Teacher Name: Glenda Kampton
Grade Level: 6
Summary:
School/District: Lawrence Middle
School
Lawrence,
New York
Title of Lesson Plan: Edible Cells
Subject Area(s): Science
Time Frame to 45 min – 60 min
complete lesson:
This is a learning experience designed for a class of 27 sixth graders. This 50 minute Science
lesson combines speaking, listening, reading and writing; subjects that work together and
incorporate the Common Core Standards. In this particular lesson, students will use Micro-SlideViewers to examine pictures of cells from plants and animals. Students will be able to identify
various cell organelles including the nucleus, cell membrane, cytoplasm and chloroplasts. After
sketching a plant and animal cell, the students will construct an edible cell made from graham
crackers and candy.
Standards:
The following standards come from the New York State Standards in Science, Reading and
Writing for 6th grade:
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Assessments:
Systems Tools:
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Cite specific textual evidence to support analysis of science and technical texts,
as well as inferences drawn from the text.
Analyze how a key idea is introduced or illustrated in a text.
Integrate information presented in different media formats.
Write informative/explanatory text to examine a topic and convey ideas,
concepts, and information through the selection, organization and analysis of
relevant content.
Know that the structural basis of most organisms is the cell.
Understand that each organelle within a cell has a specific function.
Children will be able to accurately identify cell organelles and construct a plant cell made from
edible items. Students will also be able to list the functions of each organelle. Students will be
able to identify the cell wall and chloroplasts as organelles found in plant cells and not animal
cells through a comparing and contrasting graphic organizer.
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Pre-Requisite
Knowledge:
Learning
Environment:
Printed
Materials:
Supplies:
Research Materials &
Books:
Students should have an introductory lesson on cells. Students should understand that cells are
the building blocks of all living things. They should know that plant and animal cells are different
but contain similar organelles.
A Science Lab with a sink for cleaning up after is ideal; however, a classroom setting will work
just as well. Students should be grouped in tables to work together and support each other’s
learning.
The Micro-Slide-Viewer set comes with a printed folder of information explaining details of each
slide. Questions and sketch paper for independent and group work should be provided. If MicroSlide-Viewers are not available, students can create real plant and animal slides and use
microscopes to view the organelles within the cell slides.
Micro-Slide-Viewers or Microscopes
Slides
Paper
Pencils
Graham Crackers
White frosting
Green M&M’s
Licorice
Nilla Wafers
Paper plates, knives, paper towels
Students should have access to various genres of literature related to cells. Students will spend
time browsing through picture books, cartoons, and non-fiction books building background
knowledge about cells. The school library should have several books on hand for borrowing. A
science teacher’s classroom library should also house several non-fiction books to spark interest
for students.
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Other:
On-line resources for cell organelles and functions:
www.brainpop.com
www.discoverychannel.com
www.sciencelimks.com
Procedures
Procedure:
Anticipatory Set
I give groups of students various non-fiction books on cells. I ask students to browse through
the books. On an index card, the students write down something they notice, wonder or learn
as they look through the books. I collect and share some of the noticings.
Input
I give the students a picture of a Micro-Slide-Viewer. The picture will include the parts of the
viewer with instructions on how to use it. After reading the instructions with their lab partner,
students will also be asked to review the following cell parts: nucleus, cytoplasm, and cell
membrane and chloroplasts. With their partners, students carefully view each slide and
identify the organelles.
Modeling
I model the correct handling and usage of the Micro-Slide-Viewers. I will show the children
the correct way to insert the slide in the Viewer. I demonstrate proper techniques on how to
identify various cell parts. I give students worksheets that they will sketch the plant and
animal cells and their organelles.
Checking for Understanding
I will use questioning techniques to decipher if the students have grasped a clear
understanding of the procedures and expectations.
Independent Practice
The students will have an opportunity to work with their lab partners identifying cell parts
using the Micro-Slide-Viewers. The students will answers questions while viewing cheek,
onion, spirogyra, ameba, green leaf, wood, bone, and brain cells. They will sketch the various
parts of each cell.
Closure/Culminating Activity
Pairs of students will share their findings with the rest of the class. Students will quiz each
other and identify cell parts and define their functions. Students will work in groups
constructing edible cells using graham crackers as the base. They will use white frosting as
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cytoplasm, licorice for the cell wall and cell membrane, a Nilla Wafer as the nucleus and
green M&M’s as chloroplasts. After the teacher assesses the cookie to verify the student’s
placement and understanding of each function, the students enjoy their cell creation.
ESL:
Special
Education:
Modification for Differentiated Instruction
Students with visual-motor difficulties may need assistance with the Microviewers. They might
ask another child or adult for help as needed.
Words describing different organelles might be unfamiliar to English language learners. Consider
posting a diagram of a cell with the parts labeled: cell wall, cell membrane, nucleus, cytoplasm,
chloroplasts, etc.
Other/Comments:
Gifted:
These children might be challenged to include other organelles that make a cell function properly.
Remember to be mindful of children with special dietary needs. Check for any students that may
have allergies or Kosher related food restrictions. Certain edible items may need to be purchased
to accommodate these special needs.
Used by permission from Project Venture, 1998 Technology Innovation Challenge Grant, Phoenix, AZ
http://www.creighton.k12.az.us/projectventure/index.html
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