Cells, Part 1: Edible Cell Model Project

Cells, Part 1: Edible Cell Model
Project
Your challenge in this culminating project is to construct a 3dimensional EDIBLE model of a plant or animal cell. The cell
and all of its organelles must be edible.
The organelles to be included are as follows:
Animal Cell: Cell membrane, cytoplasm, nucleus, mitochondria,
ribosomes, vacuoles, lysosomes, golgi apparatus, endoplasmic
reticulum.
OR
Plant Cell: Chloroplasts, cell wall, cell membrane, cytoplasm,
nucleus, mitochondria, ribosomes, vacuole, lysosomes, golgi
apparatus, endoplasmic reticulum.
The cell model must also be accompanied by a separate key
that identifies the organelles in your model AND explains the
function of each organelle. All cell models must be brought to
school on the date due, along with your self-evaluation of the
model, using the evaluation rubric for this project.
Cells, Part 1: Edible Cell Model Project
Copyright 2007, Exemplars, Inc. All rights reserved.
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Cells, Part 1: Edible Cell Model Project
Suggested Grade Span
6–8
Task
Your challenge in this culminating project is to construct a 3-dimensional EDIBLE model of a
plant or animal cell. The cell and all of its organelles must be edible.
The organelles to be included are as follows:
Animal Cell: Cell membrane, cytoplasm, nucleus, mitochondria, ribosomes, vacuoles,
lysosomes, golgi apparatus, endoplasmic reticulum.
OR
Plant Cell: Chloroplasts, cell wall, cell membrane, cytoplasm, nucleus, mitochondria, ribosomes,
vacuole, lysosomes, golgi apparatus, endoplasmic reticulum.
The cell model must also be accompanied by a separate key that identifies the organelles in
your model AND explains the function of each organelle. All cell models must be brought to
school on the date due, along with your self-evaluation of the model, using the evaluation rubric
for this project.
Big Ideas and Unifying Concepts
Form and function
Models
Order and organization
Systems
Life Science Concept
Structure and function
Mathematics Concept
Number properties, numeration and number sense
Cells, Part 1: Edible Cell Model Project
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Time Required for the Task
This unit of study takes about two to three weeks. Students were given one week to plan,
gather materials and create their models at home.
Context
The edible cell model and cell organelle skits are culminating activities for a two to three week
unit of study on cells for my seventh and eighth graders. (We have a two-year science
curriculum, so both grade levels are taught the same topics by the same 7-8 teaching teams
each year.)
Prior to these activities, students have been introduced to related science vocabulary, learned
about the organelles and looked at cells, such as cheek cells, under the microscope. They have
also had experience with self-assessing and peer-assessing other projects in science. (See
"Cells, Part 2: Cell Organelle Skits".)
What the Task Accomplishes
This assessment task provides students with the opportunity to demonstrate not only factual
knowledge about cells but conceptual understanding of how cell parts function as part of the
larger system. It also serves as a review for peer assessors each time they give feedback to the
presenters.
How the Student Will Investigate
Students were given the assignment one week prior to the due date. My students worked
individually, but this could also be a group project. All of the work was done for homework. I
was available to assist with planning “snags” during the week if needed.
Interdisciplinary Links and Extensions
Science
Create “flip books” depicting cell division or cell growth and repair.
Language Arts/Music/Movement
See Part 2 of this task, "Cell Organelle Skits".
Mathematics
Large organisms are composed of about one trillion cells, that is a million millions. Have
students come up with a metaphor or model to demonstrate how large a trillion really is.
Cells, Part 1: Edible Cell Model Project
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Concepts to be Assessed
(Unifying concepts/big ideas and science concepts to be assessed using the Science
Exemplars Rubric under the criterion: Science Concepts and Related Content)
Life Science – Structure and Function: Students identify characteristics of cells and their
functions.
Scientific Method: Students use the terms organelle, cell membrane, nucleus, endoplasmic
reticulum, ribosome, mitochondria, lysosome, vacuole and gogi apparatus appropriately and
describe their functions. Students see that how a model works after changes are made to it may
suggest how the real thing would work if the same thing were done to it and that choosing a
useful model (not too simple/not too complex) to explore concepts encourages insightful and
creative thinking in science (models).
Mathematics: Students demonstrate number sense and use number properties.
Skills to be Developed
(Science process skills to be assessed using the Science Exemplars Rubric under the criteria:
Scientific Procedures and Reasoning Strategies, and Scientific Communication Using Data)
Scientific Method: Predicting/hypothesizing, inferring, analyzing, interpreting, synthesizing,
summarizing, drawing conclusions, communicating findings, challenging misconceptions and
raising new questions.
Other Science Standards and Concepts Addressed
Scientific Theory: Students look for evidence that explains why things happen and modify
explanations when new observations are made.
Life Science – Structure and Function: Students explain that important levels of organization
for structure and function include cells, organs, tissues, organ systems, organisms, and
ecosystems. Students understand that all organisms are composed of cells; that most
organisms are single-celled while others, including humans, are multicellular; that cells carry on
functions needed to sustain life – they grow, divide, take in nutrients, provide energy, and
remove wastes; and that specialized cells perform specialized functions in multicellular
organisms.
Life Science – Reproduction and Heredity: Students explain that hereditary information is
contained in genes located in the chromosomes of each cell.
Science in Personal and Societal Perspectives: Students explain that personal health can
be affected by cell growth, division and mutation.
Cells, Part 1: Edible Cell Model Project
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Suggested Materials
Edible projects could range from pizza to cakes to veggies and fruits with dips. Materials are
only limited by student creativity. Students have one week to plan and acquire their own
materials for the models. Most of my students made cakes and used toppings (jelly beans,
sprinkles, etc.) and frostings for organelles. Refer to the worksheet on page 7 and the Student
Evaluation Worksheet on page 8.
Possible Solutions
A task-specific rubric has been developed for this assessment and is included on page 6.
Students use the rubric as a guide during the development of the project and as a selfevaluation when the project has been completed. A peer-assessment is also used for project
presentations.
Cells, Part 1: Edible Cell Model Project
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Cells, Part 1: Edible Cell Model Project
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Cells, Part 1: Edible Cell Model Project
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Cells, Part 1: Edible Cell Model Project
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Task-Specific Assessment Notes
General Notes
No student work is included – it was eaten! Photographs depict some examples of student
models.
Cells, Part 1: Edible Cell Model Project
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Cells, Part 1: Edible Cell Model Project
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