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Prior Knowledge Lesson Plan

This lesson plan outlines an activity where students will work in groups to create edible models of plant or animal cells using various candies and snacks. On day one, students will learn about the activity and assign roles for gathering materials. On days two and three, students will work in their groups to complete a worksheet, label cell structures, and construct their edible cell models. On the fourth day, each group will present their model and explain their choices. Finally, students will eat and discuss their models. The goal is for students to visualize cell structures in 3D and better understand organelle functions through this hands-on project.

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Joric Magusara
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288 views

Prior Knowledge Lesson Plan

This lesson plan outlines an activity where students will work in groups to create edible models of plant or animal cells using various candies and snacks. On day one, students will learn about the activity and assign roles for gathering materials. On days two and three, students will work in their groups to complete a worksheet, label cell structures, and construct their edible cell models. On the fourth day, each group will present their model and explain their choices. Finally, students will eat and discuss their models. The goal is for students to visualize cell structures in 3D and better understand organelle functions through this hands-on project.

Uploaded by

Joric Magusara
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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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. ost of the student e!posure to cell structure is through diagrams in te!tbooks and it
is hard for them to portray them as multidimensional. "orking in groups, students will be able
to e!plore cell structure in a hands-on setting that will be fun and educational.
Relevant Sols:
#$. %a, #$. %b
Materials and Resources
#ife $cience te!tbook
&ssorted candies, suggestions include'
arshmallows, (ed )ots, *elly +eans, ,um -rops, Twizzlers, $prinkles, .s,
&nd a base for the cell' cake, brownies, /ello, etc.
#abels
Toothpicks
Tape
Relevant Safety Issues:
ake sure the students have washed their hands before handling any food. (emind students that
no horseplay will be tolerated with the materials.
Procedures
-ay 0'
#esson Introduction' 102 minutes3
E!plain that we will be starting a lesson on cells and building edible cell models in groups. )ave
students break into desired groups. )and out sheet with suggested materials for the cells 1see
attached3. $tress that the e!ercise will begin the following day, so they need to decide who will
bring in what materials, and start bringing them in the following day. E!tras will also brought in
to school, in case any student can4t provide materials or forget. ,ive a brief overview of the
activity and e!pectations.
-ay %'
,roup "ork' 156 minutes3
$tudents 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. aking the labels and diagramming
their pro/ects are good activities to get them ready for the actual construction as well.
-ay 7'
,roup "ork' 156 minutes3
$tudents should be finished with the activity sheet and should begin and finish construction on
their cell models. &s with -ay %, teacher floats from group to group as needed. &ll loose ends
should be finished up today.
-ay 5'
8resentations' 1%6 minutes3
9ne group at a time, students come to the front of the room. They share which cell type they
chose to build, and why. :e!t, they go through the organelles they have represented, and why
they chose the materials they did. $tudents 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; 1%2 minutes3
$tudents are allowed to consume, share, and en/oy their models. If eating is not allowed in the
classroom, students can be taken to the cafeteria or community rooms for sharing. $tudents are
invited to comment on the activity and share any other thoughts with the class.
Assessment: $tudents will provide the following evidence for understanding cells.
8erformance Criteria Evidence 8oints or (ating
$tudents should demonstrate
knowledge of animal and
plant cell organelles.
Completion of edible cell
model< successful labeling
of organelles.
022 points 152 for correct
labeling, 72 for
neatness=presentation, 02 for
group participation, %2 for
plant=animal specificity3
$tudents will describe
differences between plant
and animal cells and
identify functions of
selected cell organelles.
Completion of &ctivity
$heet %6 points
:&E1$3 >>>>>>>>>>>>>>>>>>>>>>>>>> -ate>>>>>>>>> 8E(I9->>>>>>>>>
The Incredible !dible "ell#
"orking in groups of % or 7, you are responsible for constructing a model of !IT$!R a plant
%R an animal cell. The model must be made out of edible materials that will remain fresh for
two days &ithout refrigeration.
Each cell model must include all of the following LA'!L!( organelles'
The labels can be made using paper and toothpicks.
- Cell "all 1if plant cell3 - (ibosomes
- Cell embrane - itochondria
- :ucleus - ?acuoles
- Cytoplasm - #ysosomes
- Endoplasmic (eticulum 1rough and smooth3
- Chloroplasts 1if plant cell3 - ,olgi +odies
)*!STI%+S: ,or- to.ether and use your te/tboo- 0p1234556 to ans&er1
0. "hy do you think only plant cells have cell walls@ "hy wouldn4t animals need them@
%. E!plain the difference between AroughB and AsmoothB endoplasmic reticulum. "hat is the /ob
of the E(@
7. E!plain why the nucleus is considered the AbrainB of the cell'
5. +riefly describe the functions of the following organelles'
-,olgi +odies'
-Chloroplasts'
-(ibosomes'
-itochondria'
-?acuoles'
-#ysosomes'
-Cytoplasm'
-Cell embrane'
:&E>>>>>>>>>>>>>>>>>>>>>
8rior Cnowledge Investigation'
&re there any differences between plant and animal cells@
"hat are some e!amples@
"hat are the organelles inside of the cell@ "hat do they do@
$ketch an animal and a plant cell and label as many parts as possible'

)9E"9(C D9( "E-:E$-&E &:- T)F($-&E
In class on "ednesday and Thursday, you will be working in groups of % or 7 to construct an
edible cell model.
Each cell model must include all of the following LA'!L!( organelles'
- Cell "all 1if plant cell3 - (ibosomes
- Cell embrane - itochondria
- :ucleus - ?acuoles
- Cytoplasm - #ysosomes
- Endoplasmic (eticulum - Chloroplasts 1if plant cell3
- ,olgi +odies
GEou are responsible for bringing as many ingredients as possible for your cell
model. +e creative; &s long as it is edible, and resembles the organelle, you can
use it; G
The cytoplasm 1the base of the cell3 can be made of many different ingredients, it is up to you; &
pan of /ello, a cake, a large cookie, cupcakes, etc would all work well. -ecide in your group
who will bring in the AcytoplasmB, and who will bring in what Aorganelles.B I will also have
some ingredients in class for you to use as organelles.
)ere are a few suggestions for ingredients, feel free to add to the list;
*ello, Cakes, Cookies, uffins 1Cytoplasm3
arshmallows 1?acuoles3
$traight 8retzels, Twizzlers 1Cell "all3
)ard Candies 1:ucleus3
*elly +eans, (ed )ots, )ot Tamales 1itochondria3
$ticks of ,um, Druit (oll-ups 1Endoplasmic (eticulum3
$marties 1,olgi bodies3
$prinkles 1(ibosomes3
,um -rops 1#ysosomes3
,reen .s 1Chloroplasts3
+ring enough to class on "ednesday for your group to make your cell model;

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