Introduction
Henry fell down the stairs leading to the front entrance of his home. Since then his grandson, Harrison has been staying with him and he began to notice a few things. His grandfather put salt in his tea instead of sugar in the canister next to it. He answered the telephone upside down and when they were visiting a restaurant, he accidentally walked into the ladies bathroom. However, the ladies were mesmerized by his blue eyes and escorted him back to Harrison who was waiting at the table. Harrison believes that his grandfather is having trouble with his vision but he cannot detect why. Will you help him investigate?
Task
Harrison has a few questions to investigate before he makes his conclusion. He knows that he has to be able to explain this to his grandfather in a way that is clear and makes sense.
1. What are the parts of the eye?
2. How do these parts work together to form an image?
3. Why does my grandfather have blue eyes and I have brown ones?
4. They say the eye is like a camera, how are they similar?
5. What is cataract?
6. What is myopia and hypermetropia?
7. What is astigmatism?
8. What is glaucoma?
Process
Harrison wants to be sure of the eye defect his grandfather has. To begin his investigation there are a few things he must do, he has to:
1. Analyze how the parts of the eye work together to produce an image:
2. Predict how eye color is determined:
https://health.howstuffworks.com/mental-health/human-nature/perception/eye.htm
3. Compare the functions of the to the functions of a camera:
4. Determine the factors resulting in cataract:
https://study.com/academy/lesson/what-is-a-cataract-definition-symptoms-surgery.html
5. Determine the factors resulting in myopia and hypermetropia:
https://www.ck12.org/biology/vision-correction/lesson/Vision-Correction-MS-LS/
6. Determine the factors resulting in astigmatism:
https://health.howstuffworks.com/mental-health/human-nature/perception/eye.htm
7. Determine the factors resulting in glaucoma:
Good detectives always make notes so that they can review information later! Tables, sketches and graphic organizers are also helpful.
Evaluation
Using the resource below, complete levels 1- 6 in sequential order. After this is completed, record your scores.
https://www.helpfulgames.com/subjects/biology/303-human-eye-anatomy.html
The final clue: Henry has been complaining of cloudy vision, dimmed colors and headaches.
Based on the information you have gathered thus far, help Harrison diagnose his grandfather's condition in a word document .
Be sure to explain to his grandfather:
1. How the eye works to form images (in your own words);
2. Simplify the eye by using comparison to a camera; and
3. Describe the condition you believe he has, its symptoms and possible treatments.
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Short Answer Scoring Rubric |
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0 |
1 |
2 |
3 |
4 |
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Content |
Completely wrong concept, no attempt |
Gives one correct term but uses incorrectly |
Gives more than one correct term uses one appropriately |
Uses appropriate terms correctly, with little supporting detail |
Uses all of the appropriate terms with extensive supporting details |
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Grammar |
Answer is incomprehensible or no attempt |
Stated unclearly with numerous spelling errors |
Stated clearly with numerous spelling errors |
Stated clearly with one or two grammatical errors |
Free of grammatical or spelling error |
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Maximum total points |
8 |
Conclusion
In this webquest, you learnt the parts of the eye and how they work together to form an image. You also learnt how the eye and a camera have similar structures and function and how eye color is generated. This webquest further explored defects of the eye that included cataract, myopia, hypermetropia, astigmatism and glaucoma while fostering scientific skills of inquiry, recording, listening and research.
Credits
Done by:
Nina N. Greene
Vashti Braynen
Elizabeth Ellis
Internet Sources:
Educational Broadcasting Corporation. (2004). Concept to Classroom. Retrieved from https://www.thirteen.org/edonline/concept2class/webquests/index_sub7.ht…
Study.com
Helpfulgames.com
Howstuffworks.com
YouTube.com
ck12.org
Teacher Page
What are the benefits of WebQuests?
As WebQuests assist students in utilizing credible internet resources, they are then enabled to use critical thinking skills. Consequently, students develop a deeper understanding of not only the topic but, the various meaningful ways that technology can be used to assist learning. Another benefit of WebQuests is that as students are forced to collaborate with each other to complete assignments, their cooperative learning skills are fostered, which in turn will develop their social skills.
How did WebQuests start, and how have they developed since they became popular?
WebQuests were developed by Dr. Bernie Dodge, who was a professor of educational technology at San Diego State University. In the spring of 1995, as he was while teaching a class for preservice teachers, Dr. Dodge invented WebQuests. His intent was to provide his student teachers a format for online lessons that would make the best use of student time while fostering higher-level thinking skills. 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. Since then, WebQuests have gained popularity and developed through being used by staff developers at schools and teacher educators at universities 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?
The following six components are the essential parts of a WebQuest:
- Introduction – An introduction explains a situation and provides background information on the topic. Introductions are expected to be entertaining yet outline the learning goals to students.
- Task - The task is a formal description of what students will have accomplished by the end of the WebQuest. Teachers must locate resources for a particular topic on the web. The teacher should then use that activity which should have a combination of the information found in the resources. According to the Educational Broadcasting Corporation, “developing this task -- or the main research question -- is the most difficult and creative aspect of creating a WebQuest.”
- Process - The steps of the WebQuest are specifically addressed during this step. This is also where the students are instructed to organize the information. Information is typically organized in links which are embedded in each step.
- Resources – This section usually consists of the resources required to complete the WebQuest. They are typically hyperlinked directly in the WebQuest to ensure the student uses the correct web resources. Typical web resources may include websites, posters, videos and so forth.
- Evaluation – Evaluations assist students in grading themselves on how successful they were on the WebQuest. Most of the time, evaluations are in the form of rubrics.
- Conclusion – In the conclusion, students are able to reflect on the WebQuest.
What kinds of topics lend themselves to WebQuests?
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According to the Educational Broadcasting Corporation, 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:
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What do I need to create a WebQuest?
A web editor is really the only thing needed to create a WebQuest. As long as there is internet, a teacher can use a webserver to post the WebQuest to and have students complete the WebQuest. In the case that there is no internet, a teacher can save the WebQuest on a flash drive or a similar device and then save it to the computer. Students can then run the webpage and practice it while teacher works on getting internet service.
What are some critical perspectives?
According to the Educational Broadcasting Corporation,
WebQuests are not the best way to teach factual recall, simple procedures, or definitions. Since many curricular standards address content of that type, there are chunks of the curriculum that are eliminated from WebQuest territory. 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 cannot 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. You should also be prepared for those who feel that classroom learning should be focused on facts and content -- and who oppose inquiry-based learning more generally. They may deride WebQuests as "fluff," since they emphasize critical-thinking skills rather than particular information.
How can I use WebQuests in conjunction with other educational techniques?
WebQuests can be used in conjunction with other educational techniques by incorporating cooperative and collaborative learning as students will frequently work in groups. As WebQuests are based on the ideas of inquiry and constructivism, these concepts can aid in students’ learning through WebQuests.
WebQuests can also help students to meet standards focused on critical-thinking and analysis skills. Students’ metacognitive skills can be developed. WebQuests are well suited for subjects such as social studies and science. By integrating technology, WebQuests can offer great ways to assign tasks for students to complete that works on their multiple intelligences.
Alternative kinds of assessment can be used to judge the results of WebQuest projects. WebQuests are meaningful ways to learn about using the internet in education and appealing to students.
WebQuests are tools, not educational theories, so they can be used in virtually any classroom with appropriate computer access.