Life In The Hive

Mount Aloysius College

I.

Introduction Lesson Title: Life in the Hive Teacher Name: Ms. Mandi Skura Date Lesson is Taught: 10/14/20 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: • 1.4 2. F Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

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Rationale and Background The purpose of this lesson is to teach students about the different kind of Bees that live together in a hive. There are 3 main types of Bees who all have specific jobs within the hive in order for things to run smoothly. The 3 main types of bees include: Queen Bees, Drone Bees, and Worker Bees. Students should also experience this lesson to identify the many kinds of Bees who work together to make sure that the food of the world in pollinated and grown. This lesson will meet the needs and relevance of the students’ lives by teaching them knowledge that will build on the previous lessons including how Bees work together, their jobs and duties, and how these factors allow them to help humans and make them such an interesting insect. Students are students are familiar with insects, Bees, hives, the life cycle of Bees, and their anatomy.

III.

Lesson Objectives TLWBAT: Capitalize proper nouns. TLWBAT: Use commas and apostrophes appropriately. TLWBAT: Spell words, using common spelling patterns.

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Materials 1. Teacher Materials 1

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Buzz Words i. Bulletin board ii. Border iii. Word processor iv. Computer v. Printer vi. Construction paper • Book, The Life and Times of the Honeybee, by Charles Micucci. • Smart Board • PowerPoint • World map • Buzz Word glossary i. Word processor ii. Printer iii. White paper iv. Created by teacher v. Staples vi. Stapler • YouTube • Paper • Pencils 2. Student Materials • Buzz Words i. Bulletin board ii. Border iii. Word processor iv. Computer v. Printer vi. Construction paper • Book, What if There Were no Bees?, by Suzanne Slade • Smart Board • PowerPoint • World map • Buzz Word glossary i. Word processor ii. Printer iii. White paper iv. Created by teacher v. Staples vi. Stapler • YouTube • Paper • Pencils V.

Procedures A. Introduction and Motivation 2

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: Comb, Honey Comb, Hive, Queen Bee, Drone Bees, Guard Bees, and Worker Bees. 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, The Life and Times of the Honeybee, by Charles Micucci. 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 Queen Bee to them. A picture of a Queen Bee will be presented on the Smart Board in the background. The information that I will present to them include the role, duties, and anatomy of the Queen Bee. The major points include: 1. She is the head of the hive. (She is the ruler of an average of 60,000 Bees). 2. She lays all the eggs. (Mother to all the Bees of each specific hive or colony). 3. She is the largest bee of the hive. 4. Her wings are half the size of Drones and Workers. 5. She can sting multiple times! 6. She can’t digest her own food! I will present the class with a video showing them the Queen Bee. The video will show the students how a Bee becomes Queen: https://www.youtube.com/watch?v=TdrqemBtQkc After the video, I will introduce my students to the Worker Bee. A picture of a Worker Bee will be presented on the Smart Board in the background. The information that I will present to them include the role, duties, and anatomy of the Worker Bee. The major points include: 1. They work all day, every day! 2. In charge of Pollination. 3. The hive depends on them for survival; and so, does the world! 4. Worker Bees are girls! 5. She is the smallest of the Bees in the hive. 6. She dies once she stings someone. 7. She has a long tongue in order to obtain Pollen from flowers. 8. They have many jobs: a. Queen Helpers b. Pack Pollen c. Seal Honey d. Build Honeycombs e. Carry water f. Guard Bees g. & Food collectors I will then present the class with a video showing them the Worker Bee. 3

https://www.youtube.com/watch?v=FykMMEj_gJ0 This video will also transition the students into the next Bee; the Drone. A picture of a Drone Bee will be presented on the Smart Board in the background. The information that I will present to them include the role, duties, and anatomy of the Drone Bee. The major points include: 1. The only males in the hive. 2. Main duty is to become a father. 3. Encourage diversity in the hive. 4. Their bodies are thick and large. 5. He has large eyes and wings. To fully immerse the students into the life of the hive; the students will be assigned into 3 groups. Each group will be assigned a type of bee that lives in the hive. The students will be instructed to work with their group to identify the Bee that they were assigned. Each student will have their own copy of the worksheet. After identifying the type of Bee, they were assigned; the students will be instructed to write four facts about their Bee. The students will be able to use the Buzz Word wall and their Buzz Word glossary. The set up of the paper will involve these statements: 1. “I am a ____ Bee.” 2. “I am the biggest Bee.” 3. “I can sting many times.” 4. “I lay a lot of eggs.” The students will be reminded to capitalize the first word of the sentence and proper nouns, use a period at the end of the sentence, and check their spelling using the Buzz Word Glossary. After each group has completed their Bee Fact Sheet; they will choose one peer from within their group. This peer will teach the rest of the class about their Bee. Higher level questions to ask the students: 1. What is the jobs and duties of the Queen Bee? (Remembering) 2. What kind of Bee would you be? Draw a picture of you as a Bee. (Creating) C. Simplification and Extensions 1. Gifted Child – instead of working in a group these children can work independently. These children can also use their textbooks to research more about Bees and write more than four facts. 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 classwork in a bigger font. 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 4

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. VI.

Home-School Connection/Homework Assignment/Independent Practice To make a home to school connection; I will assign the students to take home their Bee Fact Sheets. They will be instructed to “teach” their families about the Bee that they wrote about. I will also post an update on the classroom website to make sure that the students’ families are aware of the assign that the children are to complete. Someone in their family will initial their Bee Fact Sheet. The students will bring back their Bee Fact Sheet and place it in the Homework bin the next day.

VII.

Evaluation A. Student Assessment Formative Assessment: the students will show that they can capitalize proper nouns, use commas and apostrophes appropriately, and spell words, using common spelling patterns by writing their Buzz Word definitions in their Glossaries. Summative Assessment: the students will show that they can capitalize proper nouns, use commas and apostrophes appropriately, and spell words, using common spelling patterns by completing their Bee Fact Sheet. 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?

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

5. Did anything surprise me?

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