|Lesson Plan ID:
The students will do research to learn the various functions of bees within the hive and understand the process of making honey. Students will use numerous resources to find their information including the Internet, library books, encyclopedias, and their science textbooks.
|SC(3) ||7. Describe the life cycle of plants, including seed, seed germination, growth, and reproduction. |
|TC2(3-5) ||1. Use input and output devices of technology systems. |
|TC2(3-5) ||2. Use various technology applications, including word processing and multimedia software. |
|TC2(3-5) ||5. Practice safe use of technology systems and applications. |
|TC2(3-5) ||6. Describe social and ethical behaviors related to technology use. |
|TC2(3-5) ||8. Collect information from a variety of digital sources. |
|TC2(3-5) ||9. Use technology tools to organize, interpret, and display data. |
|TC2(3-5) ||10. Use digital environments to collaborate and communicate. |
|TC2(3-5) ||11. Use digital tools to analyze authentic problems. |
|TC2(3-5) ||12. Create a product using digital tools. |
|ELA2015(3) ||2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. [RL.3.2] |
|ELA2015(3) ||24. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.3.3] |
|ELA2015(3) ||32. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [SL.3.2] |
|ELA2015(3) ||40. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 3 reading and content, choosing flexibly from a range of strategies. [L.3.4] |
|Primary Learning Objective(s):
Students will label the parts of a bee, explain clearly how a bee pollinates flowers and fruit, describe the job of the beekeeper, and explain the functions of the queen, worker, and drone bee.
|Additional Learning Objective(s):
|Approximate Duration of the Lesson:
|| 91 to 120 Minutes|
|Materials and Equipment:
The Fascinating World of Bees, science textbooks, encyclopedias, library books
|Technology Resources Needed:
Computers with Internet access, presentation software such as PowerPoint, printer, scanner, floppy disks if needed for saving images and notes
Students should have a basic knowledge of presentation software.
1.)Students brainstorm and tell what they know about bees. Teacher reads story The Fascinating World of Bees to the class.
2.)Take students to the computer lab. Show the class how they can find more information about bees by typing the keyword "bees" at http://www.yahooligans.com, http://www.ajkids.com, or http://www.kidsclick.org. Have them copy onto paper or a word processing document interesting facts.
(Anatomy of a Hive
)This NOVA site examines the honeybee hive where each bee and each cell possesses a rigidly specific function.
3.)Do bee research in the library using books, encyclopedias, and other library resources. Students may even use their science textbooks for research. If students find pictures in print materials they would like to use, the teacher or media specialist may assist in scanning and saving the pictures to a folder or floppy for later use in the slideshows. Remind students to note sources of information and/or pictures they will use in their presentations.
4.)Divide students into pairs to develop a slideshow presentation on bees. Students may use information from the Internet, science book, and classroom library. They may also import clip art from the Internet.
5.)Students will share their slideshow presentations with the class.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
||Honey Bee rubric.xls|
Assessment will be by rubric for the presentation (see attached).
Additional research on a related topic could be assigned. Students could write a short play or do creative writing on bees.
Assign a study-buddy. Play a game like tic-tac-toe to review facts or allow students to do board races to review vocabulary.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: