Nectar Pollen Honey

Mount Aloysius College

I.

Introduction Lesson Title: Nectar, Pollen, and Honey Teacher Name: Ms. Mandi Skura Date Lesson is Taught: 10/16/20 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: • AL.1 2.A Explore and ask questions to seek meaningful information about a growing range of topics, ideas, and tasks.

II.

Rationale and Background The purpose of this lesson is to further the students’ knowledge about Bees and how they pollinate flowers and plants. This lesson will also include teaching students about nectar and honey; things that bees produce, and we consume. Students should also experience this lesson to take part in a hands-on learning activity to familiarize them with the action of pollinating. This lesson will meet the needs and relevance of the students’ lives by teaching them, in detail, about the duties of Bees. The students are familiar with insects, Bees, and their duties.

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Lesson Objectives TLWBAT: Use senses to explore and learn from the environment. TLWBAT: Ask questions to understand something.

IV.

Materials 1. Teacher Materials • Buzz Words i. Bulletin board ii. Border iii. Word processor iv. Computer 1

v. Printer vi. Construction paper • Book, The Honey Makers, by Gail Gibbons. • Smart Board • Creative Artwork i. Cotton balls ii. Cupcake cups iii. Cotton swabs iv. Kool-Aid packets • 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, What if There Were no Bees?, by Suzanne Slade • Smart Board • Creative Artwork i. Cotton balls ii. Cupcake cups iii. Cotton swabs iv. Kool-Aid packets • Buzz Word glossary i. Word processor ii. Printer iii. White paper iv. Created by teacher v. Staples vi. Stapler V.

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: Nectar, Pollen, and Honey. 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. 2

After the students and I have gone over the Buzz Words, I will introduce and read to them a book entitled, The Honey Makers, by Gail Gibbons. 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 Pollination to them. I will show the following video: https://www.youtube.com/watch?v=zy3r1zlC_IU After watching the video, I will review the ideas that were presented within the video with the students. These ideas include flowers have pollen, other flowers need this pollen to grow and make more flowers, the worker bees pick up the pollen and take it to the other flowers. The bees also take it home to feed the other bees. While the Bees collect pollen, they also collect nectar. The nectar comes from within the flower and helps to feed the Bees back at the hive. Bees then take this nectar to also make honey! 1. Bees store this in honeycombs. 2. Different items are added to the nectar. 3. The Bees flap their wings over the nectar. 4. Honey is then created during the process! In order to fully understand Pollination, the students will be able to experience a hands-on activity. I will have this activity previously ready for the students to experience. There will be several cupcake cups with a cotton ball in them. The cup represents the petals of a flower and the cotton ball represents the middle of flower. I will pour an appropriate amount of Kool-Aid onto the cotton ball of each “flower”. Each flower will contain a different color. The students will then act as Bees and pollinators as they transfer pollen to each flower using a cotton swab. After doing this activity for a significant amount of time; encourage the students to ask questions about what they are doing, how Bees pollinate, and why they do. Higher level questions to ask the students: 1. Why do Bees pollinate flowers? (Remembering) 2. How do Bees collect nectar from flowers? (Remembering) C. Simplification and Extensions 1. Gifted Child – these students can try to use other materials to create an activity for their classmates to do a nectar obtaining activity just like the pollinating activity.

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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. How do Bees pollinate other flowers? 2. How is nectar collected? 3. Who can use the flower’s pollen? VI.

Home-School Connection/Homework Assignment/Independent Practice To make home to school connections I will take pictures of my students completing the pollinating activity and post them on the classroom’s website. I will also send home instructions and a Ziploc bag of the activity materials so that my students can continue to do the activity at home.

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Evaluation A. Student Assessment Formative Assessment: the students will show that they can use senses to explore and learn from the environment and ask questions to understand something by myself observing them completing the pollinating activity and allowing them to ask questions during. Summative Assessment: the students will show that they can use senses to explore and learn from the environment and ask questions to understand something by completing the Exit Ticket during the lesson conclusion.

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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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