Body Systems Teacher Information
WebLesson & WebQuest Information
Basic Classroom Information
Washington State Essential Learnings
Science Reading
Communication Writing
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WebLesson & WebQuest Information

The purpose of the WebLesson is for students to work cooperatively with numerous Web resources to gain enough information to become knowledgeable about the curriculum areas.

The WebQuest extends that learning into a problem solving, presentation format. Students must present their learning to peers as well as on the Web by incorporating their learning into a problem solving format. The problem solving scenario presented precludes any chance of students just repeating knowledge gained. Judgments must be made.

Body Systems is fourth grade curriculum in our school district. The WebLesson allows students to acquire learning on their own without the teacher being the "expert" or "giver of knowledge". Learning becomes more of a cooperative, investigative learning with a culminating project that incorporates sharing their knowledge.

In the WebLesson all students will gain the same basic knowledge, then in the WebQuest students will become "specialists" in an area, develop their direction of learning and presentation focus, and, finally, present their project in class and on the Web. The final project is scored on the Body Systems Rubric.

Spring 2001 Note: After reviewing WASL scores and looking at my technology instructional focus I have restructured this WebLesson to require each student to complete their own assignments for each system instead of requiring only one for each group. I do believe that working collaboratively to gain the knowledge and assisting each other is still critical, but the additional requirement of EACH student having to turn in his/her OWN assignment will give them that much more practice writing.

Review: My Body Scavenger Hunt & Answers (I reproduced KidsHealth Scavenger Hunt & Answer pages so that the answers weren't readily available, since KidsHealth had direct links to the answers.)

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Washington State Essential Academic Learnings

When planning a short lesson or daily lessons I focus on 3 or 4 specific Essential Learnings for the lesson. This unit is extensive and will require 4 - 6 weeks to complete. My intention was to break the Essential Learnings down by area, but after attempting to place that on a Web page, I realized it would be too bulky, and where each Essential Learning fits into the plan is quite self explanatory. Therefore, I have included the large number of the Essential Learnings that will be addressed as we progress through the project.

Science
Reading
Communication
Writing
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Science Benchmark 1
SCIENCE ESSENTIAL LEARNING 1:
The student understands and uses scientific concepts and principles.

1.2 Identify, describe, and categorize living things based on their characteristics

  • use characteristics to distinguish among different kinds of living organisms
SCIENCE ESSENTIAL LEARNING 3:
The student uses effective communication skills and tools to build and demonstrate understanding of science. 
3.1 Use listening, observing, and reading skills to obtain scientific information
  • obtain science information by listening to and attending a science presentation
  • read and comprehend developmentally appropriate science information
3.2 Use writing and speaking skills to organize and express science ideas
  • write clear science explanations using developmentally appropriate vocabulary and writing skills
  • recognize and use everyday science terms associated with the students' environment
3.3 Use effective communication strategies and tools to prepare and present science information
  • use common computer programs to prepare a science report
  • operate developmentally appropriate science software programs
  • plan and present science information using strategies such as drawings, media technology, models, role playing, verbal, and written explanations, pictures, lists, data tables, etc.
SCIENCE ESSENTIAL LEARNING 5:
The student applies science knowledge and skills to solve problems or meet challenges.
5.1 Identify problems and challenges in which science knowledge and skills can be applied
  • identify a problem in which science/technology can be used to design a solution
  • define the parts of the problem and the factors that would determine a desirable solution
5.2 Research, design, and test a variety of ways to address problems and/or challenges
  • research, design, and test a solution to meet a science/technology challenge
  • identify the difficulties that exist in designing a solution
5.3 Evaluate solutions and consequences
  • evaluate a solution based on how well it meets the criteria
5.4 Implement a proposed solution and communicate the approach used
  • work alone or with a group to implement a solution
  • verbally describe the problem or challenge and the process used to design and select a solution
Communication Benchmark 1
COMMUNICATION ESSENTIAL LEARNING 2:
The student communicates ideas clearly and effectively.
2.1 communicate clearly to a range of audiences for different purposes
  • communicate to teacher, small group, and class, for example, by tutoring or giving reports
  • show beginning awareness of the needs of an audience
  • use narrative and descriptive forms of speech
2.2 develop content and ideas
  • choose content which relates to topic
  • select material from readily available sources
  • organize information in a sequential pattern (beginning, middle, end) using simple transitions
  • describe ideas in concrete terms
2.3 use effective delivery
  • speak at a volume and rate that enables others to follow
  • project voice well
  • speak fluently and expressively to the class
  • use good posture and eye contact
  • begin to use facial expression and body language to convey a message or enhance an oral presentation
2.4 use effective language and style
  • speak using standard grammar
  • use complete sentences
  • use age-appropriate vocabulary
  • use words and illustrations such as pictures or charts to create an effective presentation
2.5 effectively use action, sound, and/or images to support presentations
  • experiment with a variety of media and resources to convey a message or enhance an oral presentation
    COMMUNICATION ESSENTIAL LEARNING 3:
    The student uses communication strategies and skills to work effectively with others.
3.1 use language to interact effectively and responsibly with others
  • demonstrate conversation skills, for example, entering in, taking turns, responding to others' remarks, and closing a conversation
  • distinguish between types of speech such as a chat, a warning, or a joke
  • use language that is respectful of others feelings and rights
  • show awareness of possible difficulties when communicating cross-culturally
3.2 work cooperatively as a member of a group
  • assume a variety of assigned roles within a group to perform a task
  • contribute to group with ideas and effort
  • respect others' feelings and right to participate in a group
3.3 seek agreement and solutions through discussion
  • identify and share ideas and points of view
  • accept responsibility for personal actions
  • formulate ideas and identify possible alternatives
  • suggest solutions and initiate action
COMMUNICATION ESSENTIAL LEARNING 4:
The student analyzes and evaluates the effectiveness of formal and informal communication.
4.1 assess strengths and need for improvement
  • use established criteria to evaluate and improve one's own and others' presentations
4.2 seek and offer feedback
  • offer feedback on others' presentations
  • accept and apply feedback on own presentation when appropriate
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Reading Benchmark 1
READING ESSENTIAL LEARNING 1:
The student understands and uses different skills and strategies to read.
1.5 Uses Features Of Non-Fiction Text And Computer Software
  • finds and sorts information as it relates to a specific topic or purpose
  • understands and uses text organizers (table of contents, index, captions, alphabetizing, numbering, glossaries)
  • recognizes organizational features of electronic information (pull down menus, key word searches, icons)
READING ESSENTIAL LEARNING 3:
The student reads different materials for a variety of purposes
3.1 Reads to Learn New Information
  • understands signs, labels, instructions
  • selects appropriate resources to answer a question or solve a problem
  • reads to learn information about specific fields of study such as mathematics, science, etc.
3.2 Reads to Perform a Task
  • reads assignments and performs tasks (following directions, participating in book talks, taking notes, playing games, developing hobbies)
  • locates and uses a variety of resource materials; understands purpose of resource materials

