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Bread
Cells
Designed
by: Cindy Page
School: Burton-Pack Elementary
Grade
Level: 5 Subject(s):
Science
South
Carolina Science Standard(s): Observe, identify,
and distinguish among plants and animals cell parts:
nucleus, cytoplasm, vacuole, cell membrane, cell
wall, and chloroplasts. Life Science (II.A.1.b.)
Overview:
Students will explore cells and their parts by
creating simulated plant and animal cells. Students
will then use tag board, construction paper, and
selected objects to create a two or three
dimensional cell of their own. Important cell parts
will be identified and a paragraph will be written
which will explain the function of each cell part.
Focus/Essential
Question(s): What are cells? Are there different
parts to a cell? How are plant and animal cells
different?
Time
Frame: Five one-hour class periods
Resources/Materials:
bread
raisins
grapes
scissors
plastic sandwich bags
film container filled with jello and fruit
construction paper
glue
plums
peas
tag board
pre-made magnetic cell parts-nucleus, cytoplasts
computer
chalk/dry erase
marker
paper
pencil
www.cellsalive.com
www.kapili.com/biology/4kids/cell/index.html
www.brainpop.com/health/basicsandcells/cells/index.asp
Culminating
Assessment: Students will create a cell using
construction paper, tag board, and selected items.
The parts of the cell will be labeled and a
paragraph will be written which explains the purpose
of each cell part. The following rubrics will be
used:
CELL
RURIC
| POINTS |
CRITERIA |
| 0 |
No
cell completed |
| 1 |
Cell
completed with no labels |
| 2 |
Cell
completed with less than 3 parts labeled |
| 3 |
Cell
completed with all parts labeled |
PARAGRAPH
RUBRIC
| POINTS |
CRITERIA |
| 0 |
No
paragraph completed |
| 1 |
Paragraph
completed, but many errors (more than 7); up
to 3 cell parts described |
| 2 |
Paragraph
completed with no more than 5 errors; 4 or 5
cell parts described |
| 3 |
Well-written
paragraph completed with no more than 3
errors; all 6 cell parts described |
Instructional
Activities:
ACTIVITY
ONE:
Pass
around film containers with jello and fruit. Ask
students to predict how the containers relate to
plants and animals.
Remind
students that a cell is the building block for
plants and animals. Draw a large cell on the board
and label the cell wall and cell membrane. Discuss
the purpose of these parts. Shade in the cell with
chalk to represent the cytoplasm.
Add
the labels for the pre-made cell parts (nucleus,
chloroplast) and discuss the purpose of each. (Note:
A vacuole can be added to the diagram by erasing a
circular part of the cytoplasm.)
Show
the students the web site http://www.cellsalive.com.
Go to the cells and study the parts. Lead the
students into a discussion of the difference between
plant and animal cells. (Plant cells contain
chloroplasts while animal cells do not.) Go to the
website Biology4kids (http://www.kapili.com/biology/4kids/cell/index.html)
and explore the information presented there with the
students.
HOMEWORK:
Write a paragraph explaining how the film container
with jello and fruit is like a cell.
ACTIVITY
TWO:
Share
the paragraphs written for homework. Review the cell
and its parts from the previous day. Show the
students the web site http://www.brainpop.com/health/basicsandcells/cells/index.asp
and show the movie about cells. There are many
activities at this site which can be explored.
Distribute
the materials for cell creation to the groups.
(bread, raisins, grapes, plums, rice, peas, plastic
sandwich bags) Instruct the groups to create a cell
with the materials. Groups must be prepared to
present their cell to the class, pointing out the
cell parts. The teacher will walk around the room to
monitor the groups and offer assistance as needed.
Close
the activity by calling on groups to present their
cells. Classmates will be given the opportunity to
ask questions and respond to each presentation, as
well as provide 3 positive comments and 1 suggestion
for an improvement. (3 pluses and a wish)
ACTIVITY
THREE:
Students
will be assessed as discussed in the Culminating
Assessment and by using the rubrics.
Review
the purpose and names of the cell parts. Allow
individual students to select tag board,
construction paper, scissors, and glue for the
creation of their cell. They will create a 2
dimensional representation of a plant or animal cell
and will label the various parts. (cell wall, cell
membrane, chloroplasts (for a plant cell),
cytoplasm, nucleus, and vacuole) Allow students to
select a partner so that partners can assist with
each other's product as needed. The teacher will
also need to monitor and assist as needed.
Students
will then write a paragraph which will explain the
purpose of each of the labeled parts. When the
paragraph is completed, students will revise and
edit their paragraph with a peer. A final paragraph
will be written. The paragraph will be attached to
the cell picture.
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