Introduction
Blood is a constantly circulating fluid providing the body with nutrition, oxygen, and waste removal. Blood is mostly liquid, with numerous cells and proteins suspended in it, making blood "thicker" than pure water.
It is so amazing to know that the average person has about 5 liters (more than a gallon) of blood.
We are all human beings with blood running through our bodies, but did you know that we do not have the same blood type? Although all blood is made from the same type of elements, not all blood is alike. The blood group you belong to depends on what you have inherited from your parents.
A transfusion is a transfer of blood from one person to another. Most early attempts at blood transfusions failed, but no one knew why until the early 1900s. At that time, Karl Landsteiner, an Austrian American physician, tried mixing blood samples from pairs of people. Sometime the two blood samples blended smoothly. In other cases, however, the red blood cells clumped together. This clumping accounted for the failure of many blood transfusions. If clumping occurs within the body, it clogs the capillaries and may lead to death. Landsteiner went on to discover that there are four major types of blood.
Students will learn the amount blood, the different blood types, blood tranfusions and why knowing your blood is so important!
Task
Students will learn about the four blood types and why a blood transfusion is possible only between certain types (O is the universal donor, but can only receive from O, A can receive from A or O, B can receive from B or O, AB can receive from A, B, AB and O).
Students will “mix” blood types using colored water and see what results.Your job in the webquest is to know what blood type is, the different types of blood types, you will learn about blood transfusions, carry out an experiment and answer a set of questions once the experiement is completed
Process
1. Students must work together in pairs (2) - Will be assigned
Next they will:
1. Make a small cup of yellow water, label “Blood Type A”
2. Make a small cup of blue water, label “Blood Type B”
3. Make a small cup of green water, label “Blood Type AB”
4. Pour a small amount of plain water into a cup, label “Blood Type O”
5. Pour a small amount of one of the blood types into an empty cup (recipient). Add a second blood type to it (donor), simulating a “blood transfusion”.
6. Notice the results and record on the data table. A color change indicates that the transfusion failed. (In a real blood transfusion, this failure would be evidenced by agglutination of the red blood cells.)
After the experiment is done the following table must be completed and all questions must be answered:
| Blood Type #1 (Donor) | Blood Type #2 (Recepient) |
Observations |
Successful Transfustion? (Color Change indicates a failure) |
Based on the experiment and research:
1. What transfusions were successful? How do you know?
2. One of the blood types is considered a universal donor. Which blood type is this? How do you know?
3. One of the blood types is considered a universal recipient. Which blood type is this? How do you know?
4. Why is it important to know an individual’s blood type?
Resources
Use the following links to assist with objectives/questions:
https://www.youtube.com/watch?v=KXTF7WehgM8
http://www.nhs.uk/conditions/Blood-groups/pages/introduction.aspx
http://www.redcrossblood.org/learn-about-blood/blood-types
Evaluation
Students will be evaluated out of 9
| Criteria | 1 | 2 | 3 |
| Collaboration Skills (Teamwork) | Poor | Satisfactory | Very Good |
| Research | Research is complete | Research is somewhat complete | Research is complete |
| Content | Lack of imformation | Information is somewhat complete | Information is complete |
Conclusion
On this webquest you would've learned about blood, blood types, the history of blood types, blood transfusions and the importance of knowing your blood type.
Teacher Page
What are the benefits of WebQuests?
Using WebQuests in the classrooms can help build a solid foundation that prepares students for the future.
WebQuests increase student motivation. When students are motivated, they are likely to put in more effort, and their minds are more alert and ready to make connections.
In WebQuests, students use real, timely resources instead of dated textbooks and materials that are only presented from one point of view.
WebQuests are often cooperative in nature, requiring students to take on roles where they are part of a team that must accomplish the task.
How did WebQuests start, and how have they developed since they became popular?
Dr. Bernie Dodge, professor of educational technology at San Diego State University, developed and named the concept while teaching a class for preservice teachers in the spring of 1995. He wanted to give his student teachers a format for online lessons that would make the best use of student time while fostering higher-level thinking skills.
