1. Selling Cells Web Quest
Student Page
Selling Cells Web Quest
(Teacher Page)
Title
For Educators
Introduction
Designed by
Task
Amy Stephens
Process
Kendal Baker
Stephanie Beck
Brandon Thompson
Evaluation
Conclusion
Credits
Based on a template from The WebQuest Page

2. Introduction Student Page Title
(Teacher Page)
Title
This Webquest is designed for sixth through eighth grade students learning about the structure of the animal and plant cells and the functions of the organelles. Students will work together in groups of four to describe the organelles, compare plant and animal cells, and create a cell brochure.
You are a museum tour guide and your boss just informed you that three middle schools will be visiting tomorrow morning! You know all the exhibits like the back of your hand. Oh no! You just remembered that the museum just added the new and very detailed, plant and animal cell exhibit and you don’t know the information you need to know to inform all the middle school students tomorrow! You have 24 hours to study and retain as much information about the plant and animal cell and print out a brochure that the students will follow along as you guide them through the exhibit.
GOOD LUCK !
Introduction
Task
Process
Evaluation
Conclusion
Credits

3. Student Page
The Task
(Teacher Page)
You are presenting this brochure to a group of middle school students who know little on the topic of cells. You are to use the two worksheet you received and any additional resources you may need in order to get the proper information on each one of these cells (animal and plant cells) . You are to give a detailed description on both plant and animal cells.
( Where the nucleus, cytoplasm, ribosomes, mitochondria etc. is located and what it looks like) and also compare and contrast the two. The brochure must also have at least two (2) visual aids in color. Once the brochure is finished and you have given detailed information on both you are to present your brochure to the class, the same way you would as if you were giving the presentation to the middle school students at the museum. The end result of this activity is to expand the students knowledge of the cells while getting them to engage with other group members and discuss different ideas and opinions.
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits

4. The Process Student Page Title Introduction Task Process Evaluation
(Teacher Page)
Now it is time to learn more about the new exhibit in the museum! Before you start to make your brochure there are a few tasks to be completed!
-First, print out and complete the worksheet about cell organelles: cell organelles worksheet
-Second, print out and complete the worksheet
that compares plant
cells: worksheet comparing plant and animal cells
-Third collaborate with group members and organize thoughts and ideas based on research made.
-Finally it is time to make your brochure!
Brochure
- with your teammates create a brochure using the information you just learned from the two worksheets.
- the brochure needs to have:
- clear explanations about animal and plant cells
- drawings of the two cells with things labeled on each cell like:( Where the nucleus, cytoplasm, ribosomes, mitochondria etc. is located and what it looks like)
- two visuals
-differences between the animal and plant cells.
- Remember, this brochure is going to be presented to middle school students visiting the new exhibit in your museum, make sure you use descriptive words!
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits

5. Evaluation Student Page Title Introduction Task Process Evaluation
(Teacher Page)
Beginning 1
Developing 2
Accomplished 3
Exemplary 4
Score
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits

6. Conclusion Student Page
(Teacher Page)
Title
We hope by now it is clear about what happens inside a cell organelle. The point of this WebQuest was to look more closely inside an animal cell, and understand each individual process. With the creation of the brochure and the worksheets, student success is maximized. If this WebQuest interested your curiosity in biology, feel free to look at this website on plant cells.
Introduction
Task
Process
Evaluation
Conclusion
Credits

7. Credits & References Student Page Title Introduction Task Process
(Teacher Page)
Title
“Plant Cell Game”
Sample Activity
Worksheet “URL”
Comparing plant and animal cells worksheet URL
Introduction
Task
Process
Evaluation
Conclusion
Credits

8. Selling Cells Web Quest (Teacher)
[Student Page]
Selling Cells Web Quest (Teacher)
Teacher Page
A Web Quest for 6th to 8th Grade (Science)
Title
Introduction
Designed by
Learners
Amy Stephens
Kendal Baker
Stephanie Beck
Brandon Thompson
Standards
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits
Based on a template from The WebQuest Page

9. Introduction (Teacher)
[Student Page]
Teacher Page
Title
Introduction
Learners
This webquest is designed to introduce sixth through eighth grade students to the animal and plant cells. This lesson is about working together in groups, describing the organelles, comparing plant and animal cells, and creating a cell brochure. Students will be using their creativity skills, drawing and labeling cells, and differentiating between the cells.
It is arranged to be completed in 2 weeks, in four sessions per week. The time it will take to finish the webquest may vary depending on computer access, research involvement, and presentations.
Standards
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits

