, repetitive, and/or confusing word choice.

Frequent and severe errors in standard written English that interfere with understanding.

For non-scorable responses see below:

· Blank ? Refusal

· Off topic ? Illegible

· Written in a language other ? Insufficient

than English

Conclusion:

When you have completed your notes in both websites, check to make sure you have all the information you need to compare a cell and it’s parts to a city or factory. Then check to make sure you know the location of each part to include in your model. If you have extra time go back to Cell Safari and click on either of the other living things, fungus, bacteria or protists and make a comparison of the way they are alike or different from your plant or animal cell. If you still have time go to the original site and click on eukaryotic to find the definition and it’s characteristics.

Additional Materials:

You may use your textbook to check on any information that can be added to your notes. You may also use your textbook to view the cell parts and their location. After your introduction show the video Inside a Cell. Give guidelines for the construction of the cell model.

Teacher Notes/Suggestions:

Introduce the cell as a living thing and use text to provide information about cells. Discuss the size and kinds of cells and their parts and functions in the cell.

*For further resources about his topic, click the links below as access additional materials.

UDEL

OPAC

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