DIY Cells

Program outcomes
Science:
distinguish between plant and animal cells
examine plant and animal structures; and identify contributing roles of cells
communicate questions, ideas, intentions, plans and results, using lists, notes in
point form, sentences, data tables, graphs, drawings, oral language and other
means
work cooperatively with team members to develop and carry out a plan
Art:
proportion and relationship
expressiveness
art criticism
patterns
form and structure of natural and man-made objects
Big Idea/s this unit will communicate to students:
Students will work in partners to represent the
organelles of cells through edible products such as
candy, chocolate, etc. Thorough reasoning of why an
edible product is used to represent a certain organelle
must be included. The reasoning must demonstrate
understanding of the physical look of the cell
organelles, as well as the functions and purposes of
each organelle. Artistic expression will be utilized so
that the metaphoric representation of the organelles can
be fully realized through artistic elements such as
proportion and relationship, and artistic critique. After
the end of this project, students will be able to connect
to their understanding of cells and living things by
going on a field trip to visit a laboratory that is
currently conducting cellular experiments focusing on
enzymes and cell inhibitors.
Understandings: Students will understand that
each organelle is unique physically and
functionally
animal and plant cells differ in its organelles
artistic representation may be used in the
sciences

Essential Questions that will

guide inquiry in the
classroom:
How can edible products be
used to metaphorically
represent each organelle?
What makes each organelle
different physically and
functionally?
How can you ensure
accurate representation of
the organelles using your
selected edible products?

Skills and Process: Students

will be able to:
Identify the functions of
each organelle in the cell
work in partnerships to
collaborate on how to
accurately and authentically

represent a cell through

edible products
convey why they choose
their edible products to
represent their cell
organelles

STAGE 2 ASSESSMENT EVIDENCE

Central Performance Task/s to demonstrate
understanding and apprehension of key skills and
processes:
Designing their cell using edible products and being able
to thoroughly convey, in detail, why each food product
was picked to represent each organelle by taking into
account the information students know about animal and
plant cells, as well as utilizing artistic expression.

Other Evidence:
formatively assess accuracy
of cell organelles being
represented through
observation as well as
conversation
formatively assess for
effective teamwork using
peer and self-evaluation

The reasoning for why each partnership chose their

edible products in the way they did will be done through
a science fair as teachers and the students themselves can
walk around and ask each partnership for their reasoning
behind their work.
Assessment criteria you will use to evaluate this performance task:
Criteria

Excellent

Argument

Students are able to effectively argue why they chose

their edible products to represent their cell organelles.
Each edible product is chosen in a way where it is clear
that the students were reasoning how the product is able
to represent their chosen organelle.

/5
Artistic representation
/5

Presentation

Students utilize the outcomes of Art 8 effectively to

make their cell aesthetically pleasing as well as using
elements of artistic critique to back up why they chose
their edible products, as well as to question why other
groups chose their edible products in the way that they
did.
Students are able to demonstrate that they have clearly
planned for the presentation at the science fair through

/5

Teamwork
/5

clear communication of why they chose each edible

product, and being able to present a clear and concise
presentation with their partners
Students demonstrate excellent teamwork and
collaboration in their partnerships through equal-say in
what edible products to use, as well as giving a
presentation where each partner is able to talk equally
and transitions are seamless as each person takes turns
presenting in the partnership.

STAGE 3 LEARNING PLAN

Inquiry and critical thinking: Students in their partnerships will come up with their own
ways to represent a cell using only edible products.
Presentation: Students will bring their DIY cells to a schedules classroom cell science fair.
The teacher will go around asking the students to explain their reasoning behind how they
created their cells. The students will also have the opportunity to walk around and look at other
students cells, as well as ask why they chose the cells they way they did,
Application to the community: After the project, students will be able to observe how
understanding the inner-workings of cells may benefit the well-being of the community by
going on a field trip to a laboratory where experiments are done to test how cells react with
their environment. Students will learn that these experiments are crucial to finding ways to
inhibit and ultimately cure cancer, and many other human diseases.