Artifact+2

PKU Wiki, Web Quest & Web Hunt This PKU Wiki, Web Quest and Web Hunt project can be downloaded in PDF format.





Lesson Plan & Requirements **Overview of the lesson** Students will use http://pkumom.wikispaces.com/ They will explore the Wiki and follow written directions they are given about how to complete the Web quest and Web Hunt. Students may use the Internet to assist with the creative portion of creating the Visual Presentation. Students will use instructions demonstrating the steps to complete the Web Quest and the Web Hunt. Students will need to print out the food diary and log their hypothetical food choices in the Web Quest and answer questions in the Web Hunt. Students will complete a 500-word reflection about their experience and knowledge gained from both the Web Quest and the Web Hunt.

**Lesson Title** WHAT IS PKU?

**Grade level(s)** 7th -9th Grade

**Subject/Concept** Biology/Genetics

**Analyze Learners** Should have a basic understanding of biology and basic genetics background knowledge. Students should also be able to search the web effectively.

**Rationale** The technology will allow the students the opportunity to find resources about a subject that does not have a lot of intuitive background data. The disease is very rare and most people have never heard anything about it, so the technology gives the students a chance to explore and find out more about it.

The Web Quest Lesson Plan is designed for students in 7th grade through 9th grade science, who have a foundation of basic biology and genetics. This lesson plan has elements of Mathematics incorporated. There are various learning styles and abilities that can be accommodated with this lesson plan, but it is especially geared towards visual learners. The student has the opportunity to traverse the Internet and research appropriate foods that are within the dietary guidelines for a patient with PKU. To provide accommodation for different learning abilities and other learning styles, the lesson can be modified with more or less information and supplementary instructions or projects to assist in completing the WebQuest and its assignments. This lesson should be explored over 1 class period and given appropriate time to complete the assignments as homework. The beginning research should be completed during 1 class session while the Food Diary and PKU Presentation are completed during a second class and the 500-word reflection should be done over time as a homework assignment. Giving the students time to work on the assignments, allows for refocusing time for students, which attention disorders who cannot commit to a long term project for an extended period of time. Students should be familiar with what a Web Quest is and generally understand how to navigate through it.

**Assignment Procedures** It can be an individual homework project. A second portion could be added, where students then move on to a group web quest project. An additional Web Hunt has been added as well. http://pkumom.wikispaces.com

**Time needed to complete** 2 lessons of 40 minutes each. Homework – Complete 500 word reflection and presentation

**Teacher/Student Resources** Internet Power-point/Prezi

**Learning Theories/Styles** This particular web-quest adopts primarily a constructivist perspective of learning. Knowledge is acquired and is specific to each individual as they create their own experience through their choices. Through exploration and manipulation of the PKU Web Quest, the learner gains an understanding of the objectives. The role of the web-quest supports a variety of learning styles. The websites appeal to the visually intelligent and the spatially intelligent. **Justification** PKU is a genetic disorder that is inherited through an autosomal recessive gene. Through this Web Quest, students will explore a basic understanding of what PKU is. They will explore the genetic theories that pertain to PKU, they will explore and recognize the symptoms, causes, and side effects of PKU. The instructional goal of a short term Web Quest is knowledge acquisition and integration, described as Dimension 2 in Marzano's (1992) Dimensions of Thinking model. Using a Web quest offers a method of learning that is differential and exploratory. It gives the students a chance to take ownership over the assignment as they determine the project outcome depending on the choices they make. Students are given leeway to make choices (right or wrong) and correct them as they go if they are wrong. Using a WebQuest creates an opportunity for critical thinking skills to be used and thus in turn, promotes deeper understanding of the subject being studied. The Partnership for 21 st Century Skills lists the following as their 21 st Century Standards Focuses on 21st century skills, content knowledge and expertise. Builds understanding across and among core subjects as well as 21st century interdisciplinary themes. Emphasizes deep understanding rather than shallow knowledge. Engages students with the real world data, tools, and experts they will encounter in college, on the job, and in life--students learn best when actively engaged in solving meaningful problems. Allows for multiple measures of mastery. If broken apart the lesson plan as a whole, accomplishes each of these standards.

SOURCE : The partnership for 21 st Century Skills __[]__

**Objectives** Students will: Identify the signs, symptoms, causes and side effects of PKU. Identify the dietary restrictions necessary to live healthfully. Identify and record a hypothetical food diary for a 24 hour period. Identify and understand the consequences of failing to stay within the dietary guidelines. Create a PKU presentation explaining the genetics of PKU. Students should come away from this lesson with... The ability to use the Internet to find specific information. The ability to compile information chronologically and accurately. The ability to enter the correct formulas on a spreadsheet in order to compile various time periods between dates/events. The ability to hyperlink their sources to the information compiled. The ability to transfer the information into a visual chart or graph. The ability to enhance the visual elements creatively.

**Broad Goals/Academic Standards** **3.1.B: Genetics** **Grade Level - 3.1.6.B6: GRADE 6** Understand how theories are developed. Identify questions that can be answered through scientific investigations and evaluate the appropriateness of questions. Design and conduct a scientific investigation and understand that current scientific knowledge guides scientific investigations. Describe relationships using inference and prediction. Use appropriate tools and technologies to gather, analyze, and interpret data and understand that it enhances accuracy and allows scientists to analyze and quantify results of investigations. Develop descriptions, explanations, and models using evidence and understand that these emphasize evidence, have logically consistent arguments, and are based on scientific principles, models, and theories. Analyze alternative explanations and understanding that science advances through legitimate skepticism. Use mathematics in all aspects of scientific inquiry. Understand that scientific investigations may result in new ideas for study, new methods, or procedures for an investigation or new technologies to improve data collection.

