Above picture is an example of a fifth grade cell with legend.
SUBJECT: Cell organelles
GRADE LEVEL: fifth grade and higher
STANDARDS: grade 5: Life Science 2g; grade 7: cell biology 1a, 1b, 1c,
1d; grades 9 - 12: cell biology 1c, 1e, 1g, 1j
OBJECTIVE: Students learn the purpose of organelles by researching their
function and then use pieces of candy and a legend to visually represent
both plant and animal cells.
REVIEW: Students first are introduced to the purposes of organelles in
both plant and animal cells either through classroom lecture or text
information. Students are then divided into groups of approximately 4 - 5
and are either assigned an animal cell or plant cell to represent with candy
pieces. Cells are made by placing candy pieces that look like organelles on
a piece of cardboard 11” X 18”with the cell taking up half the cardboard and
a corresponding legend on the other side.
DAY 1: Teacher may use pictures and lecture to discuss the function of
plant and animal cells or rely on student textbook information. The
differences between and a plant cell and animal cell are emphasized so
when students begin creating their own cell they will include only
appropriate organelles. Depending on grade level, the students should be
assigned a minimum number of organelles to include.
Groups of 4 - 5 students meet to decide which candies that they are
familiar with can be used to represent which organelle. (As an example
string licorice can be used for a plant cell wall, peanut butter for the
cytoplasm.) Students need to be organized and assign each group
member to bring the correct candy to school. Also the appropriate
cardboard measuring 11” X 18” needs to be brought and one or more
student needs to be assigned the job of creating the legend by typing the
organelle names with a short description. The legend should allow room
for a piece of the corresponding candy to be glued next to the organelle
name on the cell-making day.
DAY 2/or DAY 1 HOMEWORK: Students use different sources to research
the function of each organelle and write 2 - 5 sentences about each. They
also must explain which organelles are different in the animal cell versus
the plant cell. Depending on grade level students may be required to
define only the organelles in their textbook or research additional
organelles. Here are two excellent web sites for plant and animal cell
research:
http://cellsalive.com/cells/plntcell.htm
http://www.cellsalive.com/cells/animcell.htm
DAY 2/or 3: CELL MAKING DAY Students bring all candy supplies to
class and work in groups to create their cells. Some candy pieces can be
glued to the board but some candy will not respond to the glue and
therefore should be scotch taped. The cell legend is affixed to one side of
the cardboard with the cell on the other side and clearly labeled ANIMAL or
PLANT CELL. Each organelle name on the legend should have a
corresponding candy piece to identify its location in the finished cell.
ASSESSMENT: Student grades can either be entirely based on the group
candy cell or individual grades can be based on the finished cell and the
individual students’ research on the organelles. The number of organelles
researched and included in their cell may also determine student grades.