Innovation Academy
Unit Plan Template
Unit Three: Agriculture
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ELA:
Economics
Geography
Cells
Speaking & Listening
Writing
Reading Informational
Texts
Creating Equations
Reasoning w Eqn/Ineq
Interpret Cat/Quan Data
Math:
Science:
Flow of Matter and Energy
Heredity
Grade Level
Unit
Overview
Unit
Essential
Question(s)
Culminating
Event
Social Studies:
7th Grade
Unit Length
10 Days
In the Agricultural Unit, students will draw connections between geographic and social knowledge bases
as well as analyze current innovations in agriculture. Continuing to build their collaboration and
presentation skills, students will apply their knowledge of agricultural practices, contemporary
environmental issues and solving systems of equations. The culminating event in this unit, “What’s the
Buzz?”, places students in an entrepreneurial simulation in which they try to secure a business loan and
investment capital for an apiary agribusiness.
What is the relationship among geography, human activity, innovation and agriculture?
What are the environmental consequences of humans changing their environment?
What is the relationship between quantities in equations, functions, graphs, and tables?
How do I work collaboratively in a group setting?
Problem-Based Learning Scenario: “What’s the Buzz?”
This two and one half day culminating event for this unit is focused around the honey agribusiness.
Students will be working in pairs with the project objective of securing a business loan necessary to start
a mid-sized apiary. Day one of the culminating event will require student pairs to “brand” their business
by creating business cards and honey jar labels.
On day two, students will work towards creating a presentation that will be given to an actual loan
officer from the local community. Students will be required to create a strategic market plan, calculate
the breakeven sales volume, determine the environmental impact of the business, and participate in a
lab that will build expertise in flower and bee anatomy. Students will create a visual aid that will
encompass each of these elements and accompany their presentation before the loan officer.
Each student team will finish and prepare for their presentation the first half of day three. Following,
students will present their business plans to the loan officer. Upon hearing from each student group, the
loan officer will then select a winning team that will be “awarded the loan money”, a positive classroom
reward.
Common
STEM Project
Rubric
Assessment
Math
Component:
Sales Price
Project Title: What’s the Buzz?
Student Name:
Date:
Advanced
Proficient
Needs Improvement
Student has carefully
researched the current price of
one pound of honey and has
chosen a price with a
reasonable breakeven sales
volume.
There is no evidence
of research on
acceptable current
prices for one pound
of honey and
therefore the
student was unable
to obtain a
reasonable
breakeven sales
volume.
The student-selected price for one
pound of honey is completely out
of line with current retail prices.
Math Component:
Graph
CATEGORY
4
3
2
Units
All units are described
(in a key or with
labels) and are
appropriately sized for
the data set.
All units are described
(in a key or with
labels) but are not
appropriately sized for
the data set.
Units are neither
described NOR
appropriately sized for
the data set.
Neatness and
Attractiveness
Exceptionally well
designed, neat, and
attractive. Colors that
go well together are
used to make the
graph more readable.
A ruler and graph
paper (or graphing
computer program)
are used.
Neat and relatively
attractive. A ruler and
graph paper (or
graphing computer
program) are used to
make the graph more
readable.
Appears messy and
\"thrown together\" in
a hurry. Lines are
visibly crooked.
Title/Axes
Title clearly relates to
the problem being
graphed (includes
dependent and
independent variable)
and is printed at the
top of the graph. Both
axes are clearly
labeled.
A title is present at the
top of the graph. Axes
are labeled with less
than 100% accuracy.
A title and/or the axis
labels are not present
Lines
Both linear equations
are graphed correctly.
That is, slope and yintercept are accurate
for both lines.
One linear equation is
correctly graphed
while the other line
has one or more
errors.
Both lines have been
mistakenly graphed in
at least one way.
Intersection
Science Component:
Flower Dissection –
Explain Plant Parts
Science Component:
Flower Dissection –
Understand Living
Things
Science
Components:
Flower Dissection –
Plants in Different
Environments
The point of
intersection of the two
lines is labeled
correctly and
identified with units as
the breakeven sales
volume.
The point of
intersection is clearly
seen but is not
referenced.
The point of
intersection is not
shown or is shown
incorrectly.
The student was able to
describe the physical parts of a
flower and explain what each
part does. The student followed
directions.