**Pertaining to PKU** Stud ents should be able to identify and articulate the scientific and genetic theories used to study PKU. Students should be able to compare and contrast other genetic disorders and how they are similar and different from PKU. Students should be able to classify and group food choices into acceptable and unacceptable categories pertaining to the dietary regulations. Students should be able to infer assumptions about foods from observations and analysis. Students should be able to deduce consequences and conditions from exceeding the daily Phe and Protein allowances. Students should be able to analyze the data from the research portion, identify errors in their dietary choices and articulate alternatives for resolving the excessive protein and phenylalanine. Students should be able to analyze the perspectives of patients with PKU and determine their own opinions about the experience as a whole.

**Select Methods, Media, Materials** One computer for each group of students Premade Web Quest http://pkumom.wikispaces.com/ Internet access Written instructions demonstrating the steps to complete the WebQuest

**Required Learner Participation** Students will use http://pkumom.wikispaces.com/ as a starting point for their Internet research. Students may use the Internet to assist with the creative portion of creating the Visual Presentation. Students will use written instructions demonstrating the steps to complete the WebQuest. Students will need to print out the food diary and log their hypothetical food choices. Students will need to write a 500 word reflection about the PKU experience. The final outcome should include the following… Students should have a thorough understanding of what an //PKU// is. Students should have a thorough understanding of the basic scientific theory and genetic science behind PKU. Students should have a thorough analysis of how PKU is recognized and treated. Students should come away having experienced the PKU diet, and should have a better understanding of finding nutritional values and where they can be located. The teacher will evaluate and assess the student based on the spreadsheet portion of the project using the rubrics.

**Evaluation** The evaluation of this lesson is two fold. For accountability, students will need to create a Visual Presentation exploring the genetic theories and principles that are related to PKU. To verify understanding of the dietary restrictions, students will log and record a hypothetical food diary, thus documenting and calculating the protein and Phenylalanine quanities for the day, with the goal of staying within the daily allowance guidelines. Students are also required to write a 500 word refelction discussing the experience and explainaing their knowledge and understanding of PKU. All of these are covered in the Rubric on the Wikki.

__http://pkumom.wikispaces.com/__

Reflection This project/artifact was my favorite to create. Not only did it provide an opportunity to explore a subject that I was interested in, but it also put me in the position of the student as I was creating it. I had to think critically, from the student’s perspective throughout the process of creating the wiki page and designing the web quest. I had to seriously consider what the student would do from step to step to complete the project, how much information they needed to know, where they could find the right sources of information, and how to design it in a way that would be attractive, interesting, and functional.

This project successfully integrates the structures of the discipline of instructional technology. This project explores creativity, science, technology, web design, genetics, and research. All of my projects focus on combining science and art together to make a complete project, and this one is the most successful. The outcomes and standards that are discussed in the following tables, were successfully met and achieved by this project because of the varying degrees of technology that are implemented into it.

The Wiki Page/ Web Quest project utilized various media forms including the Internet as the source of the wiki page, but also the source of the research for building and implementing into the wiki page. Digital Photography added another media aspect to the project. The photography and design elements are examples of mastery as they not only add to the presentation of the wiki page, but also demonstrate the imagery being used that successfully drives the project.

This specific artifact/project is not age-specific, and is more geared towards parents seeking information, but the web quest was created within the wiki page to give a real life example of the complexities of the medical condition that is being addressed. Older high school age students would definitely benefit from this page as it examines basic genetics in a real-world atmosphere.

This artifact/ project benefits the instructional audience as well as the professional community by incorporating a real world experience of a child into the lesson. Being able to associatively connect a face to the disorder makes the outcome more valuable. When students or teachers follow the web quest and see the complexity of the dietary restrictions, the testing process, and the lifestyle, they associate the need for information with the child it affects. This lesson would be more memorable for students than reading a paragraph in a text book about PKU (which is exactly the amount of space most text books dedicate to the subject).

This is a lesson planned to introduce students to the basic genetic science behind PKU and to the disorder itself. The overlying goal of this activity is not complete mastery of the genetics of PKU. The goal is for a broad understanding of inherited genetics, the PKU disorder, and the nutritional dietary guidelines.

Through the web quest, students learn the value of incorporating technology into lesson plans. The Web Quest offers students the chance to thoroughly explore the internet and research heir given topic. Through differential learning and incorporating more valuable, experiential research, students are given the chance to digest the information more effectively and utilize it in a method that helps them retain what they have learned. This specific Web Quest can be transferred to usage in mathematics, and scientific studies of nutrition as well.

Using this Web Quest as a form of project based learning offers the students a chance to focus on the creation of the Food Pyramid, the presentation and the food diary, while also implementing inquiry-based learning as they research their food choices and solve problems in the process.

[|Project-Based Learning Research] from Edutopia. [|Project-Based Learning: At a Glance] from Edutopia.