Miss Bitton’s Plant Cell 3-D Project
Name:________________
Activity purpose:
Fresh water algae, mold that grows on bread, a pine tree, and a house cat are all living things. As living things they
share one feature in common, they are all made up of cells. Cells are the building blocks of living things. In this activity
you will make a model of a plant cell. You will then observe your model to draw conclusions about the makeup of cells.
Project must be:
Entirely edible (can be eaten)
Your project does not need to be digestible (will not make you sick), or even palatable (tastes good), just edible.
No larger than 10 inches by 17 inches by 4 inches,
No smaller than 4in. X 4in. X 4in.
Activity Procedure:
1. Get, make or use something as an outside, hard, edible covering for your cell. This outside covering is the cell wall.
Cell wall is the stiff outer structure that surrounds the cell membrane of all plant cells. It keeps the cell rigid,
helping the entire plant keep its shape.
2. Right inside the cell wall you will place a thin, flexible, edible layer. This will represent the cell membrane.
Cell membrane surrounds the cell and directs materials into and out of the cell.
3. You will also need edible cytoplasm.
Cytoplasm is a jellylike material that fills the space inside the cell. Most cell parts float within the cytoplasm.
4. In the center of the cytoplasm you will need to place a medium sized edible, round nucleus.
Nucleus controls all cell activities, including how the cell grows, develops and divides.
5. Place one or two small, edible pieces in the cytoplasm. These will represent one or two vacuoles.
Vacuole is a temporary storage area for either materials the cell needs or from waste materials. Plant cells
usually have fewer and larger vacuoles than animal cells. Most plant cells just have one vacuole.
6. Scatter a few small, green pieces in the cytoplasm. This green food will represent chloroplasts.
Chloroplasts are scattered throughout the cytoplasm of the plant cell. The chloroplasts give plants their green
color and are used in making food.
7. Scatter a few small foods that are not green, in the cytoplasm. These will represent mitochondria.
Mitochondria carry out the activities that release energy for the cell.
8. Label the parts of your edible plant cell.
9. Bring your cell to school Thursday, January 21st. If it needs to be refrigerated, place it in a cooler with some ice.
Draw conclusions:
1. Observe your model. What cell part makes up the greatest part of your model? What can you conclude from this
observation?
2. What cell part is at the center of your cell? Where in the cell are all the other parts located?
3. Scientists often use models to better understand complex structures. How does your cell model help you draw
conclusions about the structure of cells? What things about a cell does your model NOT tell you?
4. Make a drawing of your cell model, and label each part with the name of the cell part it represents. Then
compare your model to the pictures of the cells on page 2. How are the drawings similar? How are they
different?
Making A Plant Cell 3-D
Teacher Name: Ms. Bitton
Student Name:
________________________________________
CATEGORY
Creativity
4
Totally original
design, no element
is an exact copy of
designs seen in
source material.
3
Most of the cell
elements are
unique, but 1
element may be
copied from source
material.
2
Some aspects of
the cells is unique,
but several
elements are
copied from source
materials or other
students.
1
The 3-D project is
a copy of a cell
seen in source
material or one
made by another
student (80% or
more of elements
are copied).
Details
Mask details are all
easily viewed and
identifiable from
across the
classroom.
Most mask details
are easily viewed
and identifiable
from across the
classroom.
Most mask details
are easily identified
when the mask is
seen close-up.
Many mask details
are too small or
are not clear.
Knowledge
about the
cell
The student can
answer 3 questions
correctly about the
plant cell.
The student can
answer 2 questions
correctly about the
plant cell.
The student can
answer 1 question
correctly about the
plant cell
The student does
not understand
anything about the
plant cell.
Time and
Effort
Class time was
used wisely. Much
time and effort
went into the
planning and
design of the cell. It
is clear the student
worked at home as
well as at school.
Class time was
used wisely.
Student could have
put in more time
and effort at home.
Class time was not
always used
wisely, but student
did do some
additional work at
home.
Class time was not
used wisely and
the student put in
no additional effort.
Score
Extra points will be given to those who have:
ER (Endoplasmic reticulum)
Ribosome
Nuclear Membrane
Nucleolus