The student was able
to describe a few
parts of the flower
and followed
directions.
The student cannot dissect the
physical parts of a flower and
group each part The student did
not follow directions.
The student understands that
living things such as plants and
flowers need food, water,
shelter and space or they will
not survive. The student
listened and paid attention to
the PowerPoint.
The student
understands that
living things like
plants and flowers
need food, water,
shelter and space or
they will not survive.
The student did not
pay attention during
the PowerPoint.
The student does not understand
that living things such as plants
and flower need food, water,
shelter and space to survive. The
student did not pay attention
during the PowerPoint.
The student understands that
there are many different types
of plants and they can live in
many different types of
environments.
The student vaguely
understands that
there are many types
of plants and they
can live in many
different types of
environments.
The student does not understand
that there are many different
types of plants and they can live in
many different areas. The student
did not pay attention.
Science
Components:
Question/
Purpose
Fast Plants Pollination
–
Science Write-Up
Experimental
Hypothesis
Procedures
Data
Conclusion/
Analysis
Participation
Social Studies
Component:
Environmental
Impact
4
The purpose of
the lab or the
question to be
answered during
the lab is clearly
identified and
stated.
Hypothesized
relationship
between the
variables and the
predicted results
is clear and
reasonable based
on what has been
studied. Must be
in the if __, then
___, because ___
statement, and
the rationale
must be clear and
complete.
Procedures are
listed in clear
steps. Each step is
numbered and is
a complete
sentence.
Professional
looking and
accurate
representation of
the data in tables
and/or graphs.
Graphs and tables
are labeled and
titled.
Conclusion
includes whether
the findings
supported the
hypothesis,
possible sources
of error, and what
was learned from
the experiment.
Used time well in
lab and focused
attention on the
experiment.
Within their presentation, the
student identifies two ways in
which their apiary will
positively impact the
environment and two ways
their apiary could negatively
impact the environment.
3
The purpose of
the lab or the
question to be
answered during
the lab is
identified, but is
stated in a
somewhat
unclear manner.
Hypothesized
relationship
between the
variables and the
predicted results
is reasonable
based on general
knowledge and
observations.
Must be in the if
__, then ___,
because
___ statement, and
the rationale
must be present.
Procedures are
listed in a logical
order, but steps
are not numbered
and/or are not in
complete
sentences.
Accurate
representation of
the data in tables
and/or graphs.
Graphs and tables
are labeled and
titled.
2
The purpose of
the lab or the
question to be
answered during
the lab is partially
identified, and is
stated in a
somewhat
unclear manner.
Hypothesized
relationship
between the
variables and the
predicted results
has been stated,
but appears to be
based on flawed
logic. You are
missing one of
the three
components of
the if __, then ___,
because ___
statement.
Procedures are
listed but are not
in a logical order
or are difficult to
follow.
Accurate
representation of
the data in
written form, but
no graphs or
tables are
presented.
Data are not
shown OR are
inaccurate.
Conclusion
includes whether
the findings
supported the
hypothesis and
what was learned
from the
experiment.
Conclusion
includes what
was learned from
the experiment.
No conclusion
was included in
the report OR
shows little effort
and reflection.
Used time pretty
well. Stayed
focused on the
experiment most
of the time.
Did the lab but
did not appear
very interested.
Focus was lost on
several occasions.
Participation was
minimal OR
student was
hostile about
participating.
Within their
presentation, the
student identifies
one way in which
their apiary will
positively impact the
environment and
one way their apiary
could negatively
impact the
environment.
1
The purpose of
the lab or the
question to be
answered during
the lab is
erroneous or
irrelevant.
The hypothesis is
not in the if __,
then ___, because
___ statement.
Procedures do
not accurately list
the steps of the
experiment.
The student does not include both
positive and negative
environmental impacts, only one
or the other.
Social Studies
Component:
The student creates a business
card and honey jar label that is
both professional and visually
appealing. All content is
appropriate and relevant.
Business Card and
Label
ELA Component:
Visual Aid
ELA Component:
Presentation
Skills
Unit
Objectives
The student has a
visual aid that does
not have too many
words on it.
The student does not
read directly from the
visual aid, but uses it
to actually aid the
presentation.
