Bees In Their Enviroment

Mount Aloysius College

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Introduction Lesson Title: Bees in Their Environment Teacher Name: Ms. Mandi Skura Date Lesson is Taught: 10/15/20 Subject/Discipline: Science Grade Level: 2nd Grade Number of Students: 20 Allocated Instructional Time: 25 minutes Multiple Intelligences Addressed: Linguistic, Spatial, Naturalist Pennsylvania Common Core Standards or Early Learning Standards: • 4.1 2. E Identify how living things survive changes in their environment.

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Rationale and Background The purpose of this lesson is to teach students about how Bees live in and adapt to their environments. This lesson will be a continuation of the previous lessons regarding Bees. It is important for students to experience this lesson in order to recognize how these super organisms are able to live and survive in order to keep the food chain alive. Students should also experience this lesson to build upon their understanding of the importance of Bees in their lives. This lesson will meet the needs and relevance of the students’ lives by teaching them about the Bees in their environments. The students are familiar with insects, Bees, types of Bees, and their duties.

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Lesson Objectives TLWBAT: Identify different adaptations. (e.g., growth of extra fur, deer adaptation due to habitat destruction) TLWBAT: Discuss the ability of living things to adapt to the environment. (e. g., seasonal, environmental, man-made.

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Materials 1. Teacher Materials • Buzz Words i. Bulletin board 1

ii. Border iii. Word processor iv. Computer v. Printer vi. Construction paper • Book, Flight of the Bumblebee, by Raymond Huber • Smart Board • PowerPoint • Beehive i. Cardboard tubes ii. Construction paper iii. Empty milk carton iv. Zip ties v. Duct tape vi. Scotch tape vii. Scissors viii. Pencils ix. Markers • Buzz Word glossary i. Word processor ii. Printer iii. White paper iv. Created by teacher v. Staples vi. Stapler 2. Student Materials • Buzz Words i. Bulletin board ii. Border iii. Word processor iv. Computer v. Printer vi. Construction paper • Book, Flight of the Bumblebee, by Raymond Huber • Smart Board • PowerPoint • Beehive i. Cardboard tubes ii. Construction paper iii. Empty milk carton iv. Zip ties v. Duct tape vi. Scotch tape vii. Scissors viii. Pencils ix. Markers • Buzz Word glossary i. Word processor ii. Printer 2

iii. iv. v. vi. V.

White paper Created by teacher Staples Stapler

Procedures A. Introduction and Motivation To engage the students, I will introduce the new words that will be added to the Buzz Word wall. For this lesson the Buzz Words will include: Bee Dances and Stinger. Before I begin the lesson, the students and I will read each word from the word wall, come up with a definition, and then write it on the blackboard. After the students and I have gone over the Buzz Words, I will introduce and read to them a book entitled, Flight of the Bumblebee, by Raymond Huber. The book will introduce other new vocabulary and illustrations that offer context clues and insight to the importance of bees. During the reading, I will stop at each page and allow students to point out observations they are making, ask questions, and continue discussion. B. Lesson Body After reading to my students, I will introduce the topic of Bees in their environments by asking my students, “Where do you think Bees live?”. This will lead into a conversation and lesson that introduces new ideas and facts to the students. The information that I will present to them includes where hives are located, what their hives are made out of, how they communicate with each other, and how they survive in the different seasons. The major points include: 1. Hives are located in trees or sheltered places (porches, park equipment). a. Can also be located in Bee Sanctuaries 2. Hives are made out of Beeswax. 3. Bees communicate by dancing. a. They are called ‘Bee Dances’. b. Bees dance with each other to communicate what food they brought back to the hive. 4. Honeybees live throughout winter. a. They produce heat by eating their Honey. There will be pictures presented on a PowerPoint of all of these major points. Furthermore, I will build on the idea that Bees help our own environments. The information that I will present to them includes: 1. Pollination 2. Encourage wild plant growth. 3. Produces of honey. 4. Encourage habitat growth. 5. Creates biodiversity on Earth.

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To fully immerse the students into the environment of Bees; they will have an opportunity to be creative. Each student will have the opportunity to create their own Beehive. The instructions for this activity include: 1. Cut the top of the milk carton off so that there is an opening hole. 2. Use duct tape to tape around the bottom to create support. 3. Place the cardboard tubes inside of the milk carton. 4. Tape around the outside of the milk carton to make it tighter and more supportive. 5. Write your name on your beehive. 6. Feel free to add decorative doodles on the outside. 7. Take your students outside and zip tie their beehives to trees or sheltered areas around your school. As the children create, I will have the song entitled, Flight of the Bumblebee, by Nikolai Rimsky Korsakov playing. *Allow the students to continuously observe their beehives to see if any bees inhabitant them. The students will be able to watch their Bees adapt to this new environment. Higher level questions to ask the students: 1. Where can you find a beehive? (Remembering) 2. How else could we create a beehive out of creative materials? (Creating) C. Simplification and Extensions 1. Gifted Child – these students can act as helpers to other students if they get done with their beehives earlier. In order to make the beehive a challenge, the students can make their own cardboard tubes out of construction paper and tape. This will add a hands-on challenge to the project. 2. Visually Impaired Child – allow this child to have their own copy of the book, sit them close to the front of the room, give them their own, smaller copy of the Buzz Words to have at their desk, and provide their artwork instructions in a bigger font size. 3. English Language Learners – find the appropriate equivalent to the Buzz Words in their native language, allow them to copy and learn them in both languages. Speak slowly so that the child can watch your lips, listen to your annunciation, speak loudly, and place the student at the front of the room. D. Closure/Conclusion To end lesson, I will call the students back over to the Buzz Word wall. Again, we will reach each term and make a definition based on what we have learned during the lesson. This time, they will copy down the definition into their ‘Buzz Word’ glossary which will be used later in the Unit. I will also give my students an Exit Ticket to complete before they get to go to recess. The questions on the Exit Ticket include: 1. Where can you find a beehive? 4

2. What are beehives made out of? 3. How do bees communicate within the hives? VI.

Home-School Connection/Homework Assignment/Independent Practice To make home-school connections for this lesson; I will keep an updated posting of the progress of our classes’ beehives surrounding the school. If any bees decide to make these their homes, I will post pictures on our classroom website and our schools’ website.

VII.

Evaluation A. Student Assessment Formative Assessment: the students will show that they can identify different adaptations. (e.g., growth of extra fur, deer adaptation due to habitat destruction) and discuss the ability of living things to adapt to the environment. (e. g., seasonal, environmental, man-made by making their own beehives to place around the school’s property. Summative Assessment: the students will show that they can identify different adaptations. (e.g., growth of extra fur, deer adaptation due to habitat destruction) and discuss the ability of living things to adapt to the environment. (e. g., seasonal, environmental, man-made by completing an Exit Ticket at the end of the lesson. B. Reflective Practice/Self-Evaluation Reflect on your teaching experience and answer these questions: 1. What were two strengths of the lesson? 2. What are two areas of the lesson that need improvement? 3. What would I do differently, if I were to reteach this lesson?

4. What biases, if any, existed in the materials, activities, language, or interactions with children?

5. Did anything surprise me?

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