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This lesson provided by:
Author: Kimberly Simms
System:Lowndes County
School:Calhoun High School
Lesson Plan ID: 26231
Title:

Building A Cell: Edible Cell Project

Overview/Annotation:

Students will create an Eukaryotic cell from materials that they can eat.  Students will need to have a lesson on the types of Eukaryotic cells and its organelles before they complete this assignment.  Students will construct these projects at home and present them to the class. Pictures will be taken of the students and their Edible cell. 

This lesson plan was created as a result of the Girls Engaged in Math and Science University, GEMS-U Project.

Content Standard(s):
SC(9-12) Biology4. Describe similarities and differences of cell organelles, using diagrams and tables.
TC2(9-12) Computer Applications12. Use digital tools to publish curriculum-related content.
Local/National Standards:

NAP:9-12.3 

  • The cell
  • Molecular basis of heredity
  • Biological evolution
  • Interdependence of organisms
  • Matter, energy, and organization in living systems
  • Behavior of organisms

ISTE 9-12.3

 

  • Students use technology tools to enhance learning, increase productivity, and promote creativity.
  • Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
Primary Learning Objective(s):

1. Students will be able to describe the similarities and differences of cell organelles, using diagrams and  tables.

2. Students will  be able to distinguishing between the two types of eukaryotic cells

3. Students will be aboe to use digital tools to publish curriculum-related content

 

Additional Learning Objective(s):

By doing this project, students will be able to verbally and creatively communicate their understanding of the material to a group of their peers

Approximate Duration of the Lesson: 61 to 90 Minutes
Materials and Equipment:
Technology Resources Needed:
  • Edible Cell Rubric
  • Digital Camera w/cables
  • SD Memory Card
  • Background/Preparation:

    1. The teacher will need to go over Prokaryotic and Eukaryotic cells prior to the Project.
    2. When the teacher goes over the information about the project, he or she will need to hand out the Rubric during that time. This will ensure that students will know what to expect when they are graded.
    3. The teacher will need to know how far in advance she wants to inform students about the project.  For example, one week before the project is due.
    4. The teacher will need to have a digital camera w/ cables and a SD MemoryCard.
    5. The teacher will need to know how to use the camera before the day of presentation.
    6. The teacher will need to pass out a Technology Consent.  Here is a form letter that you can modify for your specific needs.
    Procedures/Activities:

    BEFORE THE PROJECT IS DUE

    The teacher should:

    1. Hand out the Rubric to the students for the Edible Cell Project
    2. Stress to the students that it is their responsibility to keep up with their Rubric because they will have have to hand it in to you when it is time for them to present
    3. Hand out the Instructions on How to Create an Edible Cell
    4. Model how to present the project to the class, focusing on knowing the organelles and its function.

    THE DAY THE PROJECT IS DUE

    The teacher should:

    1.  Inform students that when they get ready to present, they must put their name on their Rubric and then hand it to the you (the teacher) before they go to the designated area to present.

    2.  Inform the students of the designated area where they will present.

    3. Inform students that if they need an assistant to hold their cell while they are presenting, then they should pick a person that is not going to distract the presentor or the class.  Note: IT WILL AFFECT THEIR GRADE!!!

    4. Inform students that when they get finished with their presentation that they should go in the back of the classroom (or where every the teacher like) to take a picture with their cell.

    5. Inform students that if they have not turned in their permission slip to have their picture taken, then their picture will not be taken.

    6. Inform students that they will receive a grade on their project after all projects are completed.

    After the presentation

    The teacher should:

    1. Ask students, "if there is anyone that does not want their edible cell to be cut."
    2. Designate a student or students to cut the Edible Cells with a plastic knife and place them on the paper plates.
    3. Have the designated student(s) to hand out the plates to the individual students along with a napkin.
    4. Instruct the students that all trash must be disposed into the trashcan before they can be dismissed.
    5.  Eat and Enjoy!

     

     

     


    Attachments:**Some files will display in a new window. Others will prompt you to download.
    Assessment Strategies:

    Students will be assessed using the Edible Cell Rubric.

    Extension:

    As an extension, students can complete this activity called "The Virtual Cell Web Page": http://www.ibiblio.org/virtualcell/index.htm.

    The "Virtual Cell" will allow students to get a close-up view of several organelles in 3-D! You will be able to choose certain organelles within the cell and manipulate them by zooming in on the organelle, rotating the image, and dissecting several organelles to view their contents. The intent of the activity is to provide you with a better feeling of the appearance (structure), function, and location of the organelles.

     

    Remediation:

    For students who might need extra assistance before or after the lesson, they can complete a tutorial called "Inside a Cell." This activity allows students to point to an organelle and find out the name and function: http://learn.genetics.utah.edu/content/begin/cells/insideacell/

    Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

    Presentation of Material Environment
    Time Demands Materials
    Attention Using Groups and Peers
    Assisting the Reluctant Starter Dealing with Inappropriate Behavior

    Be sure to check the student's IEP for specific accommodations.
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