Students will create cell models using edible materials to learn about cell structures over 2 weeks. They will research and compare plant and animal cell structures, addressing questions about the basic unit of living organisms and how cells can be differentiated. Culminating projects include individual concept maps and group presentations using edible cell models. Formative assessments include quizzes, journal entries, and practice presentations, while summative assessments are written products, oral presentations, and tests.

1. PROJECT OVERVIEW
Name of Project: Cell Structure Duration: 2 weeks
Subject/Course: Science/ cell biology Teacher(s): Mrs. Malik Grade Level: 7
Other subject areas to Health, biology
be included, if any:
Project Idea Student will learn the different parts of the cell structure, Research work, compare and contrast and recognize the
Summary of the issue, diagram of various cell structure.
challenge, investigation,
scenario, or problem:
Driving Question 1. What are unit structure of living organisms?
2. Are all cells of the same type?
3. How can you differentiate between plant and animal cell?
4. How can we design a cell model with the help of all eatable things?
Content and Skills 1. Students know cells function similarly in all living organisms.
Standards to be 2. Students know the characteristics that distinguish plant cells from animal cells, including chloroplasts
addressed: and cell wall
3. Students know the nucleus is the repository for genetic information in plant and animal cells.
T+A E T+A E
21st Century Skills Collaboration Other: Creative and creative problem x
to be explicitly taught and
X solving.
assessed (T+A) or that
will be encouraged (E) by Presentation
project work, but not
X
taught or assessed: Critical Thinking: X X
Presentation Audience:
© 2008 Buck Institute for Education 1

2. Group: Design your cell model , use only the materials which are eatable. Which you can eat after X
Culminating your presentation. Class:
Products and
Performances
School:
Community:
Thinking maps , Experts:
Individual:
Web:
Other:
PROJECT OVERVIEW
Entry event to Video from cell organization in living organisms. Make a concept map with cell – why is our made up of many cells.
launch inquiry,
engage students:
Quizzes/Tests X Practice Presentations X
Journal/Learning Log X Notes
Preliminary Plans/Outlines/Prototypes X Checklists X
Rough Drafts Concept Maps X
Online Tests/Exams Other:
Written Product(s), with rubric: X Other Product(s) or Performance(s), with rubric:
Summative __________________________________________________ __________________________________________________
Assessments
(End of Project) Oral Presentation, with rubric X Peer Evaluation
Multiple Choice/Short Answer Test X Self-Evaluation
Essay Test Other:
.
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3. Resources On-site people, facilities: Sitting plan in group of three student – one table.
Needed
Equipment: LCD projector.
Materials: Material – pasta different shapes, jello.MMs of various colors, paper plates ,
fruits .
Community resources: None
Reflection Journal/Learning Log X Focus Group X
Methods (Individual,
Group, and/or Whole-Class Discussion X Fishbowl Discussion
Whole Class)
Survey Other:
© 2008 Buck Institute for Education 3

4. P R O J E C T C A L E N D A R
Project: Start Date:
PROJECT TEACHING AND LEARNING GUIDE
M O N D A Y T U E S D A Y W E D N E S D A Y T H U R S D A Y F R I D A Y
Project: Course/Semester:
PROJECT WEEK ONE
Knowledge and Skills Needed by Students Scaffolding / Materials / LessonsQuiz Provided
to be
to successfully complete culminating products and by the project teacher, other teachers, experts,
performances, and do well on summative assessments mentors, community members
Business communication Students write instructions, samples and templates.

Online research skills Work online and worksheet and vocabulary matrix
 building led by teacher.
powerpoint Steps by teacher’s instruction.

presentation Model made by students along with poster (student
 made ) presentation.
‘’’’’’’’’’’’’
Report writing Write a complete report of cell structure and function.

PR O JEC T WEEK TWO
 ‘’’’’’’’’’’’’’’’’’’

© 2008 Buck Institute for Education 4
Concept map