Download Edible Cookie Cells

David Paulk
Earth Science
Grade: 5th
Edible Cookie Cells
QCC:
Life Science – The Living World (17-24)
Objective/Purpose: From this activity the students will gain a basic understanding of
cells and cellular components. They will also learn which of these components are found
exclusively in plant cells and, consequently, will learn to distinguish plant cells from
animal cells.
Materials:
1. Large sugar cookies (1 per student)
2. Cream cheese icing
3. Toothpicks (6 per student)
4. Small paper plates (1 per student)
5. Plastic knives
6. Colored construction paper
7. Various types of candy to represent organelles
(I used Twizzlers for cell membrane, Hot Tamales for mitochondria, green
TicTacs for chloroplasts, peanut butter M&Ms for nucleus, gummy bears for
Golgi bodies, large marshmallows for plant cell vacuoles, and small
marshmallows for animal cell vacuoles. Ribosomes, lysosomes, endoplasmic
reticulum, etc. may also be incorporated if desired.
Time Required: One class period (50 minutes to an hour).
Background Information:
The edible materials listed in this lesson plan are strictly optional. Feel free to get
creative and think of other things to use! You can also consult the similar “Gelatin Cells”
Best Lesson on WebCT for more ideas.
Preparation:
Before class use a paper cutter to cut out small labels (0.5-in. by 2-in.) from the colored
construction paper. You will need 5 or 6 labels per student depending on which type of
cell each is assigned. Be sure to make and label your own “cell” to show students at the
beginning of class as an example, and set all materials out (in stations if desired) so they
will be readily accessible. I set out one plate per student and applied a small amount of
icing to each beforehand, and this seemed to work well.
Procedure:
1. Begin by revisiting the topic of cells as the building blocks of life. Discuss the
organelles to be used and have students tell you the corresponding function of
each.
2. Assign half of the class animal cells and half of the class plant cells. Those
assigned animal cells will use small marshmallows but not TicTacs or large
marshmallows, and those assigned plant cells will do just the opposite.
3. Students in the animal cell group should take 1 Twizzler peel, 2-3 Hot Tamales, 1
peanut butter M&M, 2-3 gummy bears, and 2-3 small marshmallows. Students in
the plant cell group should take 1 Twizzler peel, 2-3 Hot Tamales, 2 TicTacs, 1
peanut butter M&M, 2-3 gummy bears, and 1 large marshmallow.
4. All students should spread the icing on their cookies. Plant cell students should
leave the edge of the cookie showing to represent the cell wall, while animal cell
students should cover the face of the cookie completely.
5. As soon as students have properly arranged the materials on their cells, have them
label the following organelles using toothpicks and the colored labels:
- nucleus
- cell membrane
- mitochondria
- chloroplast (if applicable)
- Golgi bodies
- Vacuoles
6. Students may eat their cookies only after they have been checked off as having a
properly labeled cell.
Safety Issues: Make sure you are aware of students who are allergic to nuts, peanut
butter, etc. before beginning the activity.
Questions:
1. Name at least six organelles and give their functions.
2. How are plant and animal cells structurally different? Which organelles are
exclusive to plant cells?
3. Why do plant cells have one large central vacuole instead of the smaller vacuoles
found in animal cells?
4. Why is a cell wall necessary in plant cells but not in animal cells?
Evaluation:
A worksheet can be used with this activity if desired, but active discussion of the
questions proposed above should give an adequate understanding of the concepts
involved. Since the students must label their cells before being allowed to eat them, they
will at least be able to recognize and identify several different organelles as a direct result
of the activity.