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Introduction
| Task | Process | Evaluation | Conclusion | Credits
Introduction
You are a world traveler and have been leading great adventures to
different places around the globe.
You are now ready to take an adventure into an unexplored world. You have been chosen by the American
Biotechnologies Institute to be the first human to travel inside the smallest
known factory, the human cell.
You will be required to learn how the cell is put together and compile
a list of the different parts that allow it to perform it tasks and produce
its products. Your research group will also create a travel brochure for
future explorers.
Task
Your mission, if you choose to accept
it, is to design a travel brochure for future adventurers to travel to the microscopic
factory and explore the inner workings of this foreign world.
Your final product will include the following:
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A travel brochure created in Microsoft Publisher to
illustrate the journey, the exciting sites they will encounter, the dangers
that may lie ahead, and how they to can choose to take this new adventure.
·
An individual product according to the role that you
choose to take on in your group.
·
An essay that will compare the basic animal cell to a
production factory.
Process
·
You will be grouped with two other students and each
person in the group will choose one of the following roles. Each role is followed by some
websites that may help you in your research.
ü Micro
technologist (You will research the area of nanotechnology and any new
advances that have been made in this area. A time line will be created to help organize your
information.)
National Nanotechnology Institute http://www.nano.gov/
Search Tool for Nanotechnology on the Web http://www.nanospot.org/
Foresight Institute http://www.foresight.org/
It’s a small, small, small, world
http://www.zyvex.com/nanotech/MITtecRvwSmlWrld/article.html#loc006
ü Biologist
(You will research the cell itself, the main organelles in the cell and their
functions. You will create a
summary table to organize these organelles and their functions.)
Biology4Kids http://www.biology4kids.com/files/cell_main.html
The Animal Cell Structure and Function
http://www.bi.iup.edu/techstrategies/modules/secondary/barkey/animal.htm
Cells Alive http://www.cellsalive.com/
Cell Biology http://www.sciencenet.org.uk/database/Biology/Cell_Biology/b00308c.html
ü Travel
Agent (You will research possible routes to travel to the cell. You will create a map to illustrate
the best route to take. Be very
specific and how you will reach your destination. You do not want to get lost on this journey.)
Life Science Connections
http://vilenski.org/science/humanbody/index.html
Inner Learning Online http://www.innerbody.com/
BBC The Human Body http://www.bbc.co.uk/science/humanbody/enhanced/index.shtml
The Virtual Body http://www.medtropolis.com/VBody.asp
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Once the research is complete, your group will
combine all the research and start creating your travel brochure.
·
You will also write an essay from the research that
compares the human cell to a production factory to illustrate the inner
workings of the cell.
Evaluation
The following Rubric will be used to evaluate your final travel brochure
that will be turned in for a group grade.
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Making A Brochure: Travel Brochure
Teacher name: Davidson
Student Name ___________________
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CATEGORY
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4
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3
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2
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1
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Content - Accuracy
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All facts in the
brochure are accurate.
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99-90% of the facts in
the brochure are accurate.
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89-80% of the facts in
the brochure are accurate.
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Fewer than 80% of the
facts in the brochure are accurate.
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Attractiveness &
Organization
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The brochure has
exceptionally attractive formatting and well-organized information.
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The brochure has
attractive formatting and well-organized information.
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The brochure has
well-organized information.
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The brochure's
formatting and organization of material are confusing to the reader.
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Knowledge Gained
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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.
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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.
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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.
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Several students in the
group appear to have little knowledge about the facts or technical
processes used in the brochure.
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Sources
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Careful and accurate
records are kept to document the source of 95-100% of the facts and
graphics in the brochure.
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Careful and accurate
records are kept to document the source of 94-85% of the facts and graphics
in the brochure.
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Careful and accurate
records are kept to document the source of 84-75% of the facts and graphics
in the brochure.
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Sources are not
documented accurately or are not kept on many facts and graphics.
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Spelling &
Proofreading
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No spelling errors remain
after one person other than the typist reads and corrects the brochure.
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No more than 1 spelling
error remains after one person other than the typist reads and corrects the
brochure.
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No more than 3 spelling
errors remain after one person other than the typist reads and corrects the
brochure.
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Several spelling errors
in the brochure.
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Graphics/Pictures
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Graphics go well with
the text and there is a good mix of text and graphics.
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Graphics go well with
the text, but there are so many that they distract from the text.
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Graphics go well with
the text, but there are too few and the brochure seems
"text-heavy".
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Graphics do not go with
the accompanying text or appear to be randomly chosen.
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You will also receive 3 individual
grades on the task you complete for your individual role, your final essay
comparing a basic cell to a city, and a cooperation grade on how you work
with your group members. The
following rubrics will apply to those individual grades.
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Role Report: Individual Report
Teacher name: Davidson
Student Name ___________________
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CATEGORY
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4
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3
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2
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1
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Components of the
report
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All required elements
are present and additional elements that add to the report (e.g., thoughtful
comments, graphics) have been added.
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All required elements
are present.
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One required element is
missing, but additional elements that add to the report (e.g., thoughtful
comments, graphics) have been added.
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Several required
elements are missing.
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Spelling, Punctuation
and Grammar
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One or fewer errors in
spelling, punctuation and grammar in the report.
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Two or three errors in
spelling, punctuation and grammar in the report.
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Four errors in spelling,
punctuation and grammar in the report.
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More than 4 errors in
spelling, punctuation and grammar in the report.
