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:
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.