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Goals & Objectives

Goals:  This Webquest is designed to allow 7th grade science students the opportunity to research and apply skills in comparative anatomy.  This project will allow students to analyze information and synthesize a designer animal based on this data.

Objectives:

Upon completion of this Webquest students will be able to:

  1. Work in a cooperative group setting
  2. Research content on provided links
  3. Collect information relevant to animal species
  4. Analyze animal systems for unique characteristics and apply relevant aspects to a designer animal
  5. Support reasons for choosing systems for a given environment to other group members
  6. Collectively design an animal best suited for the environment based on individual research
  7. Create an illustration of the designer animal
  8. Prepare an oral defense of the designer animal

Core Curriculum Standards

The standards were selected from the New Jersey Department of Education's standards list.

5.1 Scientific Processes All students will develop problem-solving, decision-making and inquiry skills, reflected by formulating usable questions and hypotheses, planning experiments, conducting systematic observations, interpreting and analyzing data, drawing conclusions, and communicating results.
A. Habits of Mind
4. Recognize that curiosity, skepticism, open-mindedness, and honesty are attributes of scientists.

 

 
5.5 Characteristics of Life All students will gain an understanding of the structure, characteristics, and basic needs of organisms and will investigate the diversity of life.
A. Matter, Energy, and Organization in Living Systems
2. Recognize that complex multicellular organisms, including humans, are composed of and defined by interactions of the following:
  • cells.
  • tissues.
  • organs.
  • systems
B. Diversity and Biological Evolution
1. Compare and contrast kinds of organisms using their internal and external characteristics.
3. Recognize that individual organisms with certain traits are more likely to survive and have offspring.

 

 

Learning Styles  

1. Concrete Sequential 

2. Abstract Sequential

3. Concrete Random

4. Abstract Random

 

Multiple Intelligences

1. Verbal/Linguistic: recording facts on worksheet, defending choices

2. Visual/Spatial: image manipulation in animal design

3. Interpersonal: cooperative learning groups, supporting choices

4. Intrapersonal: individual expression of choices/ideas

5. Naturalist: analysis of animal systems

6. Body/Kinesthetic: use of computer

7. Logical/Mathematical: scientific reasoning

 

Bloom's Taxonomy

Knowledge

   1. Find information on body systems of animals.

    2.  Recall information on animals' body systems.

    3.  Identify the beneficial systems for new planet's environment.

    4.  Examine the various systems of a given animal.

Comprehension

    1. Explain animal systems to group members.

    2.  Relate their choice in their oral defense.

    3.  Judge which systems from each animal are best for environment.

    4. Explain reasons for each choice in design.

Application

    1.  Develop a defense for your choices.

    2. Identify facts to support your choices.

    3.  Design an illustration of engineered animal.

Analysis

    1.  Compare and contrast same systems in different animals.

    2.  Infer what the benefits of each chosen system will be for the animal.

    3.  Distinguish the necessary characteristics of an animal' survival on the new planet.

Synthesis

    1.  Compile research on a variety of animal systems.

    2.  Modify existing animal systems to develop new design.

    3.  Construct an animal from all the selected systems.

Evaluation

    1.  Evaluate individual animal for appropriate systems in environment.

    2.  Influence other group members when presenting your choices.

    3.  Defend group's choices in oral presentation.

    4.  Justify choices in oral presentation.

 

Sense and Meaning

Sense

The students have recently studied Astronomy and characteristics of planets.  They have also studied classification of organisms as 6th graders.  The students understand that specific organisms live in environments that their body systems are best adapted for, thus leading to diversity.  It makes sense to the 7th graders that certain animals are best suited for specific environments as well as the concept that not all animals can live in all environments on the planet. 

Meaning

Middle school students are innately curious about space and creative interests.  This project combines curiosity of the unknown and implements it into the Life science unit.  The animals being researched are familiar to the students and may provide insight into animals they own as pets.  The research allows students to understand how these creatures work and why they may live and eat as they do. 

The project allows students to apply learned concepts in a creative way.  It is meaningful to the 7th graders that they get to defend their choices artistically as well as in a verbal defense.  Although the project is fact based and applications must be supported with valid reasoning, the opportunity is provided to be imaginative and creative at the same time.

Author:  Theresa Butler