---

Cell Pizza

The purpose of this unit is for students to identify differences and similarities between plant and animal cells.

Grade Range	Intermediate (4-6)
Concepts	Connections
Topics	Cells Microbes

Purpose Statement

What are the components that make a plant cell a plant cell and an animal cell an animal cell?

Software

Clarisworks

Hardware

e-mates
printer

Language Arts Teacher Objectives

Writing Goal #2:
The student will develop the six trait characteristics of effective writing while using the writing process:
voice (own style)
conventions (mechanic)
ideas (content)
word choice (vocabulary)
organization
fluency (sentence structure)
Writing Goal #3:
The student will be able to use a variety of genre and forms to write for different audiences and purposes.

Language Arts Content Objectives

Students will write compositions with a clear focus, logically related ideas,and adequate supporting detail.
Student demonstrations:
Develop a plan for writing, using a variety of strategies to generate and organize ideas.
Write several paragraphs on the same topic.
Write well-organized compositions with a beginning, middle, and end.
Students will demonstrate improvement in organization, content, wordchoice (vocabulary), voice, sentence fluency and standard English conventions after revising and editingtheir compositions.
Student demonstrations:
Revise their writing to improve clarity and logical sequence after looking for missing information and determining if their ideas follow each other in a logical order.
Use knowledge of punctuation, usage, sentence structure, and standard English spelling to edit their writing.
Use legible cursive writing and/or a word processor when publishing written work.
Use prescribed criteria from a scoring rubric to evaluate their own and others' compositions before presenting them to an audience.
Form and explain their own standards or judgments of quality.
Students will use a variety of forms to write for different audiences and purposes.
Students will demonstrate improvement in organization, content, word choice, voice, sentence fluency, and standard English conventions after revising and editing their compositions.
Students will use a variety of forms to write for different audiences and purposes.

Science Teacher Objectives

Unifying Concepts and Processes
Unifying concepts and processes help students think about and integrate a range of basic ideas which builds an understanding of the natural world.
By the end of eighth grade, students will develop an understanding of evidence, models, and explanation. Student demonstrations:
Collect, manipulate, and analyze data from an experiment.
Observe and develop models, such as physical, mathematical, mental, and computer simulations.
Interpret and explain products of experimentation.
Review investigative procedures and conclusions for reasonableness.
Life Science
Life science focuses on the science facts, concepts, principles, theories, and models that are important for all students to know, understand, and use.

8.4.1 By the end of eighth grade, students will develop an understanding of the structure and function in living systems. Student demonstrations:
Investigate and describe the levels of organizations: cells, tissues, organs, organ systems, whole organisms, and ecosystems.
Investigate and describe how all living things are composed of cells.

Science Content Objectives

Topic: Cells and Microbes
constructs models to represent organisms
set up own experiment to test own hypothesis using scientific process with variables
classifies organisms
know cells are the basic building blocks of all living organisms

Technology Teacher Objectives

Demonstrate an understanding of concepts underlying hardware, software, and connectivity, and of practical applications to learning and problem solving.

Technology Content Objectives

Demonstrate an understanding of concepts underlying hardware, software, and connectivity, and of practical applications to learning and problem solving.

