Gold Seal Lesson:
Three-Dimensional Cells

Copernicus Education Gateway

Subject:

Science

Grade:

5-8

ICLE Standards:

Science as Inquiry: Develop the abilities of scientific inquiry.

Life Science: Develop an understanding of the structure and function of the cell and its parts; compare and contrast the structure of plant and animal cells.

Performance Task:

Your task is to construct a three-dimensional model of either a plant or animal cell. The cell model can be constructed of any materials except styrofoam balls. Be creative! The parts of the cell need to be appropriate in size and shape and should be drawn to scale. Indicate the scale you are using. Identify whether your model is of a plant or an animal cell. Depending on the type of the cell you construct, your model should include the following structures:

Your model should be labeled, and you should include a typed or neatly written key. The key must explain what each item on the model represents.

Note to the teacher: You may wish to have the students write a definition of each structure identified on the cell models, including the function of each structure, in their science journals.

Knowledge / Skills:

Present information in well-organized fashion that will be clear to the target audience.  (ela11)

Identify the cell as a common unit between living things; understand cell structure and the functions they perform.  (s9)

Plan and apply real or hypothetical models and constructions to facilitate investigation and learning and the solution to practical problems.   (s115)

Rubric:

4 POINTS:  The student independently completes the task. His/her model is well constructed, contains all required structures, is made to scale and is labeled. The model shows creativity. The student's work is neat and attractive. The model is labeled and has a typed or neatly written key. The student's model indicates he/she has an understanding of how a living cell functions.

3 POINTS:  The student needs some assistance to complete the task. His/her model is fairly well constructed, but the scale is not adhered to throughout. Most of the cell parts are included, labeled and accompanied by a legible key. The work could be a bit neater, more attractive and/or show more creativity. He/she does indicate an understanding of the cell and the function that each part has.

2 POINTS:  The student has much difficulty completing the task, needing lots of assistance. The model is not well constructed, and several of the required structures are missing. The student does not demonstrate an understanding of scale, making little use of it in model construction. The model is only partially labeled, and the key is poorly written. The student's work is not neat. The model indicates that the student has only a partial understanding of how a living cell works and what function various structures within the cell have.

1 POINT:  The student does not complete the task. He/she lacks both knowledge and motivation. His/her model is crudely constructed, lacks most of the structures and makes no use of scale or proportion. The model is not labeled and has no key. The student appears to have little or no understanding of the living cell.

Keywords:

LIFE SCIENCE
CELLS

Grades:

Kg [] - 1 [] - 2 [] - 3 [] - 4 [] - 5 [X] - 6 [X] - 7 [X] - 8 [X] - 9 [] - 10 [] - 11 [] - 12 []

ICLE Application:

D

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