Edible Cell Analysis

Lesson Content

• Lesson Plan Template:

  Learning Cycle (5E Model)

• Learning Objectives: What will students know and be able to do as a result of this lesson?

  
  

  1. Students will compare and contrast the structure and function of the organelles and structures within plant and animal cells.

  2. Students will compare and contrast the structure and function of the outer boundaries of plant and animal cells.

  3. Students will be able to create a model and justify their material choices in constructing the structures of the cell.

• Prior Knowledge: What prior knowledge should students have for this lesson?

  
  

  1. Students should have basic a basic knowledge that all living things are made of cells.

  2. Students should know that cells are the basic unit of life.

• Guiding Questions: What are the guiding questions for this lesson?

  
  

  1. How are plant and animal cells different? Similar?

  2. What would happen if a certain structure or organelle of your cell was missing?

  3. Why are models useful when studying cells?

• Engage: What object, event, or questions will the teacher use to trigger the students' curiosity and engage them in the concepts?

  
  

  1. Students will use microscopes to explore a variety of plant and animal cells on prepared slides. Students will draw and describe what they see on each slide. You may use any use any prepared plant or animal cell of your choice. Some common ones I use include but are not limited to the following: onion bulb, Congo eel liver, lilac leaf, pine leaf, corn stem, basswood stem, hydra, daphnia, paramecium, honey bee mouth, dog small intestine, and human blood smear. Also, may prepare a slide themselves, examples include: onion skin and their own cheek cell. Note: Be sure to remind students to handle live tissue using proper procedures (i.e. gloves and proper disposal). Also, make sure to review parts and rules for using the microscopes using your preferred source.

  2. Animated cell structure activity (Students will use individual computers to engage in this cell activity. The animated program will guide them and correct them when they make mistakes. If you have limited computers, you may choose to have them work in pairs or small groups. Or if you have no extra computers or a difficult class, you may choose to do this as a whole class activity, using a whiteboard or document camera). After this activity, they should have a better understanding of the structure of plant vs. animal cells.

  3. Students will draw and label cell structures and functions plant and animal cells. They may use images you provide or other provided text as a guide. I have found this activity to increase engagement and memory in my students. Teachers may also wish to provide unlabeled drawings of cells.
  
  

   

• Explore: What will the students do to explore the concepts and skills being developed through the lesson?

  
  

  After students have completed their cell drawings in order to reinforce a basic knowledge of plant and animal cells, they will further their knowledge by building a 3-D model. They will now choose whether their model will represent a plant or animal cell, and be certain to build their model to accurately portray this type of cell. The model should include the organelles and structures listed in the attached Edible Cell Rubric (see attachment section of this lesson), and students must be justify the object/ material they selected to represent each organelle and structure.

  Edible models should be made at home (unless you have access to a cooking area in your school) and given a due date. I prefer to stagger the class due dates so that I don't have 125 cakes on one day. As per the accommodations, this lab can also be completed with non-edible options using Styrofoam, shoe boxes, etc.

  Tell the students the may eat their projects, and/or share with others, after they have been graded by the teacher.

  Here are some examples of different types of edible cells. Please note that these models lack the required justification for each structure: (in the pizza example, for instance, the student would need to explain WHY the mushroom would represent a Golgi body)

  Cake Plant Cell Model

  Jello Animal Cell Model

  Cake Animal Cell Model

• Explain: What will the students and teacher do so students have opportunities to clarify their ideas, reach a conclusion or generalization, and communicate what they know to others?

  
  

  Student: Cell Presentations Presentation_rubric.docx(Students will have an opportunity to explain their model, as well as view others models).

  During their presentations, students should explain the type of cell they chose (e.g. "This has a cell wall because it is a plant cell."), describe the function of the structures/organelles within that cell, and justify why they chose the edible items they chose (e.g. "I chose a large jawbreaker for the nucleus of the animal cell, because that's the largest organelle within that type of cell. Also, it generally appears round" or "I chose fruit roll-ups for the Golgi body (apparatus), because it's a stacked folded membrane that looks like a folded fruit roll-up").

  Remind students that in order to receive full credit, they must meet all the requirements outlined in the Edible Cell Rubric, as well as the Presentation rubric. These may be found in the assessment portion of this lesson plan.

• Elaborate: What will the students do to apply their conceptual understanding and skills to solve a problem, make a decision, perform a task, or make sense of new knowledge?

  
  

  Students will use their understanding of the roles of plant and animal cell structures to evaluate their classmates' models and justification of those models. Before presentations begin, teachers should remind students that there is no such thing as a perfect model. All models break down at some point - they are simply using their new understanding to figure out what is great about the model and where the model "breaks down." Students can record their ideas on this Peer_Evaluation.docx sheet.

• Summative Assessment

  
  

  Edible_Cell_rubric.docx

  Presentation_rubric.docx

  Cell_quiz.docx (At the end of unit, students will take this quiz to further assess their knowledge).

  Teachers will assess student understand by their ability to create, justify, and explain 3D models with the attached rubrics.

  Teachers may also assess understanding with the provided quiz.

• Formative Assessment

  
  

  1. Bell ringer: Ask students, "What are you made of?" If they don't know, ask probing questions like, "What's inside your body?" or "What's the smallest part of a living thing?" If no one can answer, tell them cells.

  2. Cell Drawings: Students should attempt to draw and correctly identify organelles in both plant and animal cells by labeling all parts and their functions. Plant cell drawings should include: cell wall, chloroplasts, large central vacuole, cell membrane, nucleus, cytoplasm, mitochondria, endoplasmic reticulum (smooth and rough), and ribosomes. Animal Cell drawings should include: nucleus, cytoplasm, mitochondria, endoplasmic reticulum (smooth and rough), ribosomes, vacuole, cell membrane and lysosomes.

  Their drawings should also include a key of the function of each part.PLANT_and_ANIMAL_CELL_TERMS.docx

• Feedback to Students

  
  

  1. During the bell ringer discussion, guide students to explain that all living things are made of cells and that cells are the basic unit of life.

  2. Once drawings are completed in the guided practice phase of this lesson, students will exchange drawings in small groups and critique each others. They should discuss if the drawings are titled and labeled correctly according to what type of cell it is. Also, at this time they may choose to compare and contrast the two cells and organelle functions. If they don't know on their own, probe them too. "Ask your partner, how do you know this a plant cell"?