The student adds more
detail verbally than is
on the visual aid.
The student has 7 or
more slides in their
visual aid.
The student faces the
audience during all of
the presentation.
The volume of the
student’s voice is loud
and clear to the
audience and varies in
tone throughout the
presentation in order
to emphasize certain
parts of the
presentation.
The student’s attitude
is positive.
The student creates
a business card and
honey jar label that
is visually appealing.
Some content is
distractive or
irrelevant.
The student creates a business
card and honey jar label. Each
element appears to be incomplete
or missing information or contains
little relevant information.
The
student has
a visual aid,
but reads
directly
from the
visual aid
or does not
add any
material at
all that is
not on the
visual aid.
The
student has
6 slides in
their visual
aid.
The
student
faces the
audience
during
most of the
presentatio
n.
The volume
of the
student’s
voice is
loud and
clear to the
audience.
The
student’s
attitude is
positive.
The student does not
have a visual aid or the
visual aid has too many
words on it.
The student has 5 or less
slides in their visual aid.
The student does not
face the audience during
most of the presentation.
The volume of the
student’s voice is not
loud enough for the
audience to hear.
The student’s attitude is
not positive.
I can interpret relationships between quantities from equations, functions, graphs, and tables.
I can work efficiently and effectively in a collaborative group setting.
I can analyze productive forms of agriculture to understand how society manipulates them.
I can explain the impact of deforestation on worldwide agriculture, economy, and climate.
Strands (main ideas taught in unit)
ELA
Speaking and Listening
Writing
Math
Science
Social
Studies
Vocabulary
ELA
Reading Informational Texts
Creating Equations
Reasoning with Equations and Inequalities
Interpreting Categorical and Quantitative Data
Cells
Flow of Matter and Energy
Heredity
Embedded Inquiry
Embedded Engineering and Technology
Economics
Geography
1. Effective – successful in producing a desired or intended result
2. Elaboration – added or extra material that gives extra detail
3. Collaboration – working with one or more people to produce a desired result
4. Clarify – to make clear
5. Claim- to state something, sometimes without proof or evidence of truth
Math
1. System of linear inequalities – Two or more inequalities with two or more variables. When graphed,
these half-planes may/may not intersect to form a half-plane or geometric figure.
2. System of linear equations – Two or more equations with two or more variables. When graphed,
these lines may/may not intersect at some point (x, y).
3. Elimination – A method for solving a system of equations in which one variable is eliminated through
addition and/or multiplication to reduce the number of variables in each equation.
4. Substitution – A method for solving a system of equations in which the equivalent expression for one
variable is substituted for the variable.
5. Solving by Graphing – A method for solving a system of equations or inequalities by graphing all
equations, or inequalities, on the same plane to see where they intersect.
Science
1. Asexual Reproduction – Reproduction, as budding, fission, or spore formation, not involving the union
of gametes.
2. Sexual Reproduction – Reproduction involving the union of gametes.
3. Resources – A source of supply, support, or aid, especially one that can be readily drawn upon when
needed.
4. Photosynthesis – The complex process by which carbon dioxide, water, and certain inorganic salts are
converted into carbohydrates by green plants, algae, and certain bacteria, using energy from the sun
and chlorophyll.
5. Cellular Respiration – The oxidation of organic compounds that occurs within cells, producing energy
for cellular processes.
Social
Studies
1. Deforestation – the permanent removal of forest cover from an area, and the conversion of this
previously forested land to other uses.
2. Desertification - the process by which fertile land becomes desert, typically as a result of drought,
deforestation, or inappropriate agriculture.
3. Slash-and-Burn – a method of agriculture in which existing vegetation is cut down and burned off
before new seeds are sown, typically used as a method for clearing forest land for farming.
4. Reforestation – replant with trees; cover again with forest
5. Climate Change – the change in global climate patterns apparent from the mid to late 20th
century onwards, attributed largely to the increased levels of atmospheric carbon dioxide
produced by the use of fossil fuels.
Key Questions
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ELA
How do I work
collaboratively in a
group?
How do I work
effectively in a
group?
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What makes an
effective speech?

How do I incorporate
sound reasoning in
my arguments to
make them more
valid?
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Hook for
Unit
Math
How do I create
equations in two or
more variables to
represent
relationships
between quantities?
