Edible Cells Program Transcript
01:00:00 Title Open
01:00:04 KAMPTON: My name is Glenda Kampton, I work in the Lawrence Middle School, I teach sixth grade science, and today’s lesson is edible cells.
01:00:14 KAMPTON: So Edible Cells is a lesson that I’ve been teaching for a lot of years now. And I really do feel that it’s important for them to have a hands on experience. By making a cell they’re able to identify each, each structure. Specifically the cell membrane, the cell wall, chloroplasts, the nucleus, cytoplasm. And they can create it um, knowing in the end they’re going to be able to enjoy it and eat it.
01:00:37 CLASS: Morning.
KAMPTON: How’s everybody doing?
01:00:40 KAMPTON: They sit in their groups and together they were reading different nonfiction pieces, ah, based on cells.
01:00:46 KAMPTON: Please make sure that you browse through the picture books or other nonfiction books that you have. I’m going to be asking you in a few minutes what you’re noticing, or wondering, or learning.
01:00:56 KAMPTON: And as they’re looking through I give them an index card.
01:00:59 KAMPTON: Write down one of the things that you are noticing, wondering or learning.
01:01:03 KAMPTON: And on the index card, I challenge them to come up with one or two things that they were noticing or wondering or learning as they were flipping through their books. Because curiosity really is what sparks the lesson and what really gets them geared up for what it is they’re going to be learning for the day. And then I’ll collect the index cards
01:01:19 KAMPTON: Donovan. You are on fire today, Donovan.
01:01:23 KAMPTON: And go through and I’ll share some of the things that they’ve learned.
01:01:26 KAMPTON: Somebody wondered how do cells get their food? Excellent question, by the way what kinds of cells get their food?
GIRL 1: Plant cells.
KAMPTON: Plant cells. They make their food. How do they make it? What is that big, long, fancy science word called for making their food? Shoshanna?
01:01:43 KAMPTON: And it’s interesting because they might not know the vocabulary but they’re putting it in their own words and to me that’s authentic.
01:01:47 KAMPTON: We learned that cells go through something called mitosis, which is reproduction of cells. Excellent.
01:01:54 KAMPTON: It’s almost an assessment for me to see what it is they want to know more about, what are they curious about, you know, where can my lesson go tomorrow, what else can I bring into this.
01:02:01 KAMPTON: We’re going to take a look at a plant cell and an animal cell, and we’re going to notice two major differences between them. We’re going to be using the microviewers. The microviewer is very much like a microscope except a little bit different. Raise your hand and tell me if you can tell me some of the differences.
01:02:20 BOY 1: The microviewers you look at pictures of cells, and microscope you look at the real thing.
01:02:28 KAMPTON: On the folder with the slides it actually gives definitions.
01:02:32 KAMPTON: See if you can come up with definitions for the following cell parts, read the first one for me please, David B.
DAVID B: Cell membrane
KAMPTON: The cell membrane. Within your group please come up with a definition for cell membrane, if you can.
01:02:45 KAMPTON: So by working with a partner, they’re able to write down their own definitions and I like them to use their own words so that they’re understanding as opposed to just writing down a textbook definition.
01:02:54 GIRL 2: That’s the nucleus. It’s the brain of the cell.
01:02:59 KAMPTON: So after reviewing the vocabulary, the children got their microviewers and we were able to actually look at real pictures of cells and we really today were focusing on the difference between a plant cells and an animal cell.
01:03:11 KAMPTON: Can somebody tell me two parts that a plant cell has that an animal cell does not? I’m going to come over here. And I’m going to ask Terron.
01:03:19 TERRON: Cell wall?
01:03:21 KAMPTON: And I wanted them to sketch each one of those cells, so that when they ended up constructing their own cell, their edible cell, they knew which part they needed to use.
01:03:30 KAMPTON: Science can be really really yummy. So today we are going to be making some edible cells.
01:03:35 KAMPTON: So I introduced the edible cell activity which was the culminating activity of the day. I was able to show them the different materials that we were going to use to construct our very own hands on cell.
01:03:45 KAMPTON: What we’re going to be working with today. We have graham crackers. We have frosting.
01:03:50 KAMPTON: They were able to identify which part would represent the organelle within the cell.
01:03:55 KAMPTON: What do you think the frosting is going to represent today? Ruby?
01:03:58 RUBY: Cytoplasm?
01:03:59 KAMPTON: The Cytoplasm. Please raise your hand and tell me what cytoplasm is.
01:04:04 BOY 3: It’s a gelatin-like material that holds everything together and that keeps it moist.
01:04:08 KAMPTON: And from there, they had to go back to their seats after I gave them their materials, and they were able to help each other to construct a cell wall a cell membrane, cytoplasm, nucleus, and chloroplasts.
01:04:18 GIRL 2: The green M&M’s are the chlorophyll. The Nilla wafer is the nucleus, and the twizzler’s the cell membrane and the cell wall.
GIRL 3: yeah.
01:04:27 KAMPTON: You may enjoy.
BOY 4: Yay.
BOY 5: You’re right about that.
GIRL: Do I want to eat it or save it for lunch?
01;04:32 KAMPTON: So by using a hands on approach, they’re better able to understand it, they can make sense of it, they can take a look at the placement of each organelle, they can
take a look at, uh, the size and the structure and they can take a look at the importance of each part within the cell.
01:04:45 KAMPTON: Delicious cells right?
KAMPTON: Science is yummy isn’t it?