1. WebQuests TEC-942 Final Project
Kristen Miller

2. Introduction Topics: Cell Theory, Cell Structure and Function
The generally accepted parts of modern cell theory include: All known living things are made up of one or more cells. All living cells arise from pre-existing cells by division. The cell is the fundamental unit of structure and function in all living organisms. It is also important to know about the make up of cells that allow them to function and be the basis of all living things.
Through this WebQuest, you will learn about cell theory, the scientists who developed it, and the structure and function of cell organelles.

3. Task
Part A: Learners will develop one of the following describing Cell Theory and the scientists to described it.
Part B: Learners will create a book about cells, their organelles, and the function of the organelles.
Auditory – Hearing
Visual – Seeing
Tactile – Hands On
Documentary
Coloring Book
Animated Movie
Mystery
Comic Strip
Exhibit
Newspaper
Flow Chart or Organizer
Sculpture
Story or Poem
Video
Flipbook

4. Process Part A: Go to http://bosserman-bio.weebly.com/unit-4.html
Scroll through to find resources that describe Cell Theory and take notes about what cell theory is so that you will have the information for your project.
Scroll through the page to find resources that describe the scientists who developed Cell Theory.
Take notes about who these scientists were and how they participated in developing Cell Theory.
Search the internet for any additional resources that you would like to include in your project such as information:
about scientists
pictures of cells, the scientists, or what they did
interesting info 
Choose your project (Documentary, Newspaper article, song, brochure, comic book, animated movie, flipbook, museum exhibit) and complete it including all information obtained during your research.
Part B:
Divide the list of organelles so that each member of the group is responsible for specific content.
Cell wall
Cell membrane
Nucleus
Nuclear membrane
Cytoplasm
Endoplasmic reticulum
Ribosome
Mitochondrion
Vacuole
Lysosome
Chloroplast
Find reputable resources that will provide information about cells and their organelles. You may use the link from Part A again, as well as at least 2 more websites.
Document your sources.
Take notes on your specific topic.
Come together as a group to compile your information to create a book about cells, their organelles, and their functions. Your book should contain drawings of each organelle and complete pictures of a plant and animal cell should also be included.

5. Evaluation Points 1 2 3 4 Content –Cell Theory
Cell theory was not discussed.
1 component of cell theory was addressed or there was only a brief summary.
2 components of cell theory were addressed.
3 components of cell theory were addressed.
Content – Scientists
Scientists and contributions were not discussed.
Scientists or contributions were not discussed.
All scientists and their contributions were discussed.
All scientists and their contributions were discussed in great detail.
Content – Cell Organelles
Cell organelles were not discussed.
3 or more required organelles were not discussed.
1-2 required organelles were not discussed.
All required organelles were discussed in detail.
Spelling & Proofreading
More than 3 spelling or punctuation mistakes.
2-3 spelling or punctuation mistakes.
Only 1 spelling or punctuation mistakes.
No spelling or punctuation mistakes.
Writing
There are more than 3 grammatical mistakes.
There are 2-3 grammatical mistakes.
There is 1 grammatical mistake.
There are no grammatical mistakes.
Attractiveness & Organization
Chosen project was not well organized and not professional in appearance.
Chosen project was not well organized or professional in appearance.
Chosen project was well organized and professional in appearance.
Chosen project was well organized and professional in appearance with a great amount of detail.
Cell Book
Cell book was not included.
Cell book is sloppy and missing required organelles and information.
Cell book is sloppy or missing required organelles and information.
Cell book is done professionally and contains all required organelles and info.

6. Conclusion
Projects will be displayed around the room. Each group will go around and evaluate work from other groups and answer questions as they move from project to project. Once complete, there will be a class discussion about cell theory and cell organelles.

7. Credits Author Biography
Kristen Miller: NYS Certified Living Environment Teacher since 2006 with a BS from Marist College and an MALS from SUNY Stony Brook
I would like to thank Loribeth Bosserman: National Board Certified Special Educator
Permissions We all benefit by being generous with our work. Permission is granted for others to use and modify this WebQuest for educational, non-commercial purposes as long as the original authorship is credited. The modified WebQuest may be shared only under the same conditions. See the Creative Commons Attribution • Non-Commercial• Share-Alike license for details.

