District:  Watervliet CSD

School/District Representative: A. Rozell

SLO Project Name: Human Body Quest

Authored by: A. Rozell

E-mail: arozell@vliet.neric.org        

Project address:  N/A

Grade Level(s): 7

Subject Area(s): life science/biology


Learning context:   

NYS Intermediate Level Science Core Curriculum


Standard 4 (Living Environment)

Key Idea 1: Living things are both similar to and different from each other and from nonliving things.

Performance Indicator 1.2 Explain the functioning of the major human organ systems and their interactions.

Major Understandings 1.2a-j


New York State P-12

Common Core Learning Standards for

English Language Arts & Literacy


Reading Standards for Literacy in Science and Technical Subjects 6–12                  6-8.RST.1 – 9

Writing Standards for Literacy in Science and Technical Subjects 6–12                   6-8.RST. 1 – 9




Students will be assessed on the following:

  1. slide show on designated body system:  students create a presentation using google presentation (shared to teacher) that outlines the major functions of the body system, a diagram of the system, how the body system works with others in the human body, and additional “fun facts” on the system
  2. informational sheet to be distributed to peers that contains the key points of the presentation and a diagram
  3. work cited page that provides bibliographical information for all sources used when researching and designing the project
  4. peer questionnaire that describes how the group worked collaboratively. 


Student Outcomes (Exemplars):  See Attached Exemplar1 and Exemplar2




Prior to Day 1:  Arrange a way for the students to access computers (reserve lab, media center,

computer carts, etc).  Determine groups (by level, ability, behavior) and designate body system per group.  Ensure students are able to log on to the computer in the building. 


Day 1:  Introduce students to the Human Body Quest.  Distribute Human Body Quest Description and Project Descriptor Rubric documents and review with the students. 

Day 2:  Review the expectations of the project, referencing the project descriptor rubric.  Students work in their groups to determine who will be responsible for which parts of the project and notes this on the designated form to be collected.  Google Apps for Education (GAE) platform is discussed and demonstrated

Day 3:  Guide students on how to log in, open drive documents, and share said documents in the GAE platform.  Provide individual assistance as necessary.  Students being researching for their part of the project.

Day 4 – 7:  Group work days.  Students should gather their information on Days 4 & 5, and build the presentation, informational worksheet, and work cited on Days 6 & 7.  Remind students to complete the peer questionnaire to “grade” how their group worked together and how each partner completed their portion of the project.  All work should completed and turned in by the end of the class period on Day 7 (super simple, since the documents should all be shared to the teacher).  The informational sheets will need to be printed and class sets copied to give to the students on presentation days. 

Day 8 – 10:  Student presentations. 



Instructional Modifications:  In the past, I have grouped students by ability, grouping the high achieving students together and assigning the more difficult body systems to those groups.  The remaining students are grouped heterogeneously, with a mix of middle to low students.  The less complex body systems are also assigned to these students to ensure their success. 

Time Required: 10, 40-minute periods

Resources (materials):  Web 2.0 Tool(s) used: Google Apps for Education, Prezi (for the intro presentation), laptop/computer lab, associated handouts (see attached: Human Body Quest, Project Descriptor, Jobs Paper, Peer Evaluation)

Reflections: This project is designed to allow students to collaborate and teach their peers a small part of a larger topic.  In the past, students have really enjoyed researching and producing the presentations.  Incorporating the GAE allows more students to be involved with making the presentation, as GAE presentations allow more than one person work on them at a time.  After the first attempt at this project, I realized that the peer evaluation was necessary because the majority of work was completed by one or two of the partners, and the work was not equally shared amongst the group.  The peer evaluation allows the students to give input about what each partner did, and if they met their responsibility (which factors into the grade). 

This project could be expanded by incorporating a student generated quiz, designed by the presenters to test their peers knowledge of the topic after the presentation.  This could be completed using GAE Forms.  It would, however, require more instruction on how to use the platform.