My Life As a Red Blood Cell

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).

Designed by

Eric Whiteside

Introduction

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

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

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.

Urinary/Digestive/Respiratory/Endocrine

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

Resources

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

http://innerbody.com/htm/body.html

2. Awesome Science Library

http://www.awesomelibrary.org/Classroom/Science/Science.html

3. Martindale’s Reference Desk

http://www.martindalecenter.com

4. Potter’s Science Gem

http://www.sciencegems.com/

5. Sheppard’s Science Resources

http://www.can-do.com/uci/

Evaluation

This project will be evaluated based on the below rubric.

CATEGORY / 4 / 3 / 2 / 1
Vocabulary / Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience. / Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them. / Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience. / Uses several (5 or more) words or phrases that are not understood by the audience.
Comprehension / Student is able to accurately answer almost all questions posed by classmates about the topic. / Student is able to accurately answer most questions posed by classmates about the topic. / Student is able to accurately answer a few questions posed by classmates about the topic. / Student is unable to accurately answer questions posed by classmates about the topic.
Preparedness / Student is completely prepared and has obviously rehearsed. / Student seems pretty prepared but might have needed a couple more rehearsals. / The student is somewhat prepared, but it is clear that rehearsal was lacking. / Student does not seem at all prepared to present.
Listens to Other Presentations / Listens intently. Does not make distracting noises or movements. / Listens intently but has one distracting noise or movement. / Sometimes does not appear to be listening but is not distracting. / Sometimes does not appear to be listening and has distracting noises or movements.
Time-Limit / Presentation is 5-6 minutes long. / Presentation is 4 minutes long. / Presentation is 3 minutes long. / Presentation is less than 3 minutes OR more than 6 minutes.
Collaboration with Peers / Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together. / Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group. / Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member. / Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.
Enthusiasm / Facial expressions and body language generate a strong interest and enthusiasm about the topic in others. / Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others. / Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked. / Very little use of facial expressions or body language. Did not generate much interest in topic being presented.

Conclusion

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

1. Body Systems Webquest
www.wyndmere.k12.nd.us/Web/html/bodysys/bswq.htm

2. Human Body Webquest
www.webtech.kennesaw.edu/rcipolla/webquest.htm

3. What Goes Around!
http://www.manatee.k12.fl.us/sites/elementary/samoset/webquest/circnew.htm

4. Body Systems: Inside Secrets

http://www.milforded.org/schools/westshore/ptivadar/wq2/

5. Human Organ Systems

http://www.edselect.com/grade_5.htm

6. What's More Important?

http://www.kn.pacbell.com/wired/fil/pages/webhumanboma.html