How do I graph
equations on
coordinate axes with
labels and scales?
How do I graph
inequalities on
coordinate axes?
How do I solve a
system of equations
by graphing?
How do I solve a
system of
inequalities by
graphing?
How do I solve a
system of equations
by substitution?
How do I solve a
system of equations
by elimination?
How do I find the
equation of a line if I
know two points on
the line, or the slope
and one point?
How do I write the
equation of a line in
standard form?
How do I write the
equation of a line in
slope-intercept
form?
When does a system
have no solution?
When does a system
have infinitely many
solutions?
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Science
What are the most
productive forms
of agriculture and
how are we
manipulating them
to increase food
production?
How can I compare
and contrast
asexual and sexual
reproduction?
Explain the
difference between
renewable and
non-renewable
resources.
How do human
activities and
choices affect the
environment?
How can I compare
and contrast
photosynthesis and
cellular respiration.
What is the
relationship
between
photosynthesis and
cellular
respiration?
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Social Studies
What are the
consequences of
humans changing
their environment?
What are the
driving forces of
deforestation?
What is the
relationship
between
deforestation and
agriculture?
What is my
consumption rate
of paper goods?
How can I prevent
deforestation
around the world
without even
leaving home?
http://bees.tennessee.edu
Students in the seventh grade will be view the “Bees” video clip by ultracomm that is located on this
webpage (http://bees.tennessee.edu). This video is the third video listed on the website. The video
illustrates the importance and use of honeybees in agriculture. This video is specific to Tennessee
therefore it will illustrate how honeybees affect our local and state culture and economy. Students will
complete a cause and effect Thinking Map during the viewing of the video clip. The students will then
discuss the relationship between honeybees and agriculture in small groups. The small groups will share
the highlights and focus from their discussions with the class.
Cause and Effect Thinking Map:
Information
al Text
Component
Writing
Closure
Materials
Needed for
Culminating
Event
For the agriculture unit, students will begin by reading articles about giving speeches and presentations.
These pieces of informational text have been carefully selected to give students the knowledge to have
meaningful classroom discussions about how to give effective speeches. The articles that students will
read throughout this week are Common Speaker Pitfalls, by Craig Valentine, The WOW Factor and The
P’s of Preparing a Presentation, both by Stephen Boyd, and Public Speaking Visual Aids Help. During this
time, students will also engage in an article of the week; this is a close read and the content of the
articles is related to the culminating project about honeybees. The two articles of the week are
Honeybee Mystery by Catherine Clarke Fox and Royal Pains: Why Queen Honeybees Are Living Shorter,
Less Productive Lives by Francie Diep. While student engage in a close reading each day at the beginning
of their language arts class, they will be introduced to the main idea of the culminating project and will
begin to develop an understanding about the decline of honeybees. They will also be gaining knowledge
for the speeches that they will create in language arts class. On top of the chosen articles, students will
use their research skills to find valid sources about their speech topic in order to develop sound
reasoning that they will present in their individual speech in language arts class. This variety of text that
makes up the informational text component of the agriculture unit will leave students filled with
knowledge on project day and will prepare them to work together to accomplish their project day goals
and then present their projects together in an effective manner.
The writing closure of the agriculture unit will allow students to reflect upon the unit’s essential
questions and the culminating event. The students will complete a 3-2-1 reflection where they will
answer 3 of the unit’s essential questions with each question being answered in a complete
paragraph. They will then apply what they have learned to 2 real-world situations with each application
fulfilling one paragraph of its own. Finally, students will create one tip that they would have for another
student who is coming in next year to complete the same project. This will be a total of 6 paragraphs for
the writing reflection that will be done in class individually on the final day of the unit.
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MacBook Air
Keynote
Brother® Business Card Creator
The Jam Labelizer
Standards: Common Core Standards, Tennessee State Standards
ELA
 CCSS.ELA-Literacy.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in
Common
groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on
Core
Standards.
