by Tia Walker, West Potomac High School
Introduction
This WebQuest was designed to afford students the opportunity to explore cells through the use of differentiated activities. Upon completion of the WebQuest students will be able to define what a cell is, differentiate bewteen a prokaryotic and eukaryotic cells, identify cell parts (organelles) and their functions.
Learners
This WebQuest addresses the following Virginia 9th Grade Biology State Standards:
Standards
Standard Bio.3: The student will investigate and understand relationships between cell structure and function. Key concepts include
a) evidence supporting the cell theory;
b) characteristics of prokaryotic amd eukaryotic cells; and
c) similarities between the activities of the organelles in a single cell and a whole organism.
Process
This WebQuest will take threedays to complete. Students will need one class period to research cells and complete the corresponding notesheet. Students will work in cooperative groups of four to complete each part of the WebQuest. Students may work individually; however, it is strongly suggested that students work in groups to complete the 3-D cell model. Students should complete each part before moving on to the next part as one concept builds upon the next. The teacher should allow students to work together to solve problems and reach conclusions with limited assistance. Students should be directed to use the World Wide Web to answer questions and clarify misconceptions.
Task
"Previously some teachers regarded teaching as a process of formally conveying information from an instructor to noive students." (Woolf, 2010) On-going research suggest that effective teaching requires educators to use a variety of teaching strategies to appeal to diverse learners. Woolf (2010) suggests that collaboration amongst peers and inquiry-based learning develop critical thinking skills. This form of student-cenetred learning is more effective in a Science classroom where exploration is encuraged than the traditional teacher-directed learning. This assignment was designed to appeal to diverse learners. In part I students were instructed to conduct research and create a timeline. Students are actively involved in learning through discussion. Bonwell & Eison (1991) contends that "discussion in class is one of the most common strategies used to promote active learning." The creation of the timeline affords students the opportunity to apply what they learned. Peer teaching, which also promotes active learning, may be necessary for students who lack understanding.According to Bonwell & Eison (1991), active learning requires students to read, write, discuss, complete higer order thinking tasks, or be enaged in solving problems. In part II, students were instructed to contruct a 3-D model on the cell. This assignment appeals to both visual and tactile learners. The use of different colors create a visual effect which stimulates interest and reinforce memory. In part III, students were instructed to compare the cell to a city. This assignment requires the use of higher order thinking skills. More specifically students must apply, analyze, synthesize, and create. The end goal of this WebQuest is to introduce students to the cell and additionally encourage students to think on their own and communicate their ideas effectively by completing specific tasks.
References
- mobile computer cart or a computer lab
- printer and printer paper
- colored pencils
- play-doh
- toothpicks
- rulers