My Life As A Red Blood Cell



[pic] My Life As A Red Blood Cell

Life Science

SOLs

LS.2 The student will investigate and understand that all living things are composed of cells.

LS.3 The student will investigate and understand that living things show patterns of cellular organization. Key concepts include

a) cells, tissues, organs, and systems; and

b) life functions and processes of cells, tissues, organs, and systems (respiration, removal of wastes, growth, reproduction, digestion, and cellular transport).

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Designed by

Eric Whiteside

whitesideej@vcu.edu

Introduction

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The human body is composed of numerous body systems and organs functioning as one unit. This webquest will investigate the structures and functions of each system.

Task

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You are a red blood cell inside of the human body. You have a life span of only 120 days and in those days you are going to travel through the entire body visiting the various systems.

Upon completion of this assignment, you will be able to:

• Name the various body systems

• Identify and the list the major organs for each system

• Compare and contrast the functions of each system

Project assignments (pick one to do with a partner)

• PowerPoint presentation

• Place pictures and information on a poster board

Directions

• You and your partner will be given two days to complete this webquest

• This assignment is best viewed in web layout.

• Make sure to use the websites given to help with completing the project.

Process

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Circulatory system

• List and describe the major blood vessels of the human body.

• Describe the basic blood flow through the human body

• List the flow of blood through the heart.

• List the four blood types, and describe which blood types can be donated to whom.

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Urinary/Digestive/Respiratory/Endocrine

• Take note and become familiar with the organs and function of these systems.

Resources

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1. Circulatory/Urinary/Digestive/Respiratory/Endocrine System



2. Awesome Science Library



3. Martindale’s Reference Desk



4. Potter’s Science Gem



5. Sheppard’s Science Resources



Evaluation

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This project will be evaluated based on the below rubric.

|CATEGORY |4 |3 |2 |1 |

|Comprehension |Student is able to |Student is able to |Student is able to |Student is unable to |

| |accurately answer almost all|accurately answer most |accurately answer a few |accurately answer questions |

| |questions posed by |questions posed by |questions posed by |posed by classmates about |

| |classmates about the topic. |classmates about the topic. |classmates about the topic. |the topic. |

|Preparedness |Student is completely |Student seems pretty |The student is somewhat |Student does not seem at all|

| |prepared and has obviously |prepared but might have |prepared, but it is clear |prepared to present. |

| |rehearsed. |needed a couple more |that rehearsal was lacking. | |

| | |rehearsals. | | |

|Listens to Other |Listens intently. Does not |Listens intently but has one|Sometimes does not appear to|Sometimes does not appear to|

|Presentations |make distracting noises or |distracting noise or |be listening but is not |be listening and has |

| |movements. |movement. |distracting. |distracting noises or |

| | | | |movements. |

|Time-Limit |Presentation is 5-6 minutes |Presentation is 4 minutes |Presentation is 3 minutes |Presentation is less than 3 |

| |long. |long. |long. |minutes OR more than 6 |

| | | | |minutes. |

|Collaboration with Peers |Almost always listens to, |Usually listens to, shares |Often listens to, shares |Rarely listens to, shares |

| |shares with, and supports |with, and supports the |with, and supports the |with, and supports the |

| |the efforts of others in the|efforts of others in the |efforts of others in the |efforts of others in the |

| |group. Tries to keep people |group. Does not cause |group but sometimes is not a|group. Often is not a good |

| |working well together. |"waves" in the group. |good team member. |team member. |

|Enthusiasm |Facial expressions and body |Facial expressions and body |Facial expressions and body |Very little use of facial |

| |language generate a strong |language sometimes generate |language are used to try to |expressions or body |

| |interest and enthusiasm |a strong interest and |generate enthusiasm, but |language. Did not generate |

| |about the topic in others. |enthusiasm about the topic |seem somewhat faked. |much interest in topic being|

| | |in others. | |presented. |

Conclusion

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Upon completion of this assignment, you will be able to:

• Name the various body systems

• Identify and the list the major organs for each system

• Compare and contrast the functions of each system

Credits and References

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1. Body Systems Webquest

wyndmere.k12.nd.us/Web/html/bodysys/bswq.htm

2. Human Body Webquest

webtech.kennesaw.edu/rcipolla/webquest.htm

3. What Goes Around!



4. Body Systems: Inside Secrets



5. Human Organ Systems



6. What's More Important?



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