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others’ ideas and expressing their own clearly.
o CCSS.ELA-Literacy.SL.7.1a Come to discussions prepared, having read or researched
material under study; explicitly draw on that preparation by referring to evidence on the
topic, text, or issue to probe and reflect on ideas under discussion.
o CCSS.ELA-Literacy.SL.7.1b Follow rules for collegial discussions, track progress toward
specific goals and deadlines, and define individual roles as needed.
o CCSS.ELA-Literacy.SL.7.1c Pose questions that elicit elaboration and respond to others’
questions and comments with relevant observations and ideas that bring the discussion
back on topic as needed.
o CCSS.ELA-Literacy.SL.7.1d Acknowledge new information expressed by others and, when
warranted, modify their own views.
CCSS.ELA-Literacy.SL.7.2 Analyze the main ideas and supporting details presented in diverse
media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic,
text, or issue under study.
CCSS.ELA-Literacy.SL.7.3 Delineate a speaker’s argument and specific claims, evaluating the
soundness of the reasoning and the relevance and sufficiency of the evidence.
CCSS.ELA-Literacy.SL.7.4 Present claims and findings, emphasizing salient points in a focused,
coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye
contact, adequate volume, and clear pronunciation.
CCSS.ELA-Literacy.SL.7.5 Include multimedia components and visual displays in presentations to
clarify claims and findings and emphasize salient points.
CCSS.ELA-Literacy.SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of
formal English when indicated or appropriate.
CCSS.ELA-Literacy.W.7.6 Use technology, including the Internet, to produce and publish writing and link
to and cite sources as well as to interact and collaborate with others, including linking to and citing
sources.
CCSS.ELA-Literacy.W.7.7 Conduct short research projects to answer a question, drawing on several
sources and generating additional related, focused questions for further research and investigation.
CCSS.ELA-Literacy.RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RI.7.4 Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on
meaning and tone.
SS.ELA-Literacy.RI.7.8 Trace and evaluate the argument and specific claims in a text, assessing whether
the reasoning is sound and the evidence is relevant and sufficient to support the claims.
Math
Common
Core
Standards.
A-CED.2. Create equations in two or more variables to represent relationships between quantities; graph
equations on coordinate axes with labels and scales.
A-CED.3. Represent constraints by equations or inequalities, and by systems of equations and/or
inequalities, and interpret solutions as viable or nonviable options in a modeling context. For
example, represent inequalities describing nutritional and cost constraints on combinations of
different foods.
A-CED.4. Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving
equations. For example, rearrange Ohm’s law V = IR to highlight resistance R.
A-REI.5. Prove that, given a system of two equations in two variables, replacing one equation by the sum
of that equation and a multiple of the other produces a system with the same solutions.
A-REI.6. Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs
of linear equations in two variables.
A-REI.10. Understand that the graph of an equation in two variables is the set of all its solutions plotted
in the coordinate plane, often forming a curve (which could be a line).
A-REI.11. Explain why the x-coordinate of the points where the graphs of the equations y=f(x) and y=g(x)
intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g. using
technology to graph the functions, make tables of values, or find successive approximations.
Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential,
and logarithmic functions.
A-REI.12. Graph the solutions to a linear inequality in two variables as a half-plane (excluding the
boundary in the case of a strict inequality), and graph the solution set to a system of linear
inequalities in two variables as the intersection of the corresponding half-planes.
S-ID.7. Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the
context of the data.
Science
Tennessee
State
Standards.
Embedded Inquiry
- GLE 0707.Inq.1 Design and conduct open-ended scientific investigations.
- SPI 0707.Inq.1 Design a simple experimental procedure with an identified control and appropriate
variables.
- GLE 0707.Inq.2 Use appropriate tools and techniques to gather, organize, analyze, and interpret data.
- SPI 0707.Inq.2 Select tools and procedures needed to conduct a moderately complex experiment.
- SPI 0707.Inq.3 Interpret and translate data in a table, graph, or diagram.
- GLE 0707.Inq.3 Synthesize information to determine cause and effect relationships between evidence
and explanations.
- SPI 0707.Inq.3 Interpret and translate data in a table, graph, or diagram.
- SPI 0707.Inq.4 Draw a conclusion that establishes a cause and effect relationship supported by
evidence.
- GLE 0707.Inq.4 Recognize possible sources of bias and error, alternative explanations, and questions
for further exploration.
SPI 0707.Inq.5 Identify a faulty interpretation of data that is due to bias or experimental error.
- GLE 0707.Inq.5 Communicate scientific understanding using descriptions, explanations, and models.
