Introduction|| Tasks ||Process||VT Standards||Assessments||Urinary System Web Resources|| Web Resources for all systems||Other Non-web Resources||Conclusion||Teacher Notes
Introduction|| Tasks ||Process||VT Standards||Assessments||Urinary System Web Resources|| Web Resources for all systems||Other Non-web Resources||Conclusion||Teacher Notes
Welcome to Bob's Body Shoppe. Bob's body is in peril and losing money fast. A consultant has been brought in to evaluate the importance of your assigned system. His job is to make a recommendation as to which system to shut down. Your team must persuade the consultants of the necessity of your system.
The company president has asked you to make a recommendation as to which systems should be shut down. The president of your company is very eccentric. He wants the recommendations to be in the form of a skit, rap, song, or some other artistic form. Other artistic forms need to be reviewed and approved by the consultants (Mrs. Frey or Mrs. Whitney).
In your recommendation, include the following information:
Be prepared to share your recommendation with the class.
Choose partner(s).
Choose a system from this list: Circulatory, Digestive, Immune, Integumentary, Muscular, Nervous, Respiratory, Skeletal, and Urinary (Remember that we have already done the Reproductive System and we are not doing the Endocrine or Lymphatic systems now).
Scheduled class time devoted to projects:
Day 1
Partners complete introductory reading from "Blood and Guts" and begin planning worksheet.
Days 2, 3, and 4
Days 5 and 6
Days 7 and 8
Days 9, 10, and 11
Field of Knowledge
Human Body 7.14
b. Identify the parts of the human body, and demonstrate understanding of how the parts work together to perform functions that satisfy common needs.
bb. Demonstrate an understanding of the human body systems for obtaining and providing energy, defense, reproductions, hormones, immunity, and coordination of the physical functions.
The Vital Results
Persuasive Writing 1.11
a. Clearly define a significant problem, issue, topic or concern:
b. Make an assertion or judgment, or propose one or more solutions:
c. Support proposals, as appropriate, through definitions, descriptions, illustrations, examples, from experience, and anecdotes: and
d. Engage the reader (audience) by anticipating shared concerns and stressing their importance, discussing the pros and cons of alternatives, and addressing the reader's potential doubts and criticisms.
Expression, Artistic Dimensions 1.16
Students use a variety of forms, such as dance, music, theater, and visual arts , to create projects that are appropriate in terms of the following dimensions: Skill development, Reflection and Critique, Making Connections, and Approach to Work.
Personal Development, Relationships
3.10 Teamwork
Students perform effectively on teams that set and achieve goals, conduct investigations, solve problems, and create solutions.
3.11 Interactions
Students interact respectfully with others, including those with whom they have differences.
3.13 Roles and Responsibilities
Students analyze their roles and responsibilities in their family, their school, and their community.
Quest Team Standards:
Functioning Independently:
2. Identify priorities and budget my time.
3. Meet deadlines.
4. Follow through on commitments.
Grading will be based upon :
Completing work contracts
Meeting deadlines at check in points on the work contracts
Self-evaluation per rubric.
Consultant evaluation per rubric.
Team members are to complete the table below with the check in dates and work each will do by the due dates.
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Tasks-organized by check in/due dates |
Team member A _________________ |
Team member B ________________ |
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Choose format of presentation |
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Research and take notes on organs/parts of system |
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Research and take notes on functions of organs/parts |
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Research and take notes on how organs/parts work together |
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Research and take notes on importance of system to body |
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Research and take notes on how systems work together |
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Research and take notes on how systems depend on each other |
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Share all resources and notes with team member |
X |
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Criteria |
Below the Standard |
Nearly Achieves the Standard |
Achieves the Standard |
Achieves the Standard with Honors |
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Parts working together within system Human Body 7.14b Identify and explain the structure and function of human systems and how they work together |
1 out of 3 components complete, other 2 attempted · Organs/parts included · Functions described · Explains interaction of organs within system |
2 out of 3 complete, 3rd attempted · Organs/parts included · Functions described · Explains interaction of organs within system |
All 3 components complete · Organs/parts included · Functions described · Explains interaction of organs within system |
All 3 components complete with detail · Organs/parts included · Functions described · Explains interaction of organs within system |
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Systems working together Human Body 7.14 bb. Demonstrate an understanding of the human body systems and how they coordinate all physical functions. |
Both components are attempted, but are incomplete · Explains importance of system · Explains interaction and/or dependence of system with 2 other systems |
Both components are attempted, but one is incomplete · Explains importance of system · Explains interaction and/or dependence of system with 2 other systems |
Both components are complete · Explains importance of system · Explains interaction and/or dependence of system with 2 other systems |
Both components complete · Explains importance of system · Explains interaction and/or dependence of system with more than 2 systems |
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Convincing Persuasive Writing 1.11 a. Clearly define topic b. Make an assertion c. Support assertion d. Engage audience by discussing pro and cons and addressing |
Demonstrates two requirements of standard (a, b, c, or d) |
Demonstrates three requirements of standard (a, b, c, or d) |
Demonstrates all four requirements of standard (a, b, c, and d) |
Demonstrates all four requirements of standard (a, b, c, and d) with high quality |
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Presentation Quality Artistic Dimensions 1.16 Use a form of visual art (dance, music, theater or art) to produce a product that creatively conveys the importance of their system.
