The Choice is Yours
Teacher Page
A WebQuest for Grades 6-8 (Science, Health)

Designed by Marsha Lakes Matyas, Ph.D.
American Physiological Society
mmatyas@the-APS.org

Introduction | Learners | Standards | Process | Resources | Evaluation | Conclusion | Credits | Student Page

Introduction
This lesson is designed as an optional assessment for the American Physiological Society (APS) Neural Networks Learning Cycle Unit. It was developed as part of the APS K-12 education programs "Frontiers in Physiology" and "Explorations in Biomedicine." Both projects are supported by grants from the National Institutes of Health (see Credits below). 

This lesson/assessment asks students to offer advice to a friend about using alcohol and marijuana. To do so, they must integrate:

• What they have learned about the nervous system, especially reflexes and reactions (this is the focus of the Neural Networks Learning Cycle Unit);

• Information on the effects of alcohol and marijuana on the human body. This information is gathered from credible web sites; and 

• Their own personal experiences. 

Learners
This lesson is designed for students in grades 6-8 and can be integrated into science and/or health curricula. It involves science, health, and language arts. Prior to beginning this lesson, students will need to:

• Have a basic understanding of the nervous system;

• Have a basic understanding of reflexes and reactions, such as that developed through the Neural Networks Learning Cycle Unit. 

• Be familiar with using a web browser and a Treasure Hunt form (.pdf). 

Curriculum Standards
Through this lesson, students will:

• Demonstrate their understanding of reactions and reflexes in the human nervous system;

• Gain understanding of the specific effects of alcohol and marijuana on the human body; and 

• Apply their knowledge of these areas, along with their personal experiences, to a "real life," practical problem. 

This lesson is related to the following standards:

National Science Education Standards

Structure and Function in Living Systems

• Specialized cells perform specialized functions in multicellular organisms. Groups of specialized cells cooperate to form a tissue...Each type of cell, tissue, and organ  has a distinct structure and set of functions that serve the organism as a whole. 

• The human organism has systems for digestion, respiration, reproduction, circulation, excretion, movement, control, and coordination and for protection from disease. These systems interact with one another. 

Personal Health

• Alcohol and other drugs are often abused substances. Such drugs change how the body functions and can lead to addiction. 

Risks and Benefits

• Students should understand the risks associated with...personal hazards (smoking, dieting, and drinking).

• Individuals can use a systematic approach to thinking critically about risks and benefits...

• Important personal and social decisions are made based on perceptions of benefits and risks. 

Project 2061: 
Benchmarks for Science Education

The Human Organism (Gr. 6-8)

• Interactions among the senses, nerves, and brain make possible the learning that enables human beings to cope with changes in their environment.
• Toxic substances, some dietary habits, and personal behavior may be bad for one’s health. Some effects show up right away, others may not show up for many years. Avoiding toxic substances, such as tobacco, and changing dietary habits to reduce the intake of such things as animal fat increases the chances of living longer.

Human Society (Gr. 6-8)

• There are trade-offs that each person must consider in making choices—about personal popularity, health, family relations, and education, for example—that often have life—long consequences.
• There are trade-offs that each person must consider in making choices—about personal popularity, health, family relations, and education, for example—that often have life—long consequences.

National Health Education Standards

• Understand concepts related to health promotion and disease prevention.
• Demonstrate the ability to access valid health information and health-promoting products and services.
• Analyze the influence of culture, media, technology, and other factors on health.
• Have the ability to use effective interpersonal communication skills to enhance health.
• Demonstrate the ability to use goal-setting and decision making skills to enhance health.
• Demonstrate the ability to advocate for personal, family, and community health.

Process
This lesson/assessment can be done partially in class and partially as homework, or it can be done entirely in class (approximately 3-3.5 periods). On their WebQuest page, students are given the procedure and web links that follow. Notes to the teacher are highlighted. 

1. First, you'll be assigned to a team of 2-3 students. 
2. Your team should decide which email they plan to answer (Chris or Tanya) [If teams can't decide, flip a coin. Be sure you have a balance of groups responding to each email.]
3. Both Chris and Tanya have goals for the future. Write down Chris' or Tanya's future goals at the top of a page. [Check to make sure students correctly identify Chris' (football) and Tanya's (science major and violin) goals.]
4. Below their goals, write a list or description of how their nervous system will be important in helping them achieve these goals. Be sure you are including accurate information. Use your corrected concept map and reference materials, as needed. 
5. Using the several of the web sites below, gather information on how alcohol and marijuana affect the human body. Be sure to use a Treasure Hunt Form to take notes on what you find at each site you visit. Be sure to write down the site's name and URL and to rate how accurate you believe the information is. You will turn in your Treasure Hunt Forms as part of the WebQuest. 
6. Write a draft of your email on paper or on a word processor before entering into the form. Be sure it meets all the requirements in the grading rubric. Your teacher will instruct you how to address your email. [Give students instructions on how to submit their "email."]

Questions that may arise...

Q: Do students have to advise Chris or Tanya NOT to use alcohol and/or marijuana? 
A: No, but they must provide credible information to support their opinion. This may require further Internet searches and info gathering. 

Q: Are students limited to the web sites provided here? 
A: No, it is up to you whether you want them to search further or find alternative information. However, it is important that students determine who wrote the site, why they wrote it, and whether they have reason to believe the information presented there is credible. 

Variations

• Do the activity offline with printed resource materials and brochures. Most of the organizations listed at the web sites will send you free printed materials. 

• Involve the language arts/English department in working with students on the structure and components of persuasive letters. 

• If the emails don't seem to "fit" your students, feel free to rewrite them...get one of your students to help.

• Shorten the activity by limiting the number of websites groups can visit or by focusing only on alcohol OR marijuana. 

Resources Needed

• Copies of the Treasure Hunt Form (.pdf) [6-7 per group];

• Reference copies of Neural Networks background section, textbook or other references on reflexes and reactions; and

• Printer and paper if students are allowed to print copies of web pages. 

Evaluation
Each student group should submit:

• Working notes on Chris/Tanya's goals and how the nervous system relates to them;

• Completed Treasure Hunt forms; and

• Copy of their final email.

Use the rubric provided on the student WebQuest page to evaluate these materials.

Conclusion
This WebQuest integrates science, health, and language arts. It hones important problem-solving and decision-making skills and can serve as a stand-alone lesson or as an extended evaluation for the APS Neural Networks Learning Cycle Unit. 

Credits & References
This unit was developed with grants from the National Institutes of Health NCRR Science Education Partnership Awards Program (R25 RR 15251) and the NIGMS Minority Access to Research Careers program (T36 GM08634).

The author would like to thank the WebQuest program at San Diego State University for providing templates and background information used in the development of this WebQuest. 

The American Physiological Society, Education Office
9650 Rockville Pike, Bethesda, MD  20814-3991
Phone: 301-634-7132     Fax: 301-634-7098     Email: education@the-aps.org
http://www.the-aps.org/education