- SPI 0707.Inq.1 Design a simple experimental procedure with an identified control and appropriate
variables.
- SPI 0707.Inq.3 Interpret and translate data in a table, graph, or diagram.
Embedded Technology & Engineering
- GLE 0707.T/E.1 Explore how technology responds to social, political, and economic needs.
- SPI 0707.T/E.1 Identify the tools and procedures needed to test the design features of a prototype.
- GLE 0707.T/E.2 Know that the engineering design process involves an ongoing series of events that
incorporate design constraints, model building, testing, evaluating, modifying, and retesting.
- SPI 0707.T/E.2 Evaluate a protocol to determine if the engineering design process was successfully
applied.
- GLE 0707.T/E.3 Compare the intended benefits with the unintended consequences of a new
technology.
- SPI 0707.T/E.3 Distinguish between the intended benefits and the unintended consequences of a
new technology.
- GLE 0707.T/E.4 Describe and explain adaptive and assistive bioengineered products.
-
SPI 0707.T/E.4 Differentiate between adaptive and assistive engineered products (e.g., food,
biofuels, medicines, integrated pest management).
Cells
- GLE 0707.1.1 Make observations and describe the structure and function of organelles found in plant
and animal cells.
- SPI 0707.1.1 Identify and describe the function of the major plant and animal cell organelles.
- GLE 0707.1.2 Summarize how the different levels of organization are integrated within living systems.
- SPI 0707.1.2 Interpret a chart to explain the integrated relationships that exist among cells, tissues,
organs, and organ systems.
- GLE 0707.1.5 Observe and explain how materials move through simple diffusion.
- SPI 0707.1.5 Explain how materials move through simple diffusion.
Flow of Matter and Energy
- GLE 0707.3.1 Distinguish between the basic features of photosynthesis and respiration.
- GLE 0707.3.2 Investigate the exchange of oxygen and carbon dioxide between living things and the
environment.
- SPI 0707.3.1 Compare the chemical compounds that make up the reactants and products of
photosynthesis and respiration.
- SPI 0707.3.2 Interpret a diagram to explain how oxygen and carbon dioxide are exchanged between
living things and the environment.
Heredity
- GLE 0707.4.1 Compare and contrast the fundamental features of sexual and asexual reproduction.
- SPI 0707.4.1 Classify methods of reproduction as sexual or asexual.
- GLE 0707.4.2 Demonstrate an understanding of sexual reproduction in flowering plants.
- SPI 0707.4.2 Match flower parts with their reproductive functions.
Earth
- GLE 0707.7.5 Differentiate between renewable and nonrenewable resources in terms of their use by
man.
- GLE 0707.7.6 Evaluate how human activities affect the earth’s land, oceans, and atmosphere.
- SPI 0707.7.7 Analyze and evaluate the impact of man’s use of earth’s land, water, and atmospheric
resources.
Social
Studies
Tennessee
State
Standards.
Economics
- GLE 2.03 Understand the changes that occur in the nature, use, distribution, and importance of
resources.
- 7.2.spi.2. define renewable and nonrenewable resources.
Geography
- GLE 3.08 Understand how human activities impact and modify the physical environment
- 7.3.spi.13. recognize the definitions of modifications on the physical environment (i.e. global warming,
deforestation, desert, urbanization).
- 7.3.spi.18. analyze the environmental consequences of humans changing their physical environment
(i.e., air and water pollution, mining, deforestation, global warming).
Notes: For more information or additional materials, please contact the Innovation Academy.
Appendix A: Hook for the Agriculture Unit
Directions:
Students will access the http://bees.tennessee.edu website. Once on the website the students will view the Bees” video
clip by ultracomm that is located on this webpage. This video is the third video listed on the website. The video illustrates the
importance and use of honeybees in agriculture. This video is specific to Tennessee therefore it will illustrate how honeybees affect
our local and state culture and economy. Students will complete a cause and effect Thinking Map during the viewing of the video
clip. The students will then discuss the relationship between honeybees and agriculture in small groups. The small groups will share
the highlights and focus from their discussions with the class.
Cause and Effect Thinking Map
What is the relationship between honeybees and agriculture?
Your answer:
Your group’s answer:
Highlights and Focus from your small group’s discussions: