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Transcript
Jell-O Cells An effective project that offers a hands-on-activity to complete while studying the basic unit of life. Curriculum/State Standards S5L3. Students will diagram and label parts of various cells (plant, animal, single-celled, multi-celled). textbooks. Students will color and label diagrams of plant and animal cells. Students will use an on-line computer game to label the various cell parts. Overview Strategies/Activities After studying the plant and animal cell, students will make a model of each type of cell using Jell-O and different kinds of candy. Students will label the parts of the cell and describe the function of the different parts. Objectives The student will identify parts of a plant cell (membrane, wall, cytoplasm, nucleus, chloroplasts) and of an animal cell (membrane, cytoplasm, and nucleus) and determine the function of the parts. Materials 25 paper plates 25 spoons 25 small tin-foil loaf pans (for plant cell wall) 25 small round clear plastic containers (for animal cell membrane) 4 boxes of red Jell-O (animal cytoplasm) 4 boxes of green Jell-O (plant cytoplasm) 50 large gum balls (nucleus) 50 regular gummy worms (smooth endoplasmic reticulum) 50 sour gummy worms (rough endoplasmic reticulum) 25 green jelly beans (chloroplasts) 50 purple jelly beans (mitochondria) 50 airheads (golgi apparatus) 25 jawbreakers (vacuole) Culminating Activity Students can eat their molds after they have been checked by the teacher. Evaluation Method Teacher Observation Students will read about the different parts of a plant and animal cell in their THIS WINNING PROJECT IDEA SUBMITTED BY: liv es . ® g sc gin hoo l supplies. chan GRADE LEVEL 1. Teacher and students will make the Jell-O according to the package directions. Pour Jell-O into the individual containers and discuss how the Jell-O represents the cytoplasm within the cell. 2. Put the Jell-O in a refrigerator and let set over night so that it will congeal. 3. Prior to the next class, make a paper plate for each student containing the different candy pieces they will need to create each of their plant and animal cells. 4. Pass out a candy plate to each student. 5. Discuss the different candies they have on their plant and ask students to label the candies on the plate as to which part of the cell the candies would represent. 6. As a class, discuss what representations the students identified. 7. Have students construct an animal cell and a plant cell using the Jell-O molds and the candy pieces. Readiness Activity Amy Swing Mossy Creek Elementary Cleveland, GA 5 2 DAYS $100 TOTAL BUDGET