Instructional Outline

1a. Microscope lab identifying common symbols.
1b. Video to be shown: Cells and Life; this film introduces the cell parts with actual pictures and actual cells.
2a. General and group on the spot discussion over successes and problems. Visit about parts of the microscope, how to focus the microscope, experts to ask for help when facilitator is busy, etc.
2b. Discuss video and talk about the parts of the cells that animals and plants have in common.
3a. Imaginary mind journey involving plant and animal cells.
3b. Draw an actual plant cell and animal cell illustrating the similar parts . Also use the drawings to begin to discuss the 2 different parts of a plant cell that an animal does not have.
4a. Generating hypothesis for each plant and animal cell lab.
4b. Read curriculum to find out information the student needs to identify plant cell parts and animal cell parts.
5a. Hands on lab with worksheets to reinforce learning on how to identify a plant cell and an animal cell. The learner must look at actual plant cells and animal cells and identify the common parts as well as the 2 parts that are different in a plant cell.
5b. Create analogies for each cell part. For example--cell membrane is like your skin because it allow materials to pass in and out of the cell. Your skin allows materials to pass in and out of your body.
5c. Allow students to put together puzzle models of each cell actually seeing the part and its placement in the cell structure.
Create cell pizzas. Also compose a recipe to go with each pizza. This will be created on e-mates. In Language Arts the students will have discussed the appropriate form and language to use when writing a recipe. The grading rubric will be handed out to each group of students so they will know what is expected.
Proof each recipe on the e-mate with facilitator, make corrections, and print out the recipe. The hard copy will be graded according to the rubric and the graded rubric returned to students.
The students will eat their pizza cell construction. The hard copy of their recipe will be laminated and turned into a pizza cell recipe book to be shared with the class and parents at conferences.

Teacher Reflection

Students were involved and very creative. Everyone was on task and when evaluated they showed an 80% average mastery. Throughout the year, I referred to the "cell pizzas" and everyone who participted were able to recall the analogy. Changes will be made with materials possibly--jello or cupcakes instead of pizza.

Teacher Artifacts

Rubric
MATTER
(5 points each)
No recipe title
4 or less vocabulary words used correctly
Recipe ingredients
No recipe directions
1-2 order words
1-2 cooking terms
7-8 spelling/grammar errors
Completed work with a teacher


Total Points:_________
CELL
(7 points each)
Recipe Title with errors
5-8 vocabulary words used correctly
Recipe ingredients
1-2 sentences of recipe directions
3-5 order words
3-5 cooking terms
3-5 spelling/grammar errors
Completed with a small amount of teacher help
Total Points:________

PLANT/ANIMAL CELL
(10 points each)
Correct recipe title
All vocabulary used correctly
Recipe ingredients
Creative recipe directions
More than 5 order words
More than 5 cooking terms
1-2 spelling/grammar errors
Completed project with no help
Total Points:______

Sample of student work:
Animal Cell Pizza
Cell Membrane (English Muffin)
Nucleus/Nuclear Membrane (Pepperoni)
Vacuoles (Cheese)
Cytoplasm (pizza sauce)
Mitochondria (hamburger)
Directions:
1. Start with a cell membrane to allow substances in and out of the cell.
2. Then add cytoplasm to let all the stuff inside the cell move around.
3. Add a tablespoon of nucleus and nuclear membrane.
4. Dice up some vacuoles and sprinkle them on top of the nuclear membrane.
5. Crumble some mitochondria on the cytoplasm.
Bake it in the oven, then take it out and enjoy!!
Frank and Samantha

Animal Cell
Cell membrane (English muffin)
Vacuole (cheese)
Cytoplasm (pizza sauce)
Nucleus/Nuclear membrane (pepperoni)
Mitochondria ( Hamburger)
Directions:
1. Start with the cell membrane to allow substances in and out of the cell.
2. Fill with cytoplasm to have things float in it.
3. Stuff in mitochondria and vacuoles for energy and storage for cell.
4. Add a nucleus and nuclear membrane for the brain of the cell.
5. Bake into the basic building block of life and the Bon Appetit!
Derek and Travis

Student Reflection

Students talked about it and how fun it was to eat a cell!!! Most preferred an animal cell because of yucky cell walls--green peppers!! The analogies were used on the test for recall.

Student Artifacts

Pizza Cell Cookbook

All Unit Plans are to be considered "Works in Progress". As teachers reflected upon the challenges and successes of each unit they were encouraged to return and make modifications. Also, each teacher was at their own level in incorporating the four strands of the grant into their daily teaching. As they grew more comfortable with each area they were encouraged to revisit their Unit Plan and make modifications. These Unit Plans are a snapshot of where the teachers were when the grant ended.