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Drawings/Diagrams
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Clear, accurate diagrams
are included and make the experiment easier to understand. Diagrams are
labeled neatly and accurately.
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Diagrams are included
and are labeled neatly and accurately.
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Diagrams are included
and are labeled.
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Needed diagrams are
missing OR are missing important labels.
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Background Sources
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Several reputable background
sources were used and cited correctly. Material is translated into
student's own words.
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A few reputable
background sources are used and cited correctly. Material is translated
into student's own words.
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A few background sources
are used and cited correctly, but some are not reputable sources. Material
is translated into student's own words.
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Material is directly
copied rather than put into students’ own words and/or background sources
are cited incorrectly.
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Research Report: Compare Cell to Factory
Teacher name: Davidson
Student Name ___________________
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CATEGORY
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4
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3
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2
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1
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Organization
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Information is very
organized with well-constructed paragraphs and subheadings.
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Information is organized
with well-constructed paragraphs.
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Information is
organized, but paragraphs are not well-constructed.
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The information appears
to be disorganized. 8)
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Quality of
Information
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Information clearly relates
to the main topic. It includes several supporting details and/or examples.
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Information clearly
relates to the main topic. It provides 1-2 supporting details and/or
examples.
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Information clearly
relates to the main topic. No details and/or examples are given.
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Information has little
or nothing to do with the main topic.
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Sources
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All sources (information
and graphics) are accurately documented in the desired format.
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All sources (information
and graphics) are accurately documented, but a few are not in the desired
format.
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All sources (information
and graphics) are accurately documented, but many are not in the desired
format.
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Some sources are not
accurately documented.
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Mechanics
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No grammatical, spelling
or punctuation errors.
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Almost no grammatical,
spelling or punctuation errors
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A few grammatical
spelling, or punctuation errors.
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Many grammatical,
spelling, or punctuation errors.
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Collaborative Work Skills: Collaborative Work Skills
Teacher name: Davidson
Student Name ___________________
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CATEGORY
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4
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3
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2
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1
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Contributions
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Routinely provides
useful ideas when participating in the group and in classroom discussion. A
definite leader who contributes a lot of effort.
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Usually provides useful
ideas when participating in the group and in classroom discussion. A strong
group member who tries hard!
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Sometimes provides
useful ideas when participating in the group and in classroom discussion. A
satisfactory group member who does what is required.
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Rarely provides useful
ideas when participating in the group and in classroom discussion. May
refuse to participate.
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Time-management
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Routinely uses time well
throughout the project to ensure things get done on time. Group does not
have to adjust deadlines or work responsibilities because of this person's
procrastination.
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Usually uses time well
throughout the project, but may have procrastinated on one thing. Group
does not have to adjust deadlines or work responsibilities because of this
person's procrastination.
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Tends to procrastinate,
but always gets things done by the deadlines. Group does not have to adjust
deadlines or work responsibilities because of this person's
procrastination.
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Rarely gets things done
by the deadlines AND group has to adjust deadlines or work responsibilities
because of this person's inadequate time management.
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Quality of Work
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Provides work of the
highest quality.
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Provides high quality
work.
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Provides work that
occasionally needs to be checked/redone by other group members to ensure
quality.
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Provides work that
usually needs to be checked/redone by others to ensure quality.
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Attitude
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Never is publicly critical
of the project or the work of others. Always has a positive attitude about
the task(s).
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Rarely is publicly
critical of the project or the work of others. Often has a positive
attitude about the task(s).
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Occasionally is publicly
critical of the project or the work of other members of the group. Usually
has a positive attitude about the task(s).
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Often is publicly
critical of the project or the work of other members of the group. Often
has a positive attitude about the task(s).
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Focus on the task
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Consistently stays
focused on the task and what needs to be done. Very self-directed.
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Focuses on the task and
what needs to be done most of the time. Other group members can count on
this person.
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Focuses on the task and what
needs to be done some of the time. Other group members must sometimes nag,
prod, and remind to keep this person on-task.
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Rarely focuses on the
task and what needs to be done. Lets others do the work.
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Preparedness
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Brings needed materials to
class and is always ready to work.
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Almost always brings
needed materials to class and is ready to work.
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Almost always brings
needed materials but sometimes needs to settle down and get to work
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Often forgets needed
materials or is rarely ready to get to work.
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Working with Others
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Almost always listens
to, shares with, and supports the efforts of others. Tries to keep people
working well together.
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Usually listens to,
shares, with, and supports the efforts of others. Does not cause
"waves" in the group.
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Often listens to, shares
with, and supports the efforts of others, but sometimes are not a good team
member.
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Rarely listens to,
shares with, and supports the efforts of others. Often is not a good team
player.
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Conclusion
This adventure has given you the opportunity to explore the basic
structure and function of an animal cell. Be sure that you have prepared your individual assignment
according to your role, your group travel brochure, and your comparative
essay. I hope you enjoyed your
trip.
Credits & References
Included is a link back to The WebQuest Page and the Design
Patterns page so that others can acquire the latest version of this
template and training materials.
"We all benefit by being generous with our work. Permission is hereby
granted for other educators to copy this WebQuest, update or otherwise modify
it, and post it elsewhere provided that the original author's name is
retained along with a link back to the original URL of this WebQuest. On the
line after the original author's name, you may add Modified by (your name)
on (date). If you do modify it, please let me know and provide the new
URL."
Last updated on October 8, 2002.
Based on a template from The
WebQuest Page
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