10. Learners (Teacher) Teacher Page
[Student Page]
Teacher Page
This lesson is anchored in sixth grade biology. This lesson can be extended to classes from seventh to eighth grade. This lesson can be made into more detail, for example, having the students define all of the functions of the cells and not just certain terms. Also, the students can be put into small groups or can do this project individually which will help them become more familiar with research.
The students will need to have a brief lecture on how to tell plant and animal cells apart, as well as going over the functions and descriptions of the organelles.
Title
Introduction
Learners
Standards
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits

11. Curriculum Standards (Teacher)
[Student Page]
Teacher Page
Title
Introduction
Learners
Life Science Standards Addressed
-Explain how the cellular structures their functions contribute to the survival of the cell.
-Label the visible cellular structures
-Be able to identify different components of an animal and plant cell
Standards
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits

12. The Process (Teacher) Teacher Page
[Student Page]
Teacher Page
The lesson is organized in four different steps. The first two steps students are to complete worksheets that are printed offline. The students are responsible for printing off and completing both worksheets with their group. These worksheets are provided under the “process” tab in the students page. The next step the students are to collarborate with one . The final step is students make a brochure about plant and animal cells to present to middle school students.
This activity lasts about 2 weeks long, this time can change based on the access to the internet, computers, research involvement, and presentations. The students are divided into groups of 4 based on their level of learning and interest in science. Try to divide the students so higher learners are grouped with lower learners. At the end of the project have group members grade each other based on one-another's individual effort that was given to the group, and their personal views of the effort given by their teammates. This will help the teacher know who participated in this group project.
Title
Introduction
Learners
Standards
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits

13. Resources (Teacher) Teacher Page
[Student Page]
Teacher Page
To complete this lesson, all students need is:
-Finish two work sheets- The Organelles and Drumming up the Differences
- Library books available at the school library
-Internet access (NO wikipedia!)
-opinions and ideas from other group members!
Title
Introduction
Learners
Standards
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits

14. Evaluation (Teacher) Teacher Page Title Introduction Learners
[Student Page]
Evaluation (Teacher)
Teacher Page
Title
Introduction
The teacher will need to grade the two worksheets based on completeness and correctness. The worksheets will allow the teacher to know how much, and what material was learned by his or her students. If students earn a 2 or lower on the worksheet category they should correct their answers and turn back in the worksheet. This assures that they fully understand the material. These worksheets are completed as a group activity.
The brochure allows the students to use the information they learned. They are required to make connections between the two different types of cells, make drawings of the cells, and label the cells.
The students will be evaluated by their participation with their groups. At the end of the project students will answer a questionnaire regarding their personal view of their participation with their group, and their group members participation with the group. This will give the teacher the idea of who participated in the activity. Students are graded based on their participation.
The evaluation sheet is available under the “evaluation” tab in the students section
Learners
Standards
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits

15. Teacher Script (Teacher)
[Student Page]
Teacher Page
Title
Here are the steps that the teacher will need to take:
1. First split up groups by their learning abilities
Introduce the lesson to the students (the introduction)
Then say out loud the task they are about to perform
After, make sure all students are on the selling cells web
quest and ready to begin the process
Students will then be working on their own at their desks,
there are two worksheets for them to complete
Walk around the room answering questions
The groups then collaborate with their teams about the
information that was just learned – evaluate the
communication between the teams
The students are then to make a brochure, make sure that the students are aware of every requirement
Finally, the students present their brochures as if the
classroom was exhibiting the museum
Introduction
Learners
Standards
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits

16. Conclusion (Teacher) Teacher Page
[Student Page]
Teacher Page
Title
Introduction
Learners
Standards
As teachers, we hope to educate our students with a hands on experience. These tasks completed will help stimulate students’ curiosity. By the end of this WebQuest, we hope that our students have a better understanding of the inside processes of different organelles.
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits

17. Credits & References (Teacher)
[Student Page]
Teacher Page
Title
“Plant Cell Game”
Sample Activity
Worksheet “URL”
Comparing plant and animal cells worksheet URL
Introduction
Learners
Standards
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits