The Life Cycle of A Bee

Tiffany Dalton and Sean Prato
W401-23621

Grade Level: 2nd Grade

Time frame: Span of 2 days:
Approximately 40 minutes per day


Unit Description:
Understand how species depend on one another and on the environment for survival.

Lesson Description:
Understand the different parts to the life cycle of a bee.
Understand how different parts of a bee and their life cycle stages affect its function in the environment.

Students will engage in a KWL chart about bees and their life cycle. Afterwards, students will watch a video, located on YouTube about the life cycle of bees. The class will examine, in greater detail, a PowerPoint presentation on the life cycle of bees and their different functions (i.e. queen bee, worker bee, drone bee, etc.) This will help students understand how the characteristics of bees affect their function within their colony and understand the stages of a life cycle. Following these presentations, there will be four stations set up. Each station will provide a different avenue for the student to express his/her new learning: hand-drawing, digital drawing using KidPix, 3d model creation, or improvisational acting. Following time spent at these stations, the class will come together and share out their creations. The students will be expected to participate and create something that relates to Bees.


Indiana Curricular Standards

Science:
2.1.6 -- Use tools to investigate, observe, measure, design, and build things.
2.6.3 -- Describe that things can change in different ways, such as in size, weight, color, age, and movement. Investigate that some small changes can be detected by taking measurements.

Fine Arts:
INTEGRATED STUDIES (Theatre):
2.11 Students identify and make connections between theatre and other disciplines such as language arts, social studies, humanities, science, and technology.
INTEGRATED STUDIES (Visual Arts): Experience the integrative nature of visual arts, other arts disciplines, and disciplines outside the arts, and understand the arts as a critical component of learning and comprehension in all subject areas
2.8 Students identify connections between visual art and other disciplines, and they create artwork using content and sign systems from other subject areas.

ISTE Standards

1.Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

a.Apply existing knowledge to generate new ideas, products, or processes.
b.Create original works as a means of personal or group expression.
c.Use models and simulations to explore complex systems and issues.
d.Identify trends and forecast possibilities.

6.Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:

a.Understand and use technology systems.
b.Select and use applications effectively and productively.
c.Troubleshoot systems and applications.
d.Transfer current knowledge to learning of new technologies.


Assessments

Prior Knowledge/Pre-Assessment:
Students will be assessed on prior knowledge of bees and life cycles based on class discussion. A K-W-L chart will help to identify the understandings the students currently hold. These processes will serve as the pre-assessment of the topic. Facilitated discussion, along with pre-assessment, will be supported by the Academic and ISTE Standards.

Formative/Summative:

Formative/Ongoing Assessment:
· Monitor the activities at each station. Interject and facilitate when necessary
· Use artistic creations as a demonstration of knowledge and comprehension level

Summative/End Of Lesson Assessment:
Debrief- Return to assigned seats or create a community circle to have a facilitated discussion and assess:
· Have participants demonstrate the role playing activity
· Discuss the life cycle of a bee to review and assess understanding
· Discussion of the station activities to determine the level of concept comprehension
· Make connections between previous activities and the current lesson

Technology and Other Materials

Internet Resources:
http://www.youtube.com/watch?v=sSk_ev1eZec

Hardware:
Computers, projector, flash drives (to transfer and save PowerPoint, digital pictures, and digital drawings), printer, camera for documentation

Software:
PowerPoint, YouTube media, KidPix

Materials:
Literature on the Bees and the Life Cycle
Coloring materials: markers, colored pencils, etc.
Pipe Cleaners; Glue; Model Magic; foam or cork ovals
Multiple types of Paints
Multiple types of drawing paper
Wings, Tiara, Headband

Children’s Literature:
Brimmer, Larry Dane- Bees: A True Book
Hodge, Deborah-Insects that Work Together
Kalman, Bobbie-Bees: A Denver Museum of Nature and Science Book
Llewellyn, Claire-The Best Book of Bugs

Websites:
http://www.riverdeep.net/current/2002/05/050602_bees.jhtml
http://gears.tucson.ars.ag.gov/ic/apples/apples.html
http://www.eduwebs.org/bugs/honey_bee.htm
http://www.everythingabout.net/articles/biology/animals/arthropods/insects/bees/honey_bee/
http://www.gobeekeeping.com/o8916.htm
http://www.beeguardian.org/index.html
http://www.youtube.com/watch?v=sSk_ev1eZec

Procedure

Anticipatory Set:
DAY ONE:
Class Discussion—K-W-L chart used to assess prior knowledge pertaining to life cycles of bees
Technology—YouTube video “Honey Bees Life Cycle

DAY TWO:
Class Discussion—What do we remember about Bees and their Life Cycle?
Technology—PowerPoint presentation “The Life Cycle of Bees”


Introduce and Model New Knowledge:
DAY ONE:
Teacher—Facilitate discussion reviewing the presented information and ensure comprehension.

DAY TWO:
Teacher—Facilitate discussion throughout the PowerPoint to ensure comprehension.

Guided and Independent Practice:
DAY TWO:
Station Activity—
Station 1: Use knowledge and artistic abilities to draw or illustrate the life cycle of a bee.
Station 2: Use knowledge and artistic abilities to draw or construct a 3d model of a bee using appropriate characteristics and details.
Station 3: Role play the life cycle of a bee. Assign different stages to different people and bring the stages to life. Props and words may be used. Functions and characteristics within each stage should also be acted out.
Station 4: Using a computer, and KidPix software, allow students to create a digital drawing or diagram of a bee in a stage of its life cycle which can be saved and printed.

Differentiated Instruction: To begin with, students will have the choice of which station they want to participate in. This choice allows for differentiation in the activities and allows students to choose a just-right station for their needs and abilities.

ESL

Every station with have literature and tutorials to accompany the activities. These accommodations will be available in a variety of languages to suit the language needs of the learners. Also, teacher support will constantly be provided as a method of adapting to all needs.

Challenge/Extend

Each station or activity will have a higher level task involved for those students who need a challenge. These will not be readily available to every student. However, after observations, the extension of the activity will be provided when necessary.
--Station 1: Scan the picture or illustrations into the computer and add captions to create a presentation for others to see.
--Station 2: Using toothpicks and sticky tabs to add labels to each part of the model bee. Using a chart, write what each part of the bee is used for; write what is unique about the characteristics of the bee.
--Station 3: Create a script for the role playing activity. Include the characters and the word parts with the setting. If time, type up the script on the computer.
--Station 4: Using KidPix, create a backdrop that resembles the actual habitat or scenic area of the bee (for example: bee hive or flower garden).

Special Needs

Each station or activity will be adapted and accommodated so that any student with special needs may actively engage in the learning process. These accommodations will be presented when the need for intervening is determined.
--Station 1: Draw or illustrate a shape of a bee with some detailed characteristics.
--Station 2: A pre-made model bee will be available so that the student will be able to connect the shapes and masterfully construct the shape of the bee. Use art supplies to color the model bee with appropriate and specified details (i.e. bee is a yellow color and black markings must be visible).
--Station 3: Assign a small role to the student so that they may be actively involved in the role playing process. Ask other students to facilitate the processes of the life cycle and help to ensure that the particular student is involved. Ask the student to help direct the play.
--Station 4: Work in partners to create a KidPix representation of a bee. Students may work together so that their ideas are shared and a sense of teamwork is encouraged. Teacher facilitated discussion and questioning will assess the level of support the student may need.