Prior Knowledge Investigation
Power Point presentation of results
Lesson Plan
Title: The Incredible, Edible Cell
Purpose/rationale: This activity was developed to help students understand the physiology of cells by making edible models of either a plant or animal cell. It will reinforce the concepts of cell structures and functions, and it will also help students to visualize cells as three-dimensional structures. Most of the student exposure to cell structure is through diagrams in textbooks and it is hard for them to portray them as multidimensional. Working in groups, students will be able to explore cell structure in a hands-on setting that will be fun and educational.
Relevant Sol’s:
LS. 2a, LS. 2b
Materials and Resources
Life Science textbook
Assorted candies, suggestions include:
Marshmallows, Red Hots, Jelly Beans, Gum Drops, Twizzlers, Sprinkles, M&Ms,
And a base for the cell: cake, brownies, jello, etc.
Labels
Toothpicks
Tape
Relevant Safety Issues:
Make sure the students have washed their hands before handling any food. Remind students that no horseplay will be tolerated with the materials.
Procedures
Day 1:
Lesson Introduction: (10 minutes)
Explain that we will be starting a lesson on cells and building edible cell models in groups. Have students break into desired groups. Hand out sheet with suggested materials for the cells (see attached). Stress that the exercise will begin the following day, so they need to decide who will bring in what materials, and start bringing them in the following day. Extras will also brought in to school, in case any student can’t provide materials or forget. Give a brief overview of the activity and expectations.
Day 2:
Group Work: (45 minutes)
Students work through the activity sheet in their groups. They can also start creating their cell if they wish, but it is recommended that they do as much of the other work as possible before creating their cells, so that they stay fresh for consumption. Making the labels and diagramming their projects are good activities to get them ready for the actual construction as well.
Day 3:
Group Work: (45 minutes)
Students should be finished with the activity sheet and should begin and finish construction on their cell models. As with Day 2, teacher floats from group to group as needed. All loose ends should be finished up today.
Day 4:
Presentations: (25 minutes)
One group at a time, students come to the front of the room. They share which cell type they chose to build, and why. Next, they go through the organelles they have represented, and why they chose the materials they did. Students are asked if they think their model was a success or not, and why. The activity sheet is collected from each group as they present.
Eating! (20 minutes)
Students are allowed to consume, share, and enjoy their models. If eating is not allowed in the classroom, students can be taken to the cafeteria or community rooms for sharing. Students are invited to comment on the activity and share any other thoughts with the class.
Assessment: Students will provide the following evidence for understanding cells.
Performance Criteria |
Evidence |
Points or Rating |
Students should demonstrate knowledge of animal and plant cell organelles. |
Completion of edible cell model; successful labeling of organelles. |
100 points (40 for correct labeling, 30 for neatness/presentation, 10 for group participation, 20 for plant/animal specificity) |
Students will describe differences between plant and animal cells and identify functions of selected cell organelles. |
Completion of Activity Sheet |
25 points |
NAME(S) __________________________ Date_________ PERIOD_________
The Incredible, Edible Cell!
Working in groups of 2 or 3, you are responsible for constructing a model of EITHER a plant OR an animal cell. The model must be made out of edible materials that will remain fresh for two days without refrigeration.
Each cell model must include all of the following LABELED organelles:
The labels can be made using paper and toothpicks.
- Cell Wall (if plant cell) - Ribosomes
- Cell Membrane - Mitochondria
- Nucleus - Vacuoles
- Cytoplasm - Lysosomes
- Endoplasmic Reticulum (rough and smooth)
- Chloroplasts (if plant cell) - Golgi Bodies
QUESTIONS: Work together and use your textbook (p.38-44) to answer.
1. Why do you think only plant cells have cell walls? Why wouldn’t animals need them?
2. Explain the difference between “rough” and “smooth” endoplasmic reticulum. What is the job of the ER?
3. Explain why the nucleus is considered the “brain” of the cell:
4. Briefly describe the functions of the following organelles:
-Golgi Bodies:
-Chloroplasts:
-Ribosomes:
-Mitochondria:
-Vacuoles:
-Lysosomes:
-Cytoplasm:
-Cell Membrane:
NAME_____________________
Prior Knowledge Investigation:
Are there any differences between plant and animal cells?
What are some examples?
What are the organelles inside of the cell? What do they do?
Sketch an animal and a plant cell and label as many parts as possible:
HOMEWORK FOR WEDNESDAY AND THURSDAY
In class on Wednesday and Thursday, you will be working in groups of 2 or 3 to construct an edible cell model.
Each cell model must include all of the following LABELED organelles:
- Cell Wall (if plant cell) - Ribosomes
- Cell Membrane - Mitochondria
- Nucleus - Vacuoles
- Cytoplasm - Lysosomes
- Endoplasmic Reticulum - Chloroplasts (if plant cell)
- Golgi Bodies
☺ You are responsible for bringing as many ingredients as possible for your cell model. Be creative! As long as it is edible, and resembles the organelle, you can use it ! ☺
The cytoplasm (the base of the cell) can be made of many different ingredients, it is up to you! A pan of jello, a cake, a large cookie, cupcakes, etc would all work well. Decide in your group who will bring in the “cytoplasm”, and who will bring in what “organelles.” I will also have some ingredients in class for you to use as organelles.
Here are a few suggestions for ingredients, feel free to add to the list!
Jello, Cakes, Cookies, Muffins (Cytoplasm)
Marshmallows (Vacuoles)
Straight Pretzels, Twizzlers (Cell Wall)
Hard Candies (Nucleus)
Jelly Beans, Red Hots, Hot Tamales (Mitochondria)
Sticks of Gum, Fruit Roll-ups (Endoplasmic Reticulum)
Smarties (Golgi bodies)
Sprinkles (Ribosomes)
Gum Drops (Lysosomes)
Green M&Ms (Chloroplasts)
Bring enough to class on Wednesday for your group to make your cell model