Field Activity

Lesson Plan Published on SCOPES

Description of Teaching Aid - M1-Field Activity

• Plant Cell File

• Animal Cell File

For this field activity, I fabricated two 3D models, a plant cell and an animal cell. These models include key organelles such as the nucleus, cell membrane, and other structures, allowing students to physically interact with and explore cell components. The models were created using digital design and slicing software and produced using a 3D printer. Through this process, I developed multiple iterations to improve clarity and detail, ensuring that the final models would be effective instructional tools.

How I Will Use It in the Classroom

These models will be used as hands-on manipulatives to support student understanding of abstract biological concepts. Students will interact with the models to identify, label, and compare organelles in plant and animal cells. This teaching aid will be used during guided instruction, small group activities, and review sessions. It supports visual and kinesthetic learners and allows students to engage more deeply with the content by physically exploring cell structures rather than only viewing diagrams.

Reflection

Creating and implementing this lesson demonstrated how digital fabrication can enhance science instruction by making abstract biological concepts more concrete and engaging. Prior to developing the 3D-printed plant and animal cell models, this lesson would have relied primarily on textbook illustrations, PowerPoint images, and labeling worksheets. While these traditional resources provide important information, students are limited to viewing two-dimensional representations of three-dimensional structures. As a result, learners often memorize the names of organelles without fully understanding their spatial relationships or how the different parts of the cell function together. The addition of the 3D-printed models transformed the lesson into a hands-on learning experience that encouraged exploration, discussion, and deeper conceptual understanding. 

I piloted this lesson with a group of preservice teachers enrolled in a teacher preparation program to gather feedback on the teaching aid's effectiveness. During the activity, participants used the 3D-printed models to identify organelles, compare the structures of plant and animal cells, and discuss how the manipulatives could support science instruction in their future classrooms. The preservice teachers reported that physically interacting with the models helped them better visualize the organization of the cells and made it easier to explain the functions of individual organelles. Several participants commented that the models encouraged discussion, collaboration, and inquiry in ways that traditional diagrams could not. Their feedback reinforced the instructional value of incorporating physical manipulatives into science lessons and provided ideas for refining future implementations of the activity.

Challenges 

One challenge I anticipate is the time required to design, print, and prepare the models, especially if multiple iterations are needed. Access to equipment and materials may also be limited, which could impact scalability in a classroom setting. Another challenge is ensuring that all students have equitable access to the manipulatives during the lesson. This requires thoughtful planning, such as organizing small group rotations. Additionally, students may initially focus more on the novelty of the models rather than the learning objectives, so clear guidance and structure will be important. Despite these challenges, the benefits of increased engagement and understanding outweigh the limitations.

What I Learned 

Through this process, I learned how powerful it is to connect design, technology, and pedagogy. Creating the plant and animal cell models helped me better understand the importance of iteration, precision, and planning when developing instructional materials. I also gained a deeper appreciation for how digital fabrication can support student learning beyond technical skills. The process reinforced the idea that effective teaching tools should be intentional and aligned with learning objectives. Most importantly, I learned that creating physical models can make complex concepts more accessible and engaging, which will positively impact how I design lessons in the future.