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Writing Benchmark 1
WRITING ESSENTIAL LEARNING 1:
The student writes clearly and effectively.

1.1 Develops Concept & Design

  • represents one main idea or topic in text
  • demonstrates expanded use of detail
  • chooses own topic confidently
  • organizes text with clear beginning, middle and end (e.g., spatial, sequential)
  • uses paragraphs consistently
  • writes in more than one genre
  • begins to write analytically
  • uses transitions to facilitate logical order
  • uses elaboration to enhance ideas

1.5 Applies Writing Conventions

  • writes complete sentences
  • uses capitalization and punctuation accurately in final draft
  • uses correct subject-verb agreement
  • spells words in own vocabulary correctly in final draft
  • indicates paragraphs consistently
  • uses correct cursive letter formation and legible handwriting
WRITING ESSENTIAL LEARNING 2:
The student writes in a variety of forms for different audiences and purposes.

2.1 Varies Form of Writing

  • writes with range of forms (e.g., reports, advertisements)

2.2 Writes to Different Audiences
  • writes for self, teacher, or other personally known audiences
  • shares writing with others
  • shows beginning awareness of needs of an audience
  • selects own writing to publish
2.3 Writes for Different Purposes
  • writes to satisfy own need for expression and to respond to teacher's prompt
  • writes to tell a story
  • begins to write for different purposes:
    • tell all about something
    • label something
    • name something
    • tell what happened
    • describe something
WRITING ESSENTIAL LEARNING 3:
The student understands and uses the steps of the writing process.
3.1 Prewriting
  • generates ideas by recalling experiences
  • brainstorms
  • begins to organize and plan writing
  • discovers, explores, and uses resources in schools, libraries, and community
  • self as focus still dominant though may be increasingly able to consider audience
3.2 Drafting
  • uses own drawings, vocabulary and spelling to create text
  • sustains the writing process
  • demonstrates some syntactical skill
  • demonstrates control of shift from writer of text to reader of it

3.3 Revising

  • shares writing with others
  • listens to response of audience
  • adds appropriate language and/or graphics to enhance text
  • begins to use word processing to write, revise, and edit
  • sees written text as a product to be worked on
3.4 Editing
  • uses dictionary as a reference
  • corrects some errors independently
  • accepts help from adults and peers
  • adds missing or necessary words
  • addresses common errors in spelling, punctuation, and capitalization
3.5 Publishing
  • selects a display form (e.g., book, poster)
  • shares writing with familiar audiences
  • chooses whether or not to publish a particular piece of writing and identifies publishing options
  • text is legible
  • uses technology when appropriate
WRITING ESSENTIAL LEARNING 4:
The student analyzes and evaluates the effectiveness of written work.
4.1 Assesses Strengths and Need for Improvement
  • uses established criteria to reflect on and improve own and others' writing
4.2 Seeks and Offers Feedback
  • listens while others share writing
  • offers positive feedback on others' writing
  • accepts and may employ feedback on own writing when appropriate
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Contact Paula Barnard at Pioneer Elementary School, Arlington Public Schools, Arlington, WA, USA
Updated 06/17/2005