8. All About Cells Lesson Plan
ADDITIONAL WEBQUEST COMPONENTS

9. Title: All About Cells Grade: 9-10 Living Environment Objectives:
Students will conduct research about cell theory and scientists who were instrumental in its development
Students will complete a project of their choice demonstrating their knowledge of cell theory and important scientists
Students will conduct research about cells and cell organelles and compile information with a group
Students will create a book about cells and organelles describing specific functions

10. NYS Living Environment Standards
ISTE Standards
Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information
Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, mange projects, solve problems, and make informed decisions using appropriate digital tools and resources.
Standard 1: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.
Key Idea 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing and creative process.
PERFORMANCE INDICATOR 1.2Hone ideas through reasoning, library research, and discussion with others, including experts.
Major Understandings
1.2a Inquiry involves asking questions and locating, interpreting, and processing information from a variety of sources.
1.2b Inquiry involves making judgments about the reliability of the source and relevance of information.
STANDARD 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
Key Idea 1: Living things are both similar to and different from each other and from nonliving things.
PERFORMANCE INDICATOR 1.2: Describe and explain the structures and functions of the human body at different organizational levels (e.g., systems, tissues, cells, organelles).
1.2a Important levels of organization for structure and function include organelles, cells, tissues, organs, organ systems, and whole organisms.
1.2f Cells have particular structures that perform specific jobs. These structures perform the actual work of the cell. Just as systems are coordinated and work together, cell parts must also be coordinated and work together.
1.2i Inside the cell a variety of specialized structures, formed from many different molecules, carry out the transport of materials (cytoplasm), extraction of energy from nutrients (mitochondria), protein building (ribosomes), waste disposal (cell membrane), storage (vacuole), and information storage (nucleus).
NYS Living Environment Standards

11. Materials Computer with internet access
Student handout sheet with task and rubric
Paper, scissors, glue stick, markers, colored pencils, and other crafting materials

12. Student Procedures Part A:
Go to
Scroll through to find resources that describe Cell Theory and take notes about what cell theory is so that you will have the information for your project.
Scroll through the page to find resources that describe the scientists who developed Cell Theory.
Take notes about who these scientists were and how they participated in developing Cell Theory.
Search the internet for any additional resources that you would like to include in your project such as information:
about scientists
pictures of cells, the scientists, or what they did
interesting info 
Choose your project (Documentary, Newspaper article, song, brochure, comic book, animated movie, flipbook, museum exhibit) and complete it including all information obtained during your research.
Part B:
Divide the list of organelles so that each member of the group is responsible for specific content.
Cell wall
Cell membrane
Nucleus
Nuclear membrane
Cytoplasm
Endoplasmic reticulum
Ribosome
Mitochondrion
Vacuole
Lysosome
Chloroplast
Find reputable resources that will provide information about cells and their organelles. You may use the link from Part A again, as well as at least 2 more websites.
Document your sources.
Take notes on your specific topic.
Come together as a group to compile your information to create a book about cells, their organelles, and their functions. Your book should contain drawings of each organelle and complete pictures of a plant and animal cell should also be included.

13. Assessment Points 1 2 3 4 Content –Cell Theory
Cell theory was not discussed.
1 component of cell theory was addressed or there was only a brief summary.
2 components of cell theory were addressed.
3 components of cell theory were addressed.
Content – Scientists
Scientists and contributions were not discussed.
Scientists or contributions were not discussed.
All scientists and their contributions were discussed.
All scientists and their contributions were discussed in great detail.
Content – Cell Organelles
Cell organelles were not discussed.
3 or more required organelles were not discussed.
1-2 required organelles were not discussed.
All required organelles were discussed in detail.
Spelling & Proofreading
More than 3 spelling or punctuation mistakes.
2-3 spelling or punctuation mistakes.
Only 1 spelling or punctuation mistakes.
No spelling or punctuation mistakes.
Writing
There are more than 3 grammatical mistakes.
There are 2-3 grammatical mistakes.
There is 1 grammatical mistake.
There are no grammatical mistakes.
Attractiveness & Organization
Chosen project was not well organized and not professional in appearance.
Chosen project was not well organized or professional in appearance.
Chosen project was well organized and professional in appearance.
Chosen project was well organized and professional in appearance with a great amount of detail.
Cell Book
Cell book was not included.
Cell book is sloppy and missing required organelles and information.
Cell book is sloppy or missing required organelles and information.
Cell book is done professionally and contains all required organelles and info.