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. 1 of 10
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 2 of 10
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. 3 of 10
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. 4 of 10
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. 5 of 10
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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. 9 of 10
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