ELC Effective Practice Production Template
Jello Cell Models – Spring Brindley
Learning Objectives
The learner will:
- Identify the cellular organelles associated with major cell processes.
- Compare the structure and function of cellular organelles in eukaryotic cells.
- Construct a model of the eukaryotic cell.
- Have an opportunity to ask questions for clarification
Tennessee Standards:
- CLE 3210.1.1- Compare the structure and function of cellular organelles in both
prokaryotic and eukaryotic cells.
- CU- 3210.1.2- Construct a model of a prokaryotic or eukaryotic cell.
- SPI- 3210.1.1- Identify the cellular organelles associated with major cell
processes.
Purpose – Animal cell organelles structure and function.
Materials
• Computer
• Multimedia Projector
• Flip chart titled, cell_flipchart, located on prometheanplanet.com
o If you wish to use this or other resources you must download activeinspire
studio. This can be done free of charge at prometheanplanet.com
*A different diagram or drawing of a cell can be substituted.
• Items for model construction
• Plastic plates
• Jello
• Different types of candy to represent each organelle
o Nucleus- gum balls
o DNA- Twizzler (Optional)
o Mitochondrion- Hot tamales
o Ribosomes- Sprinkles
o Rough Endoplasmic Reticulum- Sour Worms
o Smooth Endoplasmic Reticulum- Gummy Worms
o Golgi Apparatus- Fruit Rollup
o Lysosomes- Jellybeans
o Microtubules- Toothpicks
o Centriole- Twizzler Pieces
• Wax paper or paper towels
• Containers to hold candy for each group
• Accompanying worksheets
o Jello Cell Model Student Worksheet.
o City Cell Model Student Worksheet
o Animal Cell Label Worksheet
Preparation (pre-work)
Prepared by Spring Brindley for State of TN, Department of Education
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ELC Effective Practice Production Template
Jello Cell Models – Spring Brindley
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Jello should be mixed, poured into plates, and allowed to congeal prior to class. When
using a 6oz. package the amount of water directed on the package should be reduced by
half or 3oz. unflavored gelatin should be added to the mixture.
Candy to represent each organelle should be placed in containers for each group.
Instructional Plan (lesson) – (include the cycle of instructional improvement)
(be intentional, consistent, systematic, explicit in planning and instruction)
• Guided class discussion – Ask students to name the smallest unit of life. In the discussion
review the cell theory.
o Proposed 150 years ago.
o Discovered by Robert Hooke
o All living things are composed of cells.
o All cells come from pre-existing cells.
o Cells are the smallest units of life.
• Explore
- Teaching Strategies –
 Students should be placed in groups of 4 and then into pairs within the group.
 In the center of each table place a container filled with the various types of candy.
and a plate filled with jello.
 Each student should be given a copy of the student worksheet titled Jello Cell
Model Student Worksheet.
 The flip chart titled, cell_flipchart, or similar diagram should be displayed on the
multimedia projector for all students to see.
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Teaching Practice / Procedure
 Each organelle and its function should be revealed to the class one at a time on
the displayed cell diagram. As each organelle is displayed students should:
o Write the name of the organelle in the organelle column on the Jello Cell
Model Student Worksheet.
o Write the function of each organelle in their own words in the function
column.
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Student guided practice / activity
 Once each organelle is discussed and its information completed on the worksheet
students should work in pairs and begin construction of their model. Students
should be directed to choose a different type of candy or material to represent
each organelle. They should then list the candy or material used to represent each
organelle under the material used in model column.
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Application / Transference to assessment
 Option 1
o After each pair has their model completed various students should be
called on to share with the class what piece of candy or material they
chose to represent each organelle and why. The student’s partner should
then state the function of the organelle for the class.
Prepared by Spring Brindley for State of TN, Department of Education
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ELC Effective Practice Production Template
Jello Cell Models – Spring Brindley
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Option 2
o After each pair has their model completed students should share with the
other pair in their group what piece of candy or material they chose to
represent each organelle and why as well as state the function of the
organelle for the rest of the group. After one pair is finished the other pair
should do the same.
Summarize
- Independent Practice (homework)
 Students should be given City Cell Model Student Worksheet and directed to
develop their own comparison of the cell. In their version they should compare the
cell to a city. Each organelle should be listed, assigned a department or title, and
the function of the organelle explained in their own words.
 Students should be given the Animal Cell Coloring worksheet to complete.
Assessment Options (as part of lesson)
• Formative (ongoing; checking to ensure audience is with you)
- Informal- As class progresses continually ask questions and call on individual students
or ask for a class response.
- Formal- Distribute the Animal Cell Quiz for students to complete.
- Performance- Evaluate cell construction and ask each pair to explain their cell.
- Student self assessment- Explain cell model to partner. Visit www.cellsalive.com and
complete the cell jigsaw puzzle. Visit http://harcourtschool.com/activity/cell/cell.html
and play the cell inspector game or
http://www.tvdsb.on.ca/westmin/science/Sbi3a1/cells/cellquiz.htm and complete quiz.
Extensions
• Once the lesson is complete and students have a complete understanding of the animal
cell, organelles, and their functions progress into mitosis and meiosis.
• If a student is struggling arrange for more time to visit interactive sites and practice or
develop flash cards. If it is possible pair the student with another student who has a
concrete grasp on the concepts and have them explain the cell, organelles, and organelle
function to the struggling student. Then have the struggling student explain the same back
to the other student or the teacher.
Technologies – demonstrate / show in use:
• Enrichment
• Intervention
Reflections/Insights of Teacher
• Learnings (what worked well; what didn’t work well; what will you do the same; what will
you do differently; what will you not do again; cautions; advice)
- Teacher blog?
Cross Reference – linkage to additional strategies reference by presenter
Prepared by Spring Brindley for State of TN, Department of Education
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ELC Effective Practice Production Template
Jello Cell Models – Spring Brindley
Notes:
All Production Instructional Plans (lessons) should follow the same template.
Audience: 1) students in classroom and 2) adult learners (teachers in studio/ELC users)
Prepared by Spring Brindley for State of TN, Department of Education
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