Statement of Inquiry: Global communities consist of interacting organisms which exhibit both diverse and common

features in form and function.

The Edible Cell Model

A: Knowing and Understanding

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Name:_______________________________________________

Overview: We have been about animal and plant cells. You will be making a model of a plant OR
Animal cell using edible materials. It is not necessary for your chosen materials to taste good
together, but of course it would be delicious if they do!
For example, no one wants to eat ketchup with candy! Or Mayonnaise with cake!

: The Purpose of this summative assessment is to help you understand and

remember the structure of plant and animal cells. When you complete making your
edible cell, you will have a creative, fun, and delicious way to remember what each
organelle looks like.
: Using the table below to figure our which cell parts you must include in your model.
As plant and animal cells have different parts, the requirements will be different
depending on which type of cell you choose to create.
Your model must include all the parts listed for your chose type of cell.

Organelle Plant Cell Animal Cell

Membrane or wall ✓ Both ✓ Yes
DNA/Chromosome ✓ Yes ✓ Yes
Cytoplasm ✓ Yes ✓ Yes
Nucleus ✓ Yes ✓ Yes
Golgi Body ✓ Yes ✓ Yes
Mitochondria ✓ Yes ✓ Yes
Chloroplasts ✓ Yes x No
Vacuole ✓ Yes x No

1|Pa ge
Statement of Inquiry: Global communities consist of interacting organisms which exhibit both diverse and common
features in form and function.

2|Pa ge
Statement of Inquiry: Global communities consist of interacting organisms which exhibit both diverse and common
features in form and function.

Criterion A: Knowing and understanding

apply scientific knowledge and understanding to solve interpret information to

outline
MYP problems set in familiar situations and suggest solutions make scientifically supported
Objectives scientific to problems set in unfamiliar situations judgments.
Year 1 knowledge

Achievement Level descriptor
level
0 The student does not reach a standard
described by any of the descriptors below.
1-2 The student is able to:
i. select scientific knowledge
ii. select scientific knowledge and
understanding to suggest solutions to
problems set in familiar situations
iii. apply information to make judgments,
with limited success.
3-4 The student is able to:
i. recall scientific knowledge
ii. apply scientific knowledge and
understanding to suggest solutions to
problems set in familiar situations
iii. apply information to make judgments.
5-6 The student is able to:
i. state scientific knowledge
ii. apply scientific knowledge and
understanding to solve problems set in
familiar situations
iii. apply information to make scientifically
supported judgments
7-8 The student is able to:
i. outline scientific knowledge
ii. apply scientific knowledge and
understanding to solve problems set in
familiar situations and suggest solutions to
problems set in unfamiliar situations
iii. interpret information to make
scientifically supported judgments.
Select: Choose from a list or group
State: Give a specific name, value or other brief answer without explanation or calculation
Recall: Remember or recognize from prior learning experiences
Outline: Give a brief account
Apply: Use knowledge and understanding in response to a given situation or real circumstances
Unfamiliar situations: Refers to a problem or situation in which the context or the application is modified so that it is considered unfamiliar for the
student
Interpret: Use knowledge and understanding to recognize trends and draw conclusions from given information
How it will look on your work (in simple words)
You don’t use any of the guidelines given below
i.You write a research question mentioning some variables.
ii.Your prediction follows: “If …then …” but is not explained.
iii.You mention one relevant variable.
iv.Some steps are included, but are not numbered OR some
materials and equipment are selected.
i.Your research question mentions the independent and
dependent variable.
ii.Your hypothesis follows: “If …then …because”, but you
don’t explain your prediction.
iii.You list the independent variable, the dependent variable
and the controlled variables and mention how you will
collect data.
iv.Some numbered steps are included and safety is
mentioned. Some materials and equipment are included.
i.Your research question mentions the independent and
dependent variable.
ii.Your hypothesis follows: “If …then …because..” and you try
to explain it with a scientific idea.
iii.You explain in some detail how you change the
independent variable, how you measure the dependent
variable to collect relevant data and how you keep the
controlled variables constant.
iv.All steps are included (numbered) and safety is mentioned.
Most materials and equipment are included with sizes and
quantities
i. You write a research question, including details on how
the independent variable is changed and how the
dependent variable is measured.
ii. Your hypothesis follows: “If …then …because” (using
science to explain your prediction).
iii. You explain in detail how you change the independent
variable, how you measure the dependent variable and
how you keep the controlled variables constant. You also
give details on repeats of measurement (for reliability)
iv. All steps are included (numbered), in correct order and
safety is mentioned. All materials and equipment are
included with sizes and quantities

3|Pa ge
Statement of Inquiry: Global communities consist of interacting organisms which exhibit both diverse and common
features in form and function.

Create your own model!!

4|Pa ge