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· Well rehearsed ·2 of other standards criteria met |
· Well rehearsed · Set to go · Well rehearsed · 3 of other standards criteria met |
· Well rehearsed · Set to go · Time limit 2-10 min. · Includes visuals/costumes · Articulate/clear · Good tone and emotion · Lines memorized |
· Standard met to high degree of quality |
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Following directions, staying on task, meeting deadlines Functioning Independently: Identify priorities and budget time. (2) |
Seldom: · Followed instructions · Stayed on task · Used class time well
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Some of the time: · Followed instructions · Stayed on task · Used class time well |
Most of the time: · Followed instructions · Stayed on task · Used class time well
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Always: · Followed instructions · Stayed on task · Used class time well |
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Written copy submitted Bibliography |
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Description of Site |
Site address/link |
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Short video and interactive quiz on urinary system |
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Basics of urinary system-fun, quirky site |
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All about Pee!-fun, informational site |
http://www.yucky.com/body/index.ssf?/yuckystuff/pee/js.index.html |
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Basics of Urinary System-encylopedia type source |
http://www.ama-assn.org/insight/gen_hlth/atlas/newatlas/urinary.htm |
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Importance of Kidneys, the Poison filters |
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Slightly more advanced vocabulary in this site |
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Description of Site |
Site address/link |
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Short videos and interactive quizzes on different systems |
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Basics of different systems-quirky site |
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Detailed site with animations, information and diagrams |
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"Nature's Best" site-good visuals and descriptions |
http://library.thinkquest.org/2935/Natures_Best/Nat_Best_High_Level/Page_Shells/Digestive_Shell.html |
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Links to other "system" sites-Upper elementary reading level |
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Links to many other "systems" sites |
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Franklin Institute Site-Circulatory, Respiratory Systems |
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Cool site with images, animations and links, but site is tough to navigate |
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Prentice Hall site-good info. and site links |
http://www.phschool.com/science/biosurf/body_systems/index.html |
"Middle School Life Science" by Jefferson County Public Schools, Kendall/Hunt Publishing Company, CO, 1991
"Blood and Guts" by Linda Allison, The Yolla Bolly Press, CA, 1976.
"How Your Body Works, An Interactive Encyclopedia of the Human Body", CD-ROM by Addison Wesley
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As you begin this last major science project, follow these tips to assure that your project will go smoothly.
1. Complete all work contracts and submit them on time.
2. Assign tasks to each team member. The projects will be completed much more rapidly if everyone shares the work and follows the work contracts.
3. Help each other! Remember this isn't an individual assignment. Each partnership needs to work together to complete the projects.
4. Go back and look at the task sheet, work contracts, and rubric often. This will help you to stay on track and include all necessary parts.
5. Keep all handouts, lab sheets and notes, and research notes! Don't throw anything away until you have received your final, graded rubric and hard copy of presentation back from Mrs. Frey and Mrs. Whitney.
6. Use your work contract sheets to keep track of where you are one each assignment.
7. Use all class time provided wisely. The year is almost over and there is limited time to complete this project. Don't forget that part of your grade will reflect how well you use class time.
8. Practice, practice, practice your presentation
9. Learn away as you explore the human body!
Congratulations! You did it! Now you should have a good understanding of the parts of the human body, their functions within systems and how the systems depend on each other. You have honed your persuasive skills and your visual arts presentation skills.
Feedback form
Bob's Body Webquest site
Now that you have had the chance to use the Webquest, complete the form below and provide constructive criticism so that I can improve this activity.
Please rate it along the following criteria.
1. Overall Appeal of Bob's Body WebquestVery Poor 1 2 3 4 5 Great2. How easy was the Bob's Body Webquest for me to understand and use ?
Very Poor 1 2 3 4 5 Great3. I could find the links easily/they worked well.
Very Poor 1 2 3 4 5 Great4. I could understand how to use it.
Very Poor 1 2 3 4 5 Great5. The expectations and directions were clear .
Very Poor 1 2 3 4 5 Great6. I would recommend this WebQuest to other students researching these topics.
Yes No7. Suggestions for site improvement welcome! List below.
This Webquest was designed for seventh and eighth grade students of the Quest Team at Milton Middle School, Milton, Vermont. In addition to completing the Webquest, students participate in hands-on mini-labs and activities to improve their understanding the individual systems and their interdependence. Labs and activities were taken from Blood and Guts, Middle School Life Science textbook, and various other collected sources.
About the Author
Terry Frey, Science Teacher on the Quest Team.
Email address: Terry_Frey@fcmail.milton.k12.vt.us
