Science

| Language | Physical Education

Culminating Task

Name: ___________________
Date: ___________________

The Human Body:

Diseases and Prevention

INTRODUCTION

Public Health Ontario has hired our class to put together an online resource (website)
that helps our local community to understand the human organ systems, diseases, and
ways to prevent diseases from occurring through healthy, active living. This website will be
targeted at students that are the same age as us.

YOUR TASK

Your job is to incorporate your knowledge from this unit, some additional research, some
creativity and technology all together to create an accessible and fun learning experience!

You will
1. In groups, become an expert in an organ system
a. Identify and describe the organs in this system
2. Research a disease associated with that organ system
a. What is it?
b. What are the symptoms?
c. What treatments are made available?
d. What prevention methods are there?
3. Identify some healthy choices that can help this organ system to work efficiently

THE STEPS

r RESEARCH (Hand Out)
o Group: Select an organ system
o Choose a disease (What is it? Symptoms? Treatments? Prevention?)
o Healthy choices?
r ROUGH COPY
o Organize your information
o Sketch a website lay-out
o Research an interactive
element you would like to
include
r ONLINE DRAFT
o Create the online version on
Weebly
o Peer-assess 2-3 of your classmates pages
r ONLINE GOOD COPY
o Make changes and submit

Ms. Walsh
s.walsh@queensu.ca

Fall 2015

Science | Language | Physical Education

Culminating Task

Name: ___________________
Date: ___________________

Organ System:
Organ Name

Organ Description

Disease Name:

What is it?

What are the symptoms?

What is the treatment?

How can it be prevented?

Healthy Choices for this Organ System:

Ms. Walsh
s.walsh@queensu.ca

Fall 2015

Science | Language | Physical Education

Culminating Task

Name: ___________________
Date: ___________________

Website Layout

Ms. Walsh
s.walsh@queensu.ca

Fall 2015

Science | Language | Physical Education

Culminating Task

Name: ___________________
Date: ___________________

Self Assessment Checklist

Criteria

Evidence

An organ system was listed, with a title at the top.

The organs that are in this organ system were listed and described.

The disease was stated, with a title.

Disease: WHAT IS IT?

Disease: SYMPTOMS

Disease: TREATMENT

Disease: PREVENTION

Health choices were listed.

The webpage has proper punctuation, with no spelling or typing

errors.

The website has a creative, aesthetically pleasing lay-out.

There is an interactive element (quiz, widget, YouTube,

ThingLink, etc.).
The webpage uses language that someone the same age as me (or
slightly younger) could understand.

Peer Assessment Checklist
Criteria
An organ system was listed, with a title at the top.
The organs that are in this organ system were listed and described.
The disease was stated, with a title.
Disease: WHAT IS IT?
Disease: SYMPTOMS
Disease: TREATMENT
Disease: PREVENTION
Health choices were listed.

Evidence

The webpage has proper punctuation, with no spelling or typing

errors.

The website has a creative, aesthetically pleasing lay-out.

There is an interactive element (quiz, widget, YouTube,

ThingLink, etc.).

The webpage uses language that someone the same age as me (or
slightly younger) could understand.

Ms. Walsh
s.walsh@queensu.ca

Fall 2015

Science | Language | Physical Education

Culminating Task

Name: ___________________
Date: ___________________

1
Beginning

Achievement Chart

2
Growing

3
Developing

4
Extending

Knowledge & Understanding

SCIENCE/TECHNOLOGY
Demonstration of knowledge
and understanding of
content

Demonstrates little
knowledge of
vocabulary and
concepts with many
errors and/or missing
information.

Demonstrates some
knowledge of
vocabulary and
concepts with some
error or missing
information.

Clearly demonstrates
knowledge of
vocabulary and
concepts.

Clearly and
thoroughly
demonstrates
knowledge of
vocabulary and
concepts in multiple
ways.

Uses research skills

with guidance and
prompts from teacher
or large group to
share ideas.
Plans webpage in a
disorganized fashion

Interactive aspect is
not attempted.

Uses research skills

with guidance and
prompts in small
groups or a partner to
share ideas.
Plans webpage in a
somewhat logical
way.

Interactive aspect is
attempted.

