For Teachers' Eyes Only!
Overview
This WebQuest is designed for a 10-12th grade high school biology course. The WebQuest focuses primarily on the SOL standards associated with genetics. It is designed to be taught over a week long process, where after each submitted assignment, you as a teacher grade the material to provide instant feedback. The purpose of this is so students do not begin the next step without understanding what they have previously completed. In theory this is “road block scaffolding” (a term I somewhat created). The standards associated with the WebQuest are below:
Virginia SOL Standards
BIO.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which a) observations of living organisms are recorded in the lab and in the field; b) hypotheses are formulated based on direct observations and information from scientific literature; c) variables are defined and investigations are designed to test hypotheses; j) research utilizes scientific literature; BIO.5 The student will investigate and understand common mechanisms of inheritance and protein synthesis. Key concepts include a) cell growth and division; b) gamete formation; c) cell specialization; d) prediction of inheritance of traits based on the Mendelian laws of heredity; e) historical development of the structural model of DNA; f) genetic variation; g) the structure, function, and replication of nucleic acids; h) events involved in the construction of proteins; i) use, limitations, and misuse of genetic information; and j) exploration of the impact of DNA technologies. BIO.6 The student will investigate and understand bases for modern classification systems. Key concepts include a) structural similarities among organisms; BIO.7 The student will investigate and understand how populations change through time. Key concepts include a) evidence found in fossil records; b) how genetic variation, reproductive strategies, and environmental pressures impact the survival of populations; c) how natural selection leads to adaptations; d) emergence of new species; and e) scientific evidence and explanations for biological evolution. |
8 VAC 20-25-30. Technology Standards.
A. Instructional personnel shall be able to demonstrate effective use of a computer system and utilize computer software. B. Instructional personnel shall be able to apply knowledge of terms associated with educational computing and technology. C. Instructional personnel shall be able to apply computer productivity tools for professional use. D. Instructional personnel shall be able to use electronic technologies to access and exchange information. E. Instructional personnel shall be able to identify, locate, evaluate, and use appropriate instructional hardware and software to support Virginia’s Standards of Learning and other instructional objectives. G. Instructional personnel shall be able to plan and implement lessons and strategies that integrate technology to meet the diverse needs of learners in a variety of educational settings. |
Objectives
· The students will learn the basic over of genetics and how genes are associated with genetics.
· The students will learn the physical makeup and function of DNA.
· The students will learn how genetic information is passed on from one living thing to another.
· The students will learn how mutations occur and why some may be selected for or against.
· The students will learn how to work cooperatively in groups, including using editing skills and composition skills.
· The students will learn how to think creatively in regards to representing their knowledge.
· The students will learn the physical makeup and function of DNA.
· The students will learn how genetic information is passed on from one living thing to another.
· The students will learn how mutations occur and why some may be selected for or against.
· The students will learn how to work cooperatively in groups, including using editing skills and composition skills.
· The students will learn how to think creatively in regards to representing their knowledge.
The Task
The task for students to complete in this WebQuest revolves around Dr. Evil’s plot to undermined James Bond. The WebQuest requires students to obtain new information in regards to genetics and then share it with Dr. Evil. (He is paying them after all!) Dr. Evil breaks down his request into three easy steps. Each one of the steps gets progressively harder to achieve while also requiring more detailed information. Each step builds off the previous one and correlates to a weakness James Bond may have. Dr. Evil also wants his “employees” to share the information in a variety of ways. Ultimately, Dr. Evil is trying to use the students to take down his longtime rival, 007!
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Materials Needed
· Computers
· Paper
· Pencils
· Printer (for rubrics)
· Audio recording equipment
· Video recording equipment
A final list of materials will have to be collected during the “Model Portion” in Step 2
The materials required here are based off the request of students. Initial materials such as foam, play-doe, and colored pencils should be readily available. For the more creative groups, they may have to provide their own materials.
· Paper
· Pencils
· Printer (for rubrics)
· Audio recording equipment
· Video recording equipment
A final list of materials will have to be collected during the “Model Portion” in Step 2
The materials required here are based off the request of students. Initial materials such as foam, play-doe, and colored pencils should be readily available. For the more creative groups, they may have to provide their own materials.
Assessments
Each Step in the WebQuest requires a submission of material to the teacher. The teacher is required to grade the material prior to the next class period in order for students to have sufficient feedback to continue in the WebQuest. The grade weights and percentages are based on the rubrics but can be changed if teacher desires.
An Example for Final Product
The example seen to the right is one I found on www.Youtube.com. Although not specifically designed for this WebQuest it does meet all the standards associated with the Final Rubric.
This video can be used to show students the type of final product that the WebQuest is looking for. This video is not a requirement, only a tool to aid the teacher if they desire. |
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