Cells

Setting the Stage

Student engineering groups will design an instructional kit which contains two
interactive cell models, one for a plant cell and one for an animal cell. The total
building costs for the kits must be less than $10.00.
Standards
Science
S5L3. Students will diagram and label parts of various cells (plant, animal, single-
celled, multi-celled).
b. Identify parts of a plant cell (wall, cytoplasm, nucleus, chloroplasts) and of an animal
cell (membrane, cytoplasm, and nucleus) and determine the function of the parts.

Math
MGSE5.NBT.5 Fluently multiplies multi-digit whole numbers using the standard
algorithm.
MGSE5.NBT.7 Add, subtract multiply, and divide decimals to hundredths, using
concrete models or drawings and strategies based on place value, properties of
operations, and/or the relationship between addition and subtraction; relate the
strategy to a written method and explain the reasoning used.
Design Challenge
You are a designer for the TeachMe Educational Resource Company. Your company has
recently gotten a contract to supply instructional cell model kits to 5th grade teachers
in the Cobb County School District. The models help teach students about plant and
animal cells. Your task is to design an instructional kit which contains two interactive
cell models (one for a plant cell and one for an animal cell), all reference materials, and
a carrying case for the kits. Your total building costs for the kits must be less than
$10.00.
Criteria
1. Create 2 models, one of a plant cell and one of an animal cell. The plant cell
model must contain the following parts: membrane, wall, cytoplasm, nucleus,
chloroplasts. The animal cell model must contain the following parts: membrane,
cytoplasm, and nucleus. Additional cell organelles are a bonus. All parts must be
removable and easy to put back together.
2. Each model must come with a set of identification cards for the parts and a set of
function cards which explain the function of each cell part. The cards will be used
by the students as they interact with the cell models to show their knowledge of
the parts and their functions.
3. Create a direction sheet which tells students how to use the kit and an answer
key which students can use to check their work.
4. Design a carrying case which must contain the cell models and parts, the
direction sheet, interactive cards, and the answer key.
Materials/Tools:
Paper Core Tubes
Paper or Styrofoam Plates
Plastic/Cardboard containers (oatmeal, ice cream)
Assorted sizes lids and bottle caps
Craft sticks
Toothpicks
Pompons (assorted sizes)
Buttons (assorted sizes)
Pipe Cleaners
Felt Cotton Batting
Construction Paper
Card Stock
Cardboard
Index Cards
Styrofoam Peanuts
Markers and/or Colored Pencils
Glue and/or Tape
Ruler
Assessment
Completed Student Journals
Completed Cell Model Instructional Kits
Budget Sheet
Student Participation
Instruction
Ask/Engage
Day 1 (20 min)
Show the following websites to review what has already been learned about cells:
http://www.cellsalive.com/cells/cell_model.htm - Cells Alive interactive website
for plant and animal cells
http://www.wiley.com/college/boyer/0470003790/animations/cell_structure/cell_st
ructure.htm - interactive website allowing students to construct a plant or animal
cell and contains information about cellular structure required for 5th grade
standard
Discuss with students what they noticed about the interactive sites.
Introduce the challenge and have students complete the ask/engage part of their
journal.
Imagine/Brainstorm
Day 2 (10-20 min)
After reviewing the criteria, constraints, materials and costs, students should
work independently to come up with 1 or 2 possible design solutions. The
brainstorm ideas should be labeled and may contain explanations or design notes
if needed.
Plan/Design
Day 2 (20 min)
 Students will present their ideas to their engineering teams. Teams will work
collaboratively to come up with a final team design by drawing, labeling, and
recording the materials needed.
Create/Test
Day 3, 4, and 5 (40 minutes)
Each team will build their entire instructional kits according to design plans. They
will test their kit to see if it meets the criteria and constraints and ensure they
have accounted for all costs in their budget.
Evaluate/Improve and repeat Steps 1-5
Day 6 (25 min)
Teams will evaluate their designs for success. Did the instructional kits meet the
established criteria? Did the final design match the planned design? If not, why
not? Did the instructional kit come in under or over budget? If not, why? What
could be done differently next time to improve the design?
Have a gallery walk to view each teams kit. Students leave comments.

Adapted from Cobb County STEM lesson.