Uses research skills

independently with
little guidance to
share ideas.

Uses research skills

independently and
shares creative,
thoughtful ideas.

Plans webpage
logically, with clarity.

Includes one
interactive aspect
integrated into the
webpage.

Plans webpage
thoroughly, logically,
and with clarity.
Includes at least one
interactive aspect
that is seamlessly
integrated into the
webpage.

Communicate
information with no
regard for specific
audience.

Communicates
information with little
regard for specific
audience.

Information is
present but in no
logical order. Text
features are scarcely
used.

Information is
present and
somewhat in order.
Text features are
used, but sometimes
used in inappropriate
ways.

Communicates
information targeted
at the specific
audience, using
student-friendly
language.
Information is in
logical order, with
headings and body
text differentiated
using appropriate text
features.

Communications
using student-friendly
language, including
various aids for
vocabulary and
concepts.
Information is in
logical order, with
headings and body
texts clearly
differentiated, using
effective and creative
text features.

Skills from website

analysis are scarcely
applied to the
webpage.

Some skills from

website analysis are
applied to the
webpage.

Skills from website

analysis are applied
to the webpage in
familiar contexts.

Connections between
treatments,
prevention and
healthy choices are
scarce or vague.

Some connections are

made between
treatments,
prevention, and
healthy choices.

Connections are
made between
treatments,
prevention and
healthy choices.

Skills from website

analysis are applied
to the webpage in
familiar and
unfamiliar contexts,
with new, creative
elements.
Connections made
between treatments,
prevention, and
healthy choices are
clear, thorough,
creative.

Thinking & Inquiry

SCIENCE/TECHNOLOGY
Use of research skills and
critical thinking processes.

LANGUAGE ARTS
Use of planning skills and
synthesizing.

Communication
SCIENCE/TECHNOLOGY
Use of communication to
appropriate audiences
LANGUAGE ARTS
Expression and organization
of ideas and information in
media forms.

Application
LANGUAGE ARTS
Transfer of knowledge and
skills of website design and
media use to new contexts.
PHYSICAL EDUCATION &
HEALTH
Making connections within
and between health and
physical education.

Ms. Walsh
s.walsh@queensu.ca

Fall 2015

Science | Language | Physical Education

Culminating Task

Name: ___________________
Date: ___________________

Rationale:
Big Ideas (Science and Technology)
1. Organ systems are components of a larger system (the body) and, as such, work
together and affect one another. (Overall expectations 2 and 3)
2. Choices we make affect our organ systems and, in turn, our overall health. (Overall
expectations 1 and 3)

The final task in this unit uses the I can teach method of assessment, with a goal of
creating a resource that could be used by individuals outside of the classroom. I believe this
is meaningful to the students in two ways:
A. I Can Teach: The students take ownership over their learning because they
are responsible for building quizzes/widgets/interactive resources that teach
their peers about the topic they became an expert in. Students tend to care
more about their learning if they are doing if for their peers, rather than for
the teacher.
Students are also required to explain what they are learning to other
students who are either their age (or slightly younger) with little-to-no
knowledge on the subject matter. This is a good mindset to be in as a
student, because they know to explain it in their own words, so that others
can understand them.
During the Media Literacy lessons, students will be looking at websites for
adults vs. websites for kids, and be discussing what the main differences are.
Through text features, colours, advertisements, and interactive features,
students will identify what makes a website accessible to younger individuals
and what can help them learn from these resources as a result.
B. Outside of the Classroom: When we create a product that may be used by
other individuals, a considerable amount of effort will be placed on that
task. Students recognized that this method of communication can be much
more meaningful as it can impact not only their classroom learning
environment, but also the local, regional, or global community.

Timeline:
Day
Activity
Timing
1
Introduction and Groups: Organ System & decide on disease
30
2
Research information on disease
50
3
Research & organize information on disease
30
4
Paper Rough Draft
50
5
Online Draft (period 1)
50
6
Online Draft (period 2) - Finish
50
7
Explore peers online drafts, and submit peer assessments to them
50
8
Fix up presentations
30
9
Final presentations & walk through of websites (on projectors)
60

Ms. Walsh
s.walsh@queensu.ca

Fall 2015