Science Content Standards:
Science-Grade 7-Life Sciences
2e DNA is the genetic material of living organisms, and is located in
the chromosomes of each cell.
5a Plants and animals have levels of organization for structure and
function, including cells, tissues, organs, organ systems, and the whole
5b Organ systems function because of the contributions of individual
organs, tissues, and cells. The failure of any part can affect the entire
Science-Grade 7-Investigation and Experimentation
7a Select and use appropriate tools and technology (including calculators,
computers, balances, spring scales, microscopes, and binoculars) to perform
tests, collect data, and display data.
7b Utilize a variety of print and electronic resources (including the
World Wide Web) to collect information as evidence as part of a research
7c Communicate the logical connection among hypothesis, science concepts,
tests conducted, data collected, and conclusions drawn from the scientific
7d Construct scale models, maps and appropriately labeled diagrams to
communicate scientific knowledge (e.g., motion of EarthÝs plates and cell
7e Communicate the steps and results from an investigation in written
reports and verbal presentations.
Here are a few other standards I found, teachers interested in doing
this webquest with 9th grade students might look closely at the genetic
standards for your level.
Grade 6: Ecology (5e), Investigation and Experimentation (7a, b, c,
d, e, g)
Grade 9: Biology (1c, 5f), Investigation and Experimentation (1a, c,
Lessons Standards Search by Grade and Subject
Standards and Framework
California Content Standards
Content Standards Grades K-12 - Science - PDF Format
My plan for this webquest was to set up a framework in which students
can have a wide range of choices. While analyzing current data and playing
the role of a scientist, students can make recommendations regarding
public health. I am going to have oral presentations where my students
can exhibit mastery of subjects covered within the school year. (genetics,
cells, basteria and virii, animal structure vs. function, life cycle, etc.)
comments are welcome and appreciated.
A side note - I have big hopes for the mapping activity as it incorporates
some math skills that my students need. I already have plans to change
it to include a graphing activity. I am sure that it will be improved during
implementation and this teacher wishes to hear from others who have had
success. You can find great county level maps at the Center
for Integration of Natural Disaster Information.
As I was writing this webquest, Colorodo has had its first confirmed
case. I assume that soon the virus will be here in California. Expect to
change some of the guiding questions.
If you have trouble with my rubric, (It's in word format) you can try
a quick html version I made of it here.
It lost all my formatting, but fix it up!
Students need practice in group dynamics. Groups will work closely at
end of webquest to create their presentations.Students will also need practice
in data collection and note taking. This has been planned as an end of
the year project. I plan on spending the earlier part of the semester giving
the students the necessary skills to be successful.
Interpreting data, making inferences, forming hypotheses, making predictions,
Presentations -hyperstudio or imovie
Effective use of Internet resources.
Presentations - defense of oral presentation, peer evaluation, rubric,
web site review sheet
Students may research related viral or arthropod species.
Need a refresher on mind maps? go to Tony
Buzan's web site