To solidify students’ conceptualization of cells, students build a model of a cell in a ziplock bag using polyvinyl alcohol slime as cytoplasm. So far, students’ experience with cells has been 2 dimensional – diagrams and microscopic slides. The 3 dimensional nature of cells comes to life as students use everyday objects to represent the many parts of a cell. In addition, students can use this activity to develop a sense of scale, calculating how big a human would be if the ziplock bag cell model were really the size of a cheek cell.
Can build a three dimensional scale model of a cell.
Can name and describe the function of certain plant and animal cell organelles.
Can draw and label a picture of plant and animal cells.
Can recognize that all living things are made of cells.
Can use proportions and ratios to calculate the size of a person made of ziplock bag sized cells.
Can begin to use the metric system of measurement.
Polyvinyl alcohol (PVA)
Cytoplasm or cytosol
20-25 min introduction and make PVA slime
30-45 min assemble cell models
10-15 min create cell model keys
20 min discuss the metric system of measurement and use ratios to calculate the relative size of a person made of ziplock bag sized cells
Each student needs a copy of the Slimy Cell Models handout.
For enough PVA slime for a class of 30 students:
For cell walls, gather as many pint-sized strawberry baskets as you can – two baskets, one inverted over the other, readily enclose a filled ziplock bag, demonstrate the structural support provided by the cell wall, and illustrate the permeability of the cell wall.
For organelles, assemble a wide assortment of small, inexpensive items that students can select from. It is best to avoid food items like beans and candy since they will decompose and grow mold inside slime, creating a disgusting mess. An alternative is for students to bring objects from home for their models. Some items you may want to consider include:
Making models of cells is a fun, meaningful activity for students to help them visualize the 3 dimensional nature of cells. See the background section of the Seeing Cells activity for a description of cell parts and their functions. This puts a slightly different twist on the standard shoebox cell model by using PVA slime to suspend the various organelles much like a real cell's cytoplasm does. It is also much less messy than the often-used jello cell models since everything stays contained within a ziplock bag (and is not sticky if spilled on the floor - though avoid getting slime on carpet).
The PVA slime recipe used in this activity is:
This makes a wonderful, viscous, oozing slime that is wet to the touch but holds together well even if removed from the ziplock bag. Polyvinyl alcohol exists in water as a long polymer of (C2H4O)n units. Each chain is up to 2,000 units long. When Borax is combined with the PVA solution, the PVA chains crosslink, forming a highly viscous gel. Since the crosslinks are weak, they continually break and reform as the slime is handled.
PVA slime is quite safe to touch and handle, although you don't want to eat any since the Borax is toxic in large doses. It is easy to clean up with soap and water. Unadulterated slime can be stored for several weeks in a ziplock bag.
I also use this activity to introduce students to the metric system of measurement and the use of ratios to see the relative size of things. Although students realize that cells are tiny, especially after looking through the microscope at them, it is often hard for them to imagine just how tiny cells really are. By going through all the steps of calculating how big a human would be if one of their ziplock bag cell models was really a cell, they are better able to recognize just how tiny a cell is.
For your reference, below is a table showing standard versus scientific notation as well as the common metric prefixes for each.
|Standard notation||Scientific notation||Common prefix||Common symbol||Example|
|1000||1 x 103||kilo-||k||kilometer (km)|
|100||1 x 102|
|10||1 x 101|
|1||1 x 100||none||none||meter (m)|
|0.1||1 x 10-1||deci-||d||decimeter (dm)|
|0.01||1 x 10-2||centi-||c||centimeter (cm)|
|0.001||1 x 10-3||milli-||m||millimeter (mm)|
|0.0001||1 x 10-4|
|0.00001||1 x 10-5|
|0.000001||1 x 10-6||micro-||u||micrometer (um)|
|0.0000001||1 x 10-7|
|0.00000001||1 x 10-8|
|0.000000001||1 x 10-9||nano-||n||nanometer (nm)|
|0.0000000001||1 x 10-10|
A human cheek cell is approximately 58 micrometers (um) or 0.000058 meters (m) wide. A typical seventh grader is approximately 1.6 meters (m) tall. A standard ziplock sandwich bag is approximately 16 centimeters (cm) or 0.16 meters (m) wide. Thus you can set up a proportion to figure out how big a human being would be (x) if the ziplock bag represented a cheek cell:
__x__ = __0.16 m__
1.6 m 0.000058 m
Solving for x you get 4414 meters or 4.4 kilometers. Thus, a human made of cells as big as a ziplock bag would be 4.4 kilometers tall (over 2.7 miles)! Just imagine how many slimy cell models it would take to fill a statue over 4 kilometers tall (around 10 trillion, that's 1 x 1013). A blood cell takes around 30 seconds to circulate around the human body - in our enlarged model, that's comparable to a ziplock bag blood cell completing a 3 mile round-trip journey in 30 seconds, at 360 miles an hour!
Students need a good background in cell structure, parts of a cell, and their functions before undertaking this activity. It is helpful if students have experience with ratios and proportions in math class and if they have had some exposure to the metric system of measurement though not required.
To make PVA solution:
To make Borax solution:
1. All living organisms are composed of cells, from just one to many trillions, whose details usually are visible only through a microscope. As a basis for understanding this concept:
a. Students know cells function similarly in all living organisms.
b. Students know the characteristics that distinguish plant cells from animal cells, including chloroplasts and cell walls.
c. Students know the nucleus is the repository for genetic information in plant and animal cells.
d. Students know that mitochondria liberate energy for the work that cells do and that chloroplasts capture sunlight energy for photosynthesis.
e. Students know cells divide to increase their numbers through a process of mitosis, which results in two daughter cells with identical sets of chromosomes.
f. Students know that as multicellular organisms develop, their cells differentiate.
Structure and Function in Living Systems
5. The anatomy and physiology of plants and animals illustrate the complementary nature of structure and function. As a basis for understanding this concept:
a. Students know plants and animals have levels of organization for structure and function, including cells, tissues, organs, organ systems, and the whole organism.
b. Students know organ systems function because of the contributions of individual organs, tissues, and cells. The failure of any part can affect the entire system.
Investigation and Experimentation
7. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:
d. Construct scale models, maps, and appropriately labeled diagrams to communicate scientific knowledge (e.g., motion of Earth's plates and cell structure).
Grades 9-12 Biology
1. The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism's cells. As a basis for understanding this concept:
a. Students know cells are enclosed within semipermeable membranes that regulate their interaction with their surroundings.
c. Students know how prokaryotic cells, eukaryotic cells (including those from plants and animals), and viruses differ in complexity and general structure.
e. Students know the role of the endoplasmic reticulum and Golgi apparatus in the secretion of proteins.
f. Students know usable energy is captured from sunlight by chloroplasts and is stored through the synthesis of sugar from carbon dioxide.
g. Students know the role of the mitochondria in making stored chemical-bond energy available to cells by completing the breakdown of glucose to carbon dioxide.
j. * Students know how eukaryotic cells are given shape and internal organization by a cytoskeleton or cell wall or both.