Soon after, Tom March, working at San Diego State as a fellow funded by Pacific Bell, developed the first fully developed WebQuest as part of PacBell's Knowledge Network
Dr. Dodge wrote a paper on the topic, "Some Thoughts About WebQuests". The paper was widely read, and many teachers started to adopt the technique.
Staff developers at schools and teacher educators at universities were using the WebQuest Page as a source of training materials and ideas for their own courses. As the WebQuest Page grew, it developed links to WebQuests created all over the English-speaking world.
What are the essential parts of a WebQuest?
Introduction:
The introduction section provides background information and motivational scenarios like giving students roles to play. It also provides an overview of the learning goals to students.
Task:
The task is a formal description of what students will have accomplished by the end of the WebQuest.
First, the teacher finds resources for a particular topic on the Web. Then, the teacher devises an activity for the students that incorporates the information from the various sites. This task should be doable and interesting.
Process:
This is a description of the steps learners should go through in accomplishing the task, with links embedded in each step.
Resources:
This section of the WebQuest consists of a list of the resources that students will need to complete the task.
In older WebQuests, resources will be listed in a section of their own. More recent WebQuests have the resources embedded within the Process section, to be accessed at the appropriate time.
Evaluation:
Each WebQuest needs a rubric 1 for evaluating students' work. The standards should be fair, clear, consistent, and specific to the tasks set. Many of the theories of assessment, standards, and constructivism apply to WebQuests: clear goals, matching assessments to specific tasks, and involving the learners in the process of evaluation are all concepts from earlier workshops that apply here.
Conclusion:
This step allows for reflection by the students and summation by the teacher.During the concluding section of a WebQuest, students are encouraged to suggest ways of doing things differently to improve the lesson.
What kinds of topics lend themselves to WebQuests?
The best use of the WebQuest format is for topics that are less well-defined -- tasks that invite creativity and problems with several possible solutions. They can address open-ended questions like:
What should be done to protect America's coral reefs?
What kinds of people were most likely to survive the sinking of the Titanic? Why?
What do I need to create a WebQuest?
Once designed and set up, a WebQuest is really just a Web page in a particular format. A Web editor is the only specialized equipment needed to get started.
You'll also need to have a Web server 1 available to post 2 your WebQuest. Most school districts and many individual school sites have servers available for teachers. However, a server is not an absolutely critical requirement. If you don't have server space, you can copy your WebQuest onto the hard drive of each of your students' computers. Then, run the WebQuest on a browser like Netscape or Internet Explorer.
What are some critical perspectives?
Finding the time is the biggest obstacle to designing your own WebQuests. Your first attempt requires that you learn to use some new tools, and some teachers simply can not find enough spare hours to pull it off. The benefit, though, is that once you have made your WebQuest, most of your work is done. Once that occurs, you no longer have to worry about daily lesson plans or scintillating lectures. Relieved of the burden of being the main source of new information, you instead work with your students as a coach, thinking on your feet. Many teachers find that they like this role better than being the "sage on center stage."
WebQuests also require that students have a certain level of reading ability, unless one is careful to find highly visual sites or has an adult available who is willing to read the screens to the students. This means it's harder to create a good WebQuest for children younger than the third grade or for those with language or reading difficulties. Again, these limitations can be overcome by paying special attention in your design of group work, but it is a harder fit.
How can I use WebQuests in conjunction with other educational techniques?
WebQuests are based on the ideas of inquiry and constructism. WebQuests also incorporate cooperative and collaborative learning, since students work on projects in groups. These concepts can play a role in teaching with WebQuests.
WebQuests can also help students meet standards focused on critical-thinking and analysis skills, and may be particularly useful for social studies and science. By using multimedia, WebQuests also help with multiple intelligence work. Alternative kinds of assessment can be used to judge the results of WebQuest projects. WebQuests are one way to use the Internet in education.
WebQuests are tools, not educational theories, so they can be used in virtually